Week 5 Term 1 - Teacher Practice: Local Curriculum: Choosing a topic + linking it to the ANZ Histories Curriculum (February 27 - March 3)

 In Week 5 of Term 4 2022, I posted a reflection about our Hikoi experience for our Local Curriculum PLD (see Alby's Blog Entry - 14/11/22) The Hikoi experience was a highlight for myself and the English Department. We learnt so much about the story, journey and life of Ngati Paoa and their history in our local area. After the Hikoi, we reflected on what we learnt and how we can apply this to our learning area that supports the kaupapa of local curriculum - "A local curriculum is intended to encompass all of the priorities, needs and interests of a whole school community, which may or may not entirely relate directly to the local area where the school is positioned" (Future Learn). A shift towards redesigning our school curriculum to one that is connected and relevant to our akonga and their community, is a shift that we are open to. We understand the importance of why having a local curriculum is important as it should reflect, reinforce and empower our akonga and kaiako because it connects back to them. TKI states "A local curriculum can enrich learning opportunities for ākonga and prepare them for lifelong learning by ensuring coherence and continuity of progress, both over the years and across settings." Since November, we have spent a few of our PLD sessions this year exploring what we covered in local curriculum and we are now looking at our next steps. I will reflect on what the PLD Groups and Department groups (English Department in particular) have covered so far in 2023. 

PLD Group Feedback Week 4 Term 1 (20/02/23)

Last week our PLuGS groups met and discussed what the local curriculum (and the learnings that we took from the Hikoi) could look like in our learning area. It was interesting to see the other learning area's take on the local curriculum. The English Department's take on local curriculum and how we can apply it to our learning area is to take the key themes such as preservation, land ownership and leadership and explore them within the context of the Ngati Paoa stories. A barrier to this is that we need the stories - written or oral - to refer to. But we hope to use our Te Reo Maori experts in our school to help us source these texts. 

Today we had look at the Aotearoa New Zealand Histories (ANZH) big ideas for local curriculum. There are four areas and we looked at big idea no.1. The purpose of this was to see how we can take this idea and concept and use it in a meaningful way in our specific learning area. 

Big Idea 1 - ANZH

The key words from this idea are Maori, history, foundational, continuous, story, shaping, lands, waters, linking, contemporary, past, hapu, iwi, cultural similarities. In an English context, as we discussed in our department group, there are so many threads that we can weave in relation to Maori History and English literature. Some of the examples that we came up with today included: 

• Exploring the stories significant to the sites we visited during our Hikoi. Using these stories as a text and exploring the themes/symbolism and motifs that are important in the story. 
• We particularly liked the story of Mokoia Pa and the taniwha and thought this could be a great text for our Junior English program. We discussed that our Year 9 and Year 10 students could write a recount of Mokoia Pa and the taniwha - from the perspective of one of the people from Ngati Paoa. This links to our CAT - Creative Writing. 
• We also discussed how our Year 9 and Year 10 akonga could create a media/visual text on the taniwha - which links to our other CAT - Create a visual text/media. 

Our hope that is we explore that stories, understand the history of the people of Ngati Paoa - who they are, what this lands means to them - in the hope that it will inspire our akonga to think about their whakapapa, their connection to where they come from in appreciation of those who are connected to the land in which they live in. 

English Department discussing and unpacking the ANZH document

A beautiful take away from our whole staff discussion was when our Te Reo Maori department discussed how they would start with migration and what it means for Ngati Paoa. It made me think that our cue - especially with local curriculum - needs to start with our locals. In that we take our cue from them and see how they see it. Our interpretation of local curriculum can be really powerful and meaningful if we look to our local iwi, people and community for direction. I believe that if we do this, it will give us the right foundation to springboard off into our learning areas and explore - truly explore - local curriculum. 

