Week 10 Term 3 - English Department: Marking the Derived Grade Internal Assessment - (September 26 - 30)

The Derived Grade Assessment Internal took place in Week 7. I wrote a reflection on how I prepared my Level 3 students for the derived grade assessment (see Alby's Blog Entry - 11/08/22) The students have now completed the Derived Grade Assessment Internal and I am pleased with the outcome. In particular, the responses to the Extended Written Text (91472) and Visual Text (91473). I am impressed with how the students used the preparation notes and crafted a response to the texts that we studied in class. In particular, I was really happy with how they were able to: 

• Give a solid recount of the text. 
• Use good evidence from the text. 
• Comment on the social context surrounding the text. 
• Make connections to the chosen statement. 

I am nearly at the end of marking all of the responses for the Derived Grade Assessment Internal. Whilst I am happy with the progress that the students have made (which is awesome) I am also aware that there are areas of opportunity for me as a teacher - where I can provide better preparation and support for my senior students when they are revising for the end of year exam. In this reflection, I am going to comment on three student exemplars from the Week 7 DGE (Derived Grade Examinations) - commenting on the areas where student did really well and how this links to the preparation that we covered in class - this area will be referred to as 'Highlights'. I will also comment on the areas where I know I need to do better - areas that the students may have stumbled in their crafted text. This area will be referred to as 'Opportunities'. 

301ENGLit DGE Exemplar A: 91472 Essay

• Highlights: The student has shown a great understanding of the text, which is evident through their overview of the story. They have used two quotes from the text and have shown a great understanding of the evidence through their explanation of it. They have also commented on the social context around the text and how it influences her understanding of the text. Finally they have made a good connection to the statement that they have chosen 'The most powerful texts are that teach us moral lessons'. In our preparation for the Derived Grade Assessment, we did spend a session going through the text and the main message within the story. We also spent time discussing the social, political and historical contexts around the text. The student has obviously taken this all into account and has crafted a well written text that highlights all of these things that we covered in our preparation weeks leading up to the exam. 

• Opportunities: Although they have made a good connection to the statement, they have only managed to answer or address half of the statement. They have explained (with supporting evidence) the moral lesson that the text teaches the reader HOWEVER they have not analyzed why this text is powerful. Going forward, I want to spend time going through different statements with the students break them down and teach them how to answer it fully. 

301ENGLit DGE Exemplar  B: 91473 Essay

• Highlights: The student has shown a solid understanding of the text, focusing on one scene in particular. There is good commentary on the techniques that were used well, how they were used in the scene and how they help to create meaning in the scene. As with the extended text revision, we spent a significant time going through the text focusing on the close viewing of three scenes. We discussed the techniques that were used and why they were effective in the scene. The student has demonstrated a good understanding of these areas and it is evident in their writing. 

• Opportunities: In our preparation we also discussed the social, political and historical contexts around the film. We also looked at genre and director's style - as two areas that they could integrate into the crafting of the essay. Going forward, I would like to get my students to practice writing on the social context, genre and director's style - to both write and talk about it - as adding this to their writing can definitely elevate their argument. Markers are looking for those moments in an essay where the student can go beyond the text and draw connections to genre or social context. 

301ENGLit DGE Exemplar C: 91473 Essay 

• Highlights: Starting an essay is always hard. Students can often find themselves at a road block when it comes to crafting an introduction to an essay. This student has done a superb job in taking their chosen statement 'Dialogue is the most important element of any film' and used it as the springboard for their introduction. A great review on why dialogue is important has positioned the student in stance where they are in favor or agree with the statement (immediately showing the writer where they stand). We spent time in our preparation to discuss the introduction and how to take the statement and use it as leverage in your introduction. It is always good to explain what you think the statement means and express whether you agree or disagree with it, so that it helps you move through the essay. 

• Opportunities: I would like to revisit how to use their chosen statement in their introduction. This can help students who find themselves in a situation where they feel that they cannot start their essay. 

Although I have not finished marking my student's work - I am pleased with what they have done. The preparation work we did has shown through their writing. Furthermore, I can see the areas of opportunity for me and what I can do to help support them better with their essays and overall preparation for their end of year exam. I am looking forward to putting this into action when we return to school for Term 4. 

