Week 7 Term 3 - Teacher Practice: Designing our new NCEA Level 1 English Course (August 28 - September 1)

TIMATANGA 

(noun) beginning, starting, introduction, start, commencement

Since 2021, the English Department have been working on understanding the new NCEA Level 1 curriculum refresh. We spent 2021 and 2022 getting familiar with the internal and external assessments. Our focus was to learn and get familiar with the assessments - to go backwards and understand what our finish line looks like. I have enjoyed the journey and wanted to document it, so I have included my blog reflections below. 

• Alby's Blog Entry Post - 16/05/22
• Alby's Blog Entry Post - 24/08/22 
• Alby's Blog Entry Post - 13/11/22 
• Alby's Blog Entry Post - 30/04/23

HAERENGA
(noun) journey, trip, parting

This year we have come together as a department to organize our our year planner and sort out what each term looks like. We came up with the first draft of our year planner in May Term 2 2024. See the plan below. 

1st draft of NCEA Level 1 English Plan

We built our first draft of our plan around the achievement standards. The learning and teaching filtered from the assessment. In line with our current NCEA Level 1 course outline, this plan basically mirrored the same structure - it is assessment driven with the learning and teaching supporting but ultimately the assessment is the heart of the course. Once the first draft of our NCEA Level 1 English Plan was complete, we left it for a bit. I came back to look at it and I felt that something was not right. It was from here that I looked at our current NCEA Level 1 Course Outline that we have been using since 2017. 

Current NCEA Level 1 English Course Outline

The course description - the introduction and overview of the course - was the first indication that I knew that I had to change the entire mood, tone and heart of the course. Here is an excerpt from the current course description "Welcome to Senior English! This year is all about getting used to the NCEA system. Your ears will be ringing with words like deadlines, checkpoints, credits, literacy, numeracy, internals, externals and endorsement! Don't despair - there is enough time and support, both in and out of class. You just have to do the mahi and ask if you are seriously struggling. Just remember that in the end the consequences of not asking, or falling behind because of poor time-management, will be your own." The languaging in our current course is does not reflect the big ideas or values that underpin Te Mataiaho (The Refreshed New Zealand Curriculum). The languaging does not evoke any type of inspiration or engages with the learners. The languaging of the course description and the course itself, mirrors the current state of the English curriculum which is heavily influenced by assessment for learning. It was from this point that I decided to put our first draft of our plan aside and start building a new course that is anchored in Te Mataiaho and mirrors what I want for our Year 11 students to get from English and what I believe will inspire my colleagues and department as a collective. 

TUPU 

(verb) (-ngia,-ria) to grow, increase, spring, issue, begin, develop, prosper, sprout, originate

The two questions that I asked myself were - What do I want our Year 11 students to get out of English in 2024? What will inspire my colleauges? Immediately I reflected on how our students are really drawn to stories and histories about our people and community. I thought about the importance of local curriculum and building in the cultural narrative in our community into our school curriculum and life. I thought about how as teachers of English literature and language, we encourage our students to use their voice in their writing. A theme was a coming through in my reflection and I wanted to center the new course around a theme. 

With this in mind, the theme for our NCEA Level 1 English course for 2024 is 'Our Voices, Our Stories and Our Histories'. I wrote the course description and aligned it with the big ideas and values from Te Mataiaho (The Refreshed New Zealand Curriculum). I wanted to make sure that the course description mirrored the heart of the refreshed curriculum even moreso I wanted to make sure that it was inspiring and motivating for our students and staff.

Course description for 'Our Voices, Our Stories and Our Histories' - 

Your voice, your opinion, your experience and your story matters. Your voice and your story is a gift and one that you should treasure, take care of and nurture. This year we will journey together in learning about:

We will look at Our Voices, Our Stories and Our Histories - the stories and experiences of Aotearoa New Zealand.
We will focus on Our Voices, Our Stories and Our Histories - the stories and experiences of those outside of our community.
We will explore Our Own Voices - the stories and experiences of those in our community. The stories of our community in Glen Innes, Aotearoa New Zealand and in the world are unique taonga tuku iho.