Week 4 Term 1 - Teacher Practice: Pre Viewing Exercise - NCEA Level 1 English (February 20 - 24 )

Over the course of the year for NCEA Level 1 English, a number of literature studies are taken. One of the literature text studies that we explore is film study or the study of a visual text. For our kaiako, studying a visual text is a literature study that we enjoy teaching to our akonga. Our akonga enjoy learning about film techniques, how and why they are used and how it impacts their overall experience of the film. 

Our visual text study films for NCEA Level 1 ENG (Edward Scissorhands) NCEA Level 2 ENG (The Dark Horse) and NCEA Level 3 ENG (A Beautiful Mind) 

I have created a pre-viewing exercise for my NCEA Level 1 English class. I wanted to spend time exploring other elements of film (other than film techniques) before we watched the film in the hope that it would it help influence how my akonga view and experience the text. There are three areas that we look at are Genre (exploring the film's genre), Director's background/style (understanding who the director) and Social Context/Setting (exploring the film's social context and setting). The text that we are focusing is Tim Burton's 'Edward Scissorhands'. Before we watched the film, I got the students to go through each section (Genre/Director's background/Social Context) read through different articles and then answer questions for each section. Each section had a reading attached that the students had to read (in pairs, individually or as a group). They then spent time discussing what they had read and this discussion was guided through a series of questions that I had for each reading. I will outline below the article and questions that I provided for each section. 

Genre: 

• Reading: Fantasy Romance Characteristics
• Define genre: What is ‘genre?’
• In your own summarize what the Fantasy Romance genre is.
• What are the main characteristics (elements) of the Fantasy Romance genre?

Director's background/style: 

• Reading: Tim Burton: How was Edward Scissorhands a metaphor for Tm Burton's own life
• Why did Tim Burton make this film?
• What was his intention in telling Edward’s story?
• What are other films directed by Tim Burton?
• What are the typical features of Tim Burton’s style?

Social Context + Setting: 

• Reading: Edward Scissorhands Setting
• When and where was the film set?
• What is ‘suburbia?’ Why did he choose this as the setting?

We had a class discussion around each section and students wanted to share their answers on the board. I wrote general questions (similar to the pre-viewing exercise) on the board and during the lesson the students wrote their answers on the board. They enjoyed the freedom and safety in sharing the new learnings that they experienced through the pre viewing exercise. 

Pre Viewing exercise - student answers/feedback during class discussion

The students responded well to the pre-viewing exercise. Notable highlights from this exercise was their response to genre and social context/setting. They were particularly interested in the characteristics of 'fantasy genre' and made connections to the texts that they have seen. We went off track a little bit and discussed other genres and what makes them unique. We spoke about 'suburbia' and what it means in the context of this film. The pre-viewing exercise did exactly what I wanted it to do and that was widen the lens of my students before they watched the film. I wanted them to experience the film knowing something substantial about the genre, director's purpose and the setting. I am hopeful that the students can use this 'pre viewing exercise' and apply it to the assessments that will follow the film study which is Close Viewing and Formal Writing. I want to encourage my students to use this information - what they know about genre and social context specifically - and integrate it into their close viewing responses as it will help elevate their argument and make connections beyond the text. 

Week 3 Term 1 - English Department: Junior + Senior English Program - Walking + Working together (February 13 - 17)

"Active collaboration is particularly important for creating a growth-based learning environment and for increasing student learning progress. Research shows that teachers who work together and learn from each other are more successful in improving student outcomes than those who work alone." (Through growth to achievement: Report of the review to achieve educational excellence in Australian schools , (March 2018)

Since coming into the HOD role in 2019, I have experienced and learnt so much about what makes a successful department. In the last year or so, I have found that the team responds well when expectations are communicated clearly. I have also learnt that the team responds well and works well when we are all on the same page and we are all working together. Our Junior and Senior English programs have changed a lot since 2020. The pandemic pushed us to cull and customize our learning programs so that they meet the needs of our akonga and ultimately meet and respond to the needs of the changing world that they live in. 