Week 9 Term 3 - Te Wiki o Te Reo Maori Language Week - (September 19 - 23)

Celebrating language and culture is a highlight in our school calendar. From International, Samoan and Tongan Language Week - celebrating the richness of each language week and the cultural values is a staple in our school each year. The past week, we celebrated Te Wiki o Te Reo Maori Language Week and it was an awesome experience. We celebrated, acknowledged and learnt Te Reo Maori in engaging and different ways. I am going to reflect on the ways that I celebrated Te Wiki o Te Reo Maori Language Week and what I learnt through the experience. 

HAKA: The haka is a ceremonial Māori war dance or challenge. Haka are usually performed in a group and represent a display of a tribe's pride, strength and unity. 
WAIATA: Waiata is a word in the Māori language meaning "song", and may refer to: Māori music.

One way that our students connect to their language and culture is through the arts. Music and performance is a powerful vessel in which our young people can find a sense of belonging and enjoyment, when you connect this to language and culture - young people find a deeper sense of understanding and appreciation for their culture and for the culture in general. The students were given the task to learn the school haka and a waiata to perform at a whole school assembly on Friday. Throughout the week, the students spent most of their break time rehearsing and learning the school haka in their House groups. For many of our students, they were not aware that there was a school haka so the learning process took some time, but as always our students were able to catch it, learn it and perfect. The students in Totara House spent every interval and lunch break together, learning the haka. They had a quick turn around period of 2 days to learn it then polishing on the third day. 

Totara House learning + performing the haka for Te Wiki o Te Reo Maori Language Week @ Tamaki College

We had 50 students who wanted to be part of the Totara House haka team, most of whom are not Maori. The experience - learning the language, the actions - was one where I had to stop and ask the students to really think about what are doing. We are learning something that is of us, this is something that does not belong to us culturally but one that we have the privilege of learning. The goal for Totara House with the haka was to learn it but to honor it when we presented it to the school. To honor the language and culture. The students had a great time learning the haka, especially as it is the school haka and the really felt connected to the Reo. 

Totara House Leaders + myself performing 'Whakaria Mai' 

The House Leaders and I shared the waiata that we knew - Whakaria mai - as our contribution to the Waiata competition for Te Wiki o Te Reo Maori Language Week. We chose this song as we believe that language and culture is a blessing that God has given us. We honor it and celebrate, as it is a blessing that not gives us a sense of belonging and identity but it also enriches every area of our lives. We enjoyed rehearsing this song and sharing the reo that we knew, with our school family. 

Learning the haka and waiata was a beautiful experience. It was an experience where it made me appreciate richness of the Maori language. Even more so, learning and understanding the language in the haka and waiata made me want to perfect it and honor it, as with every other language - it is special and when we are given the privilege of learning it - we must do our best and treat it with the upmost care and respect. The students had an absolute blast getting involved in the celebrations and the comments after the week's celebrations, was that they really enjoyed being part of something that they were not familiar with. They felt a togetherness with the school when they learnt and shared the school haka to each other. This was a beautiful moment for the students and the whole school family.

KOROWAI: “The Korowai is worn as a mantle of prestige and honor. The name Korowai is symbolic of leadership, and includes the obligation to care for the people and environment.”

The staff were given the task to create a korowai. The instructions were to keep it simple and small, but still create something that represents you. My korowai represents the four areas in my life that I carry with me. I carry these four areas/pillars with pride and honor.

 

• My wife - I believe that our marriage, our love and our union is anointed, purpose + covered by GOD. I carry this with me forever.
• My angels - I carry my angels with me forever.
• My faith - I carry my faith with me forever.
• My family - I carry my family with me forever.
• My korowai is held together by the tapa cloth, which symbolizes my culture and heritage - Samoa. This is something that I am very proud of. The culture - the values - that gives me grounding + a sense of purpose.

My korowai

Whilst I do not have an image of the actual korowai that I made, what it symbolizes to me is something special and heartfelt. The four parts of my korowai are pieces of my heart that I carry with me daily, parts that I bring into what I do as kaiako and in the different responsibilities that I have at work. They are parts of me that I do not turn off but embrace and hold close to my heart. I really enjoyed this part of the week's celebrations. It made me reflect on what I 'carry' and what I bring to the space as a teacher. It made me reflect on what my students 'carry' in terms of their cultural identity, family and values - what am I doing as kaiako to celebrate this? I would like to do this activity with my students - focusing on my Year 9 class - as a final assessment for the Term where they will create their own Korowai and then write what it means to them. This is one small step, in integrating and celebrating Te Reo in an English class space. I look forward to documenting this venture. 