 I want to ensure that it spoke to our students and empowered them to know that their voice, their story and their communitiy's history is important and valued. 

Snapshot: Term 1 2024 (Our Voices, Our Stories + Our Histories - through Poetry) 

The significant learning, learning activies and assessment opportunities, and the big ideas (understand, know and do) are the main pillars that support the learning and assessment opportunities. Term 1, 2, 3 and 4 have been organized in this way. The learning and the big ideas are the reference points. The teaching, learning and assessment will always point back to the significant learning, learning activities, assessment opportunities and big ideas. 

KORA

(location) over there, that place (at a distance), the place over there, there - a location word, or locative, which follows immediately after particles such as ki, i, hei and kei or is preceded by a when used as the subject of the sentence.

The next steps for the department is to continue to refine our course. We will be specifically looking at building our units for the internal assessments (1.1 and 1.2). I have started to plan for the assessments but I want to collaborate with the team to flesh it out. This has been a liberating journey because I am able to build a course, a curriculum from scratch. A curriculum that I hope speaks to our akonga and kaiako. I am excited and I am inspired. I look forward to documenting this journey. 

Week 6 Term 3 - Teacher Practice: 2023 Manaiakalani Cluster in Taranaki (August 21 - August 25)

 In Week 5, I had the privilege of attending the Manaiakalani cluster tour to Taranaki. The purpose of the school visits is to connect and learn from schools and educators, to see how they are using community and other resources in their curriculum. It is also an opportunity for us to connect with other educators within the Manaiakalani wider cluster and share resources as we are all on this digital learning journey together. It is an opportunity to learn and be inspired from other educators and their realities in education. In this post I am going to reflect on the trip and the learnings that I have gained throughout my time in Taranaki. I will be using the reflection questions in this from the debrief session that we shared in our cluster meeting following the visit, in this post for my own personal reflection. 

Day 1: AWHI

(embrace) Embracing Taranaki

When we landed in Taranaki, we spent time with a member from Puketapu Hapu who shared the narrative behind the new design and art component in the New Plymouth Taranaki Airport. The cultural narrative and dimension is a integral part of the make up of the new airport furthermore it is an important part of the history of Taranaki. The artwork is designed by famed Puketapu artist Rangi Kipa. The artwork is based on the Te Ātiawa legend of whatu kura, a celestial being. The name of this celestial being is Tamarau-te-heketanga-a-rangi "who came down from the heavens when he saw a woman called Rongoueroa bathing in the Waiongana River" (www.teaonews.co.nz). 

Learning about the history behind the art @ Taranaki Airport. 

The name Tamarau-te-heketanga-a-rangi is featured across the airport, the accompanying art helps to relay the story behind the legend. I really enjoyed learning about the story of Te Ātiawa and the connection between the legend and mana whenua (people of the land). As educators, the importance of local curriculum and what it means for us as teachers, for our students and for the learning means that we need to understand the mana whenua in our own school setting. As I am on my own journey learning about my local iwi and their history in Glen Innes as well as discovering and learning about my own connections and roots in Samoa, I welcomed this time. It helped to give me an understanding of Taranaki. 

Day 2: WHAKAMANAWA 

(to encourage, inspire, instill confidence, give confidence to, reassure, stimulate, support, rely on)

In Day 2 of the tour, we visited Waitara High School. Founded in 1947, Waitara High School is a co-educational school that is located in the town of Waitara, North Taranaki. 

@ Waitara High School with Deputy Principal Hillary 

What connections did you make?

There is a beautiful, calm and warm spirit in the school. The connection that I made with this school was the clear expectations and boundaries around pastoral care. The pastoral and student support team have a system in place that has the students at the heart of the matter. As a Dean, I saw this and it resonated with me immediately. I connected with the school's journey with local curriculum, it is visible throughout the school. The history behind the local iwi and the history of the school's life is visible throughout the school buildings. From the entrance to the hallway where there are photos of the alumni, all of the head students etc - the local curriculum beyond the stories of hapu, but also to the people who are a part of the school's fabric. I loved that their past student's successes whether in education, sport and beyond is celebrated and part of their local curriculum. 