In previous years, kaiako were given the Common Assessment Tasks (CATs) for Year 9 and Year 10 English and the NCEA Assessments for Year 11, 12 and 13 English - and from here kaiako created their own individual programs. Having the freedom to create your own learning program and assessment schedule was something that I really enjoyed especially when I first started teaching. I was able to prioritize what I saw as important and I had full creative control on how I was going to deliver the program. However in recent years I have found that whilst the freedom and creative control is good, it also means that every one is working at their own pace and with this, different challenges can present themselves. 

In last 4 years, we have had to relook at our current practice and see where we can add value and impact to our akonga's learning experience as well as our own as kaiako. We have found that when are working together on the same CAT or NCEA assessment it helps kaiako in their planning, akonga feel good that we are all working together on the same task and we are all working towards a specific deadline. For 2023, we have decided to approach both our Junior and Senior English program with the same vision - to work and walk together through in the learning program. Below I will outline our plan for 2023 and what our hopes are for each program. 

JUNIOR ENGLISH PROGRAM 2023

Current Practice: As a department, our goal for our Junior English program is to study different literatures of varied genre and subject matter. The following literature units should be covered, with at least ONE being by a New Zealand author/director. The purpose of the study of Literature at Year 9 is to expose the students to wide reading activities. Also from the study of the Literature flows the essential skills needed. 

This means that from each study the teacher may organize activities such as:

• Grammar activities 
• Creative Writing
• Speech
• Static Image production
• Literature response practice
• Research Activities

The practice units of work that we explore with our akonga in our Junior English Program includes: 

• Speeches CAT
• Media CAT – Production exercise
• Formal Writing CAT- (Paragraph/Literature-type answer)
• Creative Writing CAT – linked with Literature study.
• Research CAT

There is also a strong literacy focus which we deep dived into last year with the support and guidance of our literacy experts Dr Jannie and Mr Milford. 

Approach for 2023: 

Junior English Program 2023

What is the plan? What are our hopes? The plan for our program is structured against our literature study. Each term we will focus on a specific literature study (Term 1 - Novel Study, Term 2 - Short Text Study, Term 3 - Visual Text Study, Term 4 - Finish CATs + prepare for examinations). Each literature study will have 1 - 2 CATs attached to it and there is a literacy focus for each term. The hope with this program is that we are able to work on a literature study together (either team teaching with another kaiako and their class - which some of us currently do) and complete a CAT near the end of the study. This will mean that kaiako are able to get through the required literature study and CATs each term and record this on our data system and for the student's reports. We are hopeful that this approach will be successful. 

SENIOR ENGLISH PROGRAM 2023

Current Practice: The current Senior English Program (Level 1, 2 and 3) is all about getting used to the NCEA system. Deadlines, checkpoints, credits, literacy, numeracy, internals, externals and endorsements are key words that are highlighted in our current practice for NCEA Level 1, 2 and 3 English. 

NCEA Summary and University Entrance (UE) 

• To gain NCEA certificates, you must reach a set total number of credits. These can be made up from Achievement Standards, Unit Standards or a mixture of both.
• NCEA can be awarded at Level 1, 2 or 3.
• NCEA Level 1 Certificate Students must earn at least 80 credits.
• You will need to get 10 Literacy credits and 10 Numeracy credits to gain NCEA Level 1
• Students can gain NCEA certificates endorsed with merit or excellence if you have 14 credits of the particular grade. Four of those must come from your exams.

A GUIDE TO UNIVERSITY ENTRANCE: Entry to degree-level programs from 2023

• NCEA Numeracy: 10 credits from Level 1 or above from specified achievement standards or three specific numeracy unit standards.
• NCEA Literacy: Five credits in reading and five credits in writing at Level 2 and above from specific standards.
• Level 3: Achievement of NCEA Level 3: 60 credits at Level 3, plus 20 credits at Level 2 or above.
• Students must gain 14 credits from each of three approved subjects.