Week 8 Term 3 - English Department: Preparing for the Derived Grade Assessment Exam - (September 12 - 16)

Since 2020, student achievement in external assessment has changed. The disruptions to the school structure and learning over the last two years have impact on student achievement with external assessment and Derived Grade Assessments have become an insurance policy that students are encouraged to take on should anything happen. Preparing for the Derived Grade Assessment Examinations is important. How you prepare can have an impact on your outcome. For my two senior classes (201ENG - NCEA Level 2 English + 301ENGLit - NCEA Level 3 English) I wanted to make sure that I prepared them well enough to know the texts and how to craft their text responses. I am going to share the preparation I went through with my NCEA Level 3 English class (301ENGLit) focusing on the external assessment paper 91473 - Response to a visual text. 

VISUAL TEXT: ​ Visual texts are texts in which meaning is shaped and communicated by images rather than words. Visual texts range from a photograph or illustration in a print magazine to the visual components of multimodal texts. (Visual Literacy)

We spent all of Term 2 focusing on our extended written text, so I decided that I would begin the Derived Grade Assessment preparation by looking back on our visual text (Ron Howard's - A Beautiful Mind). We had watched the film earlier in the year when we were doing our Close Viewing Assessment, so I knew that I had to revisit the text with the students to get them familiar with it again. The premise of the Derived Grade Assessment for 91473 is crafting a written response to a studied visual text. The students are giving 8 statements that they have to choose from (see the statements from the 2021 91473 external assessment for a visual text below): 

1. Innovative texts provide the most reward for the audience.
2. A convincing hero has a balance of admirable and deplorable characteristics.
3. The most powerful texts affect their audience through sophisticated structure.
4. An inspiring text challenges the audience’s initial assumptions about characters.
5. The important messages in a text are conveyed by the differences between settings.
6. An effective text uses imagery to present the ordinary in extraordinary ways.
7. The power of a persuasive text comes from the skillful combination of elements.
8. Significant connections between the start and end of a text reveal important ideas

The students will choose ONE statement and craft their written response, basing their response on the visual text studied in class. In preparation for this, I knew that the students knew the text well and that they had already studied the three key scenes from the film in depth. All of this is needed in the written response, however I wanted to focus on three areas that they students could support what they already know and potentially take their writing to the next level. The three areas are the visual text's genre, the director's style and the social/historical/political context around the film. A well rounded and crafted text for a visual text essay is one that is not just mapping out the key scenes, techniques and director's purpose BUT is one that can tie in all the other aspects WELL linking back to the statement that the student has chosen.

91473 DGE Document that I prepared for my students focusing on the 3 areas. 

Genre: It is important for the students to know the genre of the film. Knowing the genre can help them grasp on the stylistic conventions of the genre and how the director has used it to show a specific message. 

Director's style/background: Knowing more about the director, the style of they film and what characteristics are evident in their film style, can help student's when they are talking about the director's purpose. 

Social/Political/Historical context: Knowing the social, political and historical context of a text and weaving this into your written text, can really help elevate your writing. It will show the marker that your understanding of the text goes beyond what have you seen and highlights your understanding of the social, political and historical context that help support the film's overall message or purpose. 

91473 DGE Document: Crafting their text

From here the students were able to pull what they revised on the text, specifically the three scenes and integrate what they had revised on the 3 new areas. The purpose of this next part of the revision was so that they could organize and plan what they know - crafting a plan of their paragraph for each scene that they would write in the actual Derived Grade Assessment exam for the visual text. 

My approach for the Derived Grade Assessment revision was to keep as simple as possible and something that the students could do in their own time. I wanted them to use what they know about the text but also introduce them to a few key areas that could help elevate their writing. The proof is in the pudding and now with the assessment over, I look forward to seeing if the revision actually worked. 