What inspired or challenged your thinking?

They have been really innovative with their timetable. How they have scheduled the learning and prioritized student and staff well-being is impressive. I was most inspired by this because it helped me to think outside of the box - beyond what I know and that I am comfortable with. This was a point of discussion for my colleagues and I when we debriefed. 

Was there something that was simply a great idea?

There are initiatives that they have put in place for student well-being and I was really interested in the initiatives and ideas that they have set in place for this. I look forward to sharing this with the rest of the pastoral team back at school. I also loved the foundation classes that they have in place for their Junior School (Year 9 + Year 10). The foundation class is created for all Year 9 and Year 10 students - it is a class that is led by one of their Primary School trained teachers - where they teach across the curriculum. There is a particular focus on the pastoral side and less of a focus on academic learning. The foundation class is a soft launch for the Junior school, to transition into college. We have been thinking of ways to improve our transition process. I really like what they have done in this particular space. My heart is full! I really enjoyed the visit to Waitara High School and the connections that I have made with SLT. I look forward to nurturing these connections in the future. 

Outside Waitara High School

Day 3: PONO

(to be true, valid, honest, genuine, sincere)

@ Spotswood College Day 3

On Day 3 of the tour, we visited Spotswood College. Founded in 1960 ,Spotswood College is a co-educational school that is located in the town of Spotswood in New Plymouth

What connections did you make?

The connections that I made in this tour are linked to a few things. In particular I loved that the values and kaupapa of the school is centered around Te Tiriti o Waitangi. They pride themselves as being a Te Tiriti o Waitangi led school, it is at the front and center of their school in all areas. They are on a journey to see what this looks like and feels like in their academic and digital fluency journey. I also loved how in everything that they do and how they operate as a school, underneath it is Te ao Maori and the values embedded inside of it. They work alongside the community and iwi to design and collaborate on what their school values are. Their values were gifted to them from Te Atiawa (Whakawhanaungatanga, Manaakitanga, Whakamana and Pono). 

What inspired or challenged your thinking?

The journey that they have embarked in integrating the local curriculum and a curriculum that is inspired by student's passions is inspiring. They know that the education system has not worked for their students and they have designed a curriculum that disrupts the traditional education system and space of inequity. I also love how they have prioritized Te Tiriti o Waitangi in a genuine and meaningful way. Te Tiriti o Waitangi is reflected in the school's decision making structure and composition. An example of this is through partnership - they strategically wanted to source, employ and partner with Maori and Pasefika teachers as they are largely represented in the makeup of the school - 34.1% Maori and 33.7% Pasefika. The kaupapa behind this was that they wanted to provide a visible example of Maori and Pasefika excellence, that their Maori and Pasefika students can see themselves through their teachers in a professional capacity. 

Was there something that was simply a great idea?

They were very honest in how they have moved away from PB4L as it is a prescriptive lens and way of setting values, restorative and support systems. They have worked closely with the local hapu to make sure that their values and inquiry practices aligned with Ngati Te Atiawa views and values. I am inspired by the innovation that this school has embarked on. They have been unapologetic in their kaupapa and have done everything to create an environment and curriculum that speaks to them, their students, community and staff. I loved how they have managed this huge shift, as it is not easy. 

Day 4: HAUTUTANGA
(leadership)

On Day 4 of the tour, we visited Coastal Taranaki School. Founded in 2005, Coastal Taranaki School is a co-educational school that formed through a merger of a number of primary schools and Okato College. It is located in New Plymouth and caters to Year 0 - Year 13. 

@ Coastal Taranaki School

What connections did you make?

I really loved how they have walked the talk when it comes to fully immersing themselves with Manaiakalani. They have made this an integral part of their kaupapa and they have ensured that this is a priority across the school. I was particularly connected to the library space - the school has funding to use the library for both the school and as a community library. The librarian is an integral part of driving the reading, I loved how she knew all of her students and what type of texts they like. She has texts that cover all of the reading interests for all of the students in the school. The parents and elderly are also encouraged to come into the library and read with their students and also for their own enjoyment. 