Approach for 2023: 

Senior English Program 2023

What is the plan? What are our hopes? The idea and structure behind this program is similar to our Junior English Program. Each term will focus on a specific literature study and assessment attached to each study (Term 1 - Visual Text Study, Term 2 - Extended Text Study, Term 3 - Finish Internals/Derived Grade Assessment, Term 4 - Finish Assessments + Prepare for examinations). We trialed this approach in 2022 and overall it was successful. Students were able to work on their assessments, at a pace that was manageable and appropriate. The plan is clear and it allows for teachers to spend two terms to explore the literature study in depth. We have reserved Term 3 and Term 4 for kaiako and akonga to complete internal assessments and prepare for examinations. Term 3 and Term 4 are terms where the teaching of literature is done and it is a space for our learners to apply the learning to their internal and external assessments. 

With everything, there is always room for reflection and review. We hope to review our practice and the programs that we have put in place - to see what is going well and what we can do better. I look forward to working and walking alongside my colleagues in making sure that our programs for all of our akonga is relevant, relatable and supports their learning and their learning needs. 

Week 2 Term 1 - Totara House: 2022 Review + Goals for 2023 (February 6 - 10)

Totara House Leadership Team @ Senior Prizegiving 2022

2022 was an awesome year for Totara House. The Totara House family for 2022 consisted of Mr Gutry (9TGu), Mr Niko (9TNi), Ms Paketama (10TPt), Ms Tuitupou and Mrs Rani (11TTt), Mr Koch (11TKh), Ms Ferguson (12TFn), Mr Booker (13TBk) and Mr Daniels (13TDs). The mentorship team was supported by our Totara House Academic Mentors Ms Kolo, Mr Milford and Mr Singh. Our Totara House Student Leadership team - who lead our house throughout 2022 - are Miracle Heta (House Captain), Siale Pulupaki (House Captain), David Betham, Maletina Niko, Lisia Pauu, Falakika Tuakivakatau and Lisia Pauu.

 
1 Corinthians 18 says “As it is, however, God put every different part in the body just as he wanted it to be” later in it reads in verse 26 - 27 “If one part of the body sufferers, all the other parts suffer with it; if one part is praised, all the other parts share its happiness. All of you are Christ’s body, and each one is a part of it.” I believe that the Totara House - although made up of different parts - our mentorship team, academic mentorship team, student leadership team and the student body itself - each part plays a vital role in the house. Each part brings a certain quality and value that contributes to the house as whole. 2022 was a year where each part of the Totara House whanau all worked together to support each other whether it was through getting to know our new Year 9 students or through participating in the various house events, each part of the Totara House whanau came together and made it happen. As the Whanau Dean, I am incredibly grateful, humbled and proud of the team that I get to work alongside. From the mentors to the student leaders, I am very thankful to work alongside a team who are committed to ensuring that whatever Totara House did was a success. Here is the overview of some of the successes for Totara House 2022:

Totara House 2022

Totara House Whanau Assemblies - every Friday in M1 + M2

Totara House Mentorship + Student Leadership Meetings - Wednesdays (fortnightly)

Inter House Sevens Competition - 1st Place

Samoan Language Week

International Language Week - 2nd Place

Matariki - 1st Place

Tongan Language Week - 1st Place

Te Wiki o Te Reo Maori Language Week - 2nd Place

Niuean Language Week - 1st Place

Totara House - Cultural House 2022 + Overall House 2022

TOTARA HOUSE: VALUES REVIEW 2022

In my role as a House Dean, I understand that the spirit and overall dynamic of the house is a reflection on how I lead it. I have taken the same approach from how I lead Totara House in 2021 in that the main driver for the House is our values, things that are important to us and this is the sole focus. This year the House Leaders and I spoke to all of the students during the mentoring sessions (Monday morning) and visited other students during class time, to gauge with them and see what they wanted Totara House to represent. The leaders led the discussion and shared what they wanted the House to represent and the students (for the most part) were interested and engaged because they could relate more to the House Leaders. The focus question this year was the same question that we posed to the students in 2021, which was 'What do you want Totara House to represent?'