Week 7 Term 3 - Tongan Language Week: The Kakala Framework - (September 5 - 9)

KAKALA: Kakala is a Tongan model that represents a garland made of flowers and leaves to be worn on special occasions, or presented to a special guest as a sign of ‘ofa’ (love) and ‘faka’apa’apa’ (respect)

The theme for Tongan Language Week 2022 is: Ke Tu'uloa 'a e lea faka-Tonga 'i Aotearoa, which means Sustaining the Tonga Language in Aotearoa. In recent years, I have noticed that there has been a resurgence and a collective desire to sustain and nurture Maori and Pasefika languages. The importance of understanding one's mother tongue correlates to identity, identity (knowing one's self) is our moral and value compass that gives us a sense of grounding and foundation. As a school, we are in full support of recognizing, celebrating, understanding and valuing the identities of our students - who they are, what skills and values the bring to the classroom, the culture that they identify with - and we do all that we can to learn it, understand it, embrace it and integrate it into what we do as teachers. Our Pasefika teachers have used the language weeks to introduce and share cultural models and frameworks, to help teachers connect with the language and values for the respective cultural language week. 

For Tongan Language Week, we have been introduced to the Kakala model. This model is a framework that is based around the traditional making of Kakala (a garland made of flowers and leaves) which is to be worn on special occasions or presented to a special guest.  Mrs Suipi Latu (HOD EL + Tongan Language expert) shared this model and the process on how to design and make Kakala. The purpose of sharing this model to staff was to enable us to: 

• reflect on our own teaching practices and see how we know and understand our learners.. 
• how do we weave our own cultural values into our practice (in a meaningful way)?
• how can we model good values to our students in way where they will be inspired to do the same?

The staff were put into their House groups - Kowhai, Puriri, Rata and Totara House. Mrs Suipi Latu wen through the three stages of Kakala and as a group, we collaborated and went through the process of designing our own kakala. I am going to go through the process for the Totara House mentorship team and reflect on how the process went for us. I will also link in my own thoughts on how I think this process is reflected in own my teaching pedagogy. 

First Process: TOLI: The collection of fragrant flowers, fruits, leaves, and other deodorant elements requires for making the kakala.

This process is characterized by: 

• The occasion, the flowers for the garland are ranked according to their cultural importance. For example, the 'heilala' flower is considered an important flower and is used for the garland and is gifted to people connected to the Tongan Royal family or who have a Chief title. 
• It is important that the maker of the kakala understands the cultural importance for each flower so that they can design and create the kakala accordingly. 

Our team gathered together and we were given the task of figuring out what type of materials we wanted to use. We were given different examples of kakala to look at and we decided that we wanted to use the heilala flower for our design. We liked what it looked like and the importance that it carried. 

Reflection - How does the process of Toli apply to me and my role as a teacher, HOD + Dean?

Teacher: Knowing my learners beyond their name but understanding who my learners are - culturally, emotionally, academically (to name a few). It is about taking the time to understand my students and utilizing the skills that they bring to the classroom. Using their 'language' in a way that is meaningful and less 'tokenism'. This is something that I am hoping the new changes to literacy will enable me to explore in more depth with my students. 

HOD: Knowing my team is more than just meeting with them for our weekly department meetings. It is about spending time to connect with them, to see what their strengths, concerns and dreams are so that I can help support them the way they need to be supported. 

Dean: As mentioned above, what I do as a teacher and as HOD - in knowing and connecting with my team and students, can be transferred into what I do as Dean. Knowing understanding who my mentorship, leadership and whole House cohort are means taking time to connect with them. One way that I have done this is through regular meetings with the mentorship and leadership team (weekly) and the pastoral meetings I have with the students in my effort to connect with them. In our preparation for the Tongan Language Week festivities, I reached out to the students and shoulder tapped a number of students I knew would be interested in taking part in our Tongan Group for Totara House. 'Knowing the learner' is about being proactive and using what you know of the students (skills, capabilities and potential) and nurturing it. 'Knowing the learner' can also mean that we as teachers become the student. In this case, the Tongan Group were lead by our very punake (choreographer) Year 13 student Mounga Afemui. 

Totara House Tongan Group rehearsing the lakalaka for Tongan Language Week 2022

Second Process: TUI: the making or weaving of a kakala using the fragrant flowers, fruit, leaves and other fragrant and decorative elements gathered.

This process is all about the design of the kakala. 

• The making of kakala depends on the nature of the flower that is been used (how intricate and complex the flower is determines the length of time it will take to design)
• The style in which the design is, will also determine how long the process of Tui will take. 