What inspired or challenged your thinking?

I was inspired by the texts that are available in the library. I asked her what texts her older students are drawn too and they are particularly interested in coming of age texts, graphic novels and also texts that are reflective of what our students are going through. This has made me really think about the texts that I offer in my curriculum and it has challenged me in way that I can curate reading experiences for students that is based on their passion rather than what the curriculum dictates.

Was there something that was simply a great idea?

The leadership all BEING the example for their students, staff and community. Something so simple but so powerful. I loved that the leadership team have not just expected change but they have driven the change in the school from all parts - with their learners and staff. 

Manaiakalani Cluster with Moturoa School Principal Mr Etuale Togia

I am very grateful for this experience. My heart is full. There has been some great learning from the Taranaki Manaiakalani Cluster tours and the connections that I have made with other kaiako has been a blessing and one that I hope to continue. I am impressed and blessed by how all of the kura that we have visited have embedded the Te Tiriti, Te Ao Maori values, cultural narrative, local curriculum and histories into the life of their schools. I am encouraged by how each kura, the staff and students are walking in their local and cultural truth. I am also encouraged in the honesty that they have shared with us in that not everything is perfect, but they are journeying through this together with their akonga. The student agency in their learning has been a highlight. I have also enjoyed seeing how each kura are building rich literacy practices in all of their classrooms. I know that all middle leaders have to model this in our own classrooms and show what is expected by actually doing it to be an example to our teams. I have returned to Auckland ready to unpack the learning and action the learning into my context. 

Week 5 Term 3 - Teacher Practice: Inquiry 2023: Learning Visual Text Literacy (August 14 - August 18)

Teacher Inquiry 2023: Improving reading and writing engagement with my Year 9 students through creating mixed ability groups within my Year 9 class. 

Throughout Term 2 my inquiry explored different reading and writing literacy strategies with my focus class 9TKl. Term 2 was a time to help ground my students with the basic literacy skills in the hope that it would engage them and make them feel comfortable and confident in their own literacy journey. Across Term 2 my focus class were working in their writing groups and focused on unpacking texts, reading in chunks, identifying key vocabulary, learning different aspects of written texts and crafting their own written text. I have documented their journey so far and it has helped me reflect on my own practice - seeing what areas that I need to cover and also appreciate the progress that they have made. See the journey that I have documented below: 

Alby’s Blog Entry Post - 02/04/23

Alby’s Blog Entry Post - 06/05/23

Alby’s Blog Entry Post - 21/05/23

Alby’s Blog Entry Post - 12/06/23

Alby’s Blog Entry Post - 26/06/23

Alby’s Blog Entry Post - 24/07/23

Alby’s Blog Entry Post - 07/08/23

The focus for this term is Visual Text. The students have spent the last week studying the full visual text (Disney's Encanto). Prior to the full visual text, I wanted to introduce the visual text language to the students so that they knew what it was before we launched into the full film study for Encanto. I decided to do a short film study to help introduce the students the key language features (visual techniques) for film. 

THE VISUAL TEXT: TWO CARS ONE NIGHT

The film that we watched was Taika Waititi's 2004 'Two Cars One Night'

Two Cars One Night (Dir: Taika Waititi 2004)

The response from my students to this text was positive. They enjoyed the text because it was 'easy to follow', 'a love story - I like those stories' and 'it looked and sounded familiar'. When a text resonates with your students, as a teacher - this is gold! We spent one session watching through the film twice, with a break in between to discuss the following questions around the film (the questions were all plot based as the students had done plot analysis for their written texts in Term 2). The questions we looked after the initial viewing were: 

1. What is the name of film? Who directed it?
2. What is the film about?
3. Who is in the film?
4. What type of person is the male character? Describe their personality.
5. What type of person is the female character? Describe her personality.
6. Where is the film set (where does it take place)?

The students discussed these questions in their groups and then there was an opportunity for them to feedback to the whole class. As this was a common practice in Term 2 with the written texts, navigating and managing the discussion this