Once the feedback was completed, the leaders and I reviewed the student voice. We looked for common values across each class and then found some common themes that the students shared in the discussion. It did not take long for us to identify the values that the students wanted their House to represent. It was clear throughout the feedback that the common values that were echoed from Year 9 to Year 13 were Respect, Family and Resilience. So in honoring what was shared from our students, we revealed our 2022 Totara House Values to the students at an assembly in Term 2.

Totara House Assembly 2022

Respect is defined as “a feeling of deep admiration for someone elicited by their abilities, qualities or achievements.” With this value, we wanted to make sure that our students understood that respect is something that we needed to build together. As a house we spent a lot of time together - whether it was during whanau assemblies or rehearsing for a performance - we wanted to make sure that whenever we were together that the students understood their place in the space. The students knew that whenever we came together, that there is always ‘one voice’ and that they will need to listen respectfully. When we came together to learn about other cultures (especially during Te Wiki o Te Reo Maori Language Week) we wanted the students to take it as an opportunity to learn about another culture in the hope that it will give them more grounding in who they are. It is definitely a journey - learning and exploring the concept of ‘respect’ - but it is one that we enjoyed and one that our akonga felt comfortable because it was modeled to them through their mentors and student leaders.

Totara House Year 9s @ Activity Week 2022

Family is defined as “a group of one or more parents and their children living together as a unit.” Our students are really drawn to working as a collective, team bonding and getting to know their peers. Our leaders identified that the students in Totara House were really to ‘bond’ as a family. They used the House events as an opportunity to try and reach as many students as possible and get them to participate. Through participation, the leaders hoped to use this as a platform to build relationships with their students and to make the students (especially the Junior school students) feel included and part of the family. I believe that this value was a key part to the success of Totara House in 2022. In almost every House event, Totara House was represented well with the majority of the House taking part. The students felt really good about being part of something, working towards something - all in the spirit of togetherness and family. At the end of Term 4, the Year 9 and Year 10 students in Totara House understood that although they may not have wanted to join or take part, they understood that it was more than ‘participation’ but it was about building team spirit and a family-like bond. I hope to build on this with Totara House 2023.

Totara House @ Matariki Week 2022

Resilience is defined as “the capacity to withstand or to recover quickly from difficulties; toughness.” The student leaders resonated with this value. Many of our senior students especially in Year 12 and Year 13 connected with this value. The senior students expressed that they felt they had to learn and exercise resilience especially in navigating through NCEA in a pandemic. The leadership team shared their thoughts on resilience during our house assemblies and used their platform to share words of encouragement to the students. The mentors and I enjoyed hearing the young people share their journey, their take on resilience and what they have learnt. It is a powerful moment when students can speak words of life to their peers, it comes from a place that other students can relate to. I hope to continue with this and new leadership for 2023.

TOTARA HOUSE GOALS 2023

We were unable to explore our goals for 2023 at the end of last year, but I am looking forward to spending the first few weeks of Term 1 going through this with the team. It is important for us to discuss our goals and what our ‘finish line’ is for 2023, so that we can understand and know what we are working towards. I have outlined some goals below - things that we can focus on and work on throughout the year. This will be discussed with the team as we get into Term 1.

• New House Values 2023 - I hope to work with our new leadership for 2023 and to see what they think our House Values should be. It would be a good idea to also collaborate with our student body to get their input as it is something that we have done over the last two years.
• Participation - Continue to encourage our students to participate in the House events and activities. There is something special when we come together and I would like to continue this with our students.
• Monitor student achievement/progress - I would like to see our mentorship team and academic mentor work together to track and support our students (across year 9 to year 13) with their learning and achievement. That is our core job and I would like to see our students feel confident in where they are and where they want to go academically.

I am looking forward to working with the team this year and to see what is in store for our House. As we start a new year, we can go into 2023 grateful for what we achieved as a House. But let us not get comfortable with it. We must not get comfortable with what we did last year but strive to be better, do better and to try our best in everything that we do - as individuals in our own learning and also as a house, as a family.