Our team chose the garland that had simple yet beautiful design. We modelled our design of this and then add our own creative twist to it by added the shield and leaf cut out to make it visually appealing. It was also decided at this stage of the process that we would delegate people to specific roles as there were some people who are skilled in crafts who were more than happy to take on the design while others (including myself haha) who are not so confident with arts and craft - would take on a supportive role (this also involved taking photos and cutting out leaves if need :D)

Totara House mentorship team kakala design - the second process of tui

Reflection - How does the process of Tui apply to me and my role as a teacher, HOD + Dean?

Teacher: As a teacher, the process of 'tui' is something that we all do (in our respective way). For me, it is in the planning for my students. Whether it is for my junior or senior English classes, I am always trying to plan my program with the curriculum at the forefront. There is a clear finish line in what I want my students to get out of the program - whether is an intensive 4 week literacy focused program focusing on crafting a text or a 7 week intensive on completing an internal assessment - knowing what I want to do, tailoring it for the students in mind and then preparing all the resources needed - like tui in making kakala - I can see how this process is already applicable to my teaching. 

HOD: The same can be said as HOD - knowing what is on top for my team (every week), whether is administration or a learning area specific focus - preparing the resources and tools needed for my staff. We are currently discussing the new literacy and NCEA standards for 2024. An important part that I feel I need to drive is the resources - whether it is reading material or exemplars - and share it with the team. I want to the team to be familiar, comfortable and confident with the new standards and preparing them well is going to help the team feel good about the changes. 

Dean: My House know that I like to be prepared all the time. For Tongan Language Week, we had several meetings prior to the actual week so that we had a plan in place. Everyone (mentors and students) helped to plan what needed to be done - from the designing of the kakala (which was driven by the mentor teachers) to organizing the performances (student leadership team). There was a clear purpose and plan in place and we all knew what we needed to do to help get the plan completed. The process of tui is one that is applied in all three roles that I play at school. 

Third Process: LUVA: Luva is the final process and is about giving the kakala away to someone else as a sign of peace, love and respect.

The third process of Luva is characterized as:

• Kakala, the end product, symbolises important values for sharing.
• The receiver is expected to pass on his/her kakala to someone else.
• Appreciation or non-appreciation of the product is conveyed through words or body language.

The design team of the Kakala did an awesome job in managing the process. They decided amongst themselves who they wanted to share the kakala to. The presentation of the kakala took place during staff briefing and the team presented the kakala to me, for my role as the Whanau dean. I was very humbled by this beautiful gesture. Knowing the work and heart that went into this creation, I was and still am very humbled and grateful. This is something that I will treasure because of the intent behind the gift. 

The final product. Totara House mentorship team 2022

Reflection - How does the process of Luva apply to me and my role as a teacher, HOD + Dean?

Teacher: What I teach, how I teach - is a gift that give to my students daily. How I deliver in the classroom, is something that I take seriously. I want to ensure that what I say, do and prepare for my students is delivered in a respectful, meaningful and inspiring nature. 

HOD: The same can be said in my role as HOD. I want my team to feel motivated and supported and it all starts at the top. If I model what I want my team to be, the hope is that they follow suit. 

Dean: The students worked hard in their preparation for Tongan Language Week. In the final days of their rehearsal for their performance I spoke to them about how their performance is like a gift they are giving to the audience. How they perform will show they want to gift their audience. If it is done with no heart or enjoyment, it is almost like they are gifting their audience reluctantly. I see that this process of luva is centered around the 'heart's intent'. 

Totara House Tongan Group for Tongan Language week 2022

The kakala framework has had a positive impact on me. It has highlighted what I am already doing in relation to my teaching, HOD and dean roles (which is affirming). But even more so, it has shown me that the framework is only influential if the teacher models and has hand in each part of the process. The modeling and participation in the process, is one that is genuine in the hope that the students will feel encouraged to take part in the process (whether is in their learning in or outside of the classroom). Mrs Suipi Latu referenced Professor Konai Helu Thaman who says "The message is clear: teachers need to model the skills and values that they are teaching. This is actually what the Pacific conception of the teacher is: a role model from whom students can learn about how to behave in appropriate ways." I agree with this statement and hope that I can carry this mindset as I enter the last leg of Term 3. It has been an absolute privilege to learn about a cultural practice outside of my own, that is rooted in respect and love - two values that resonate with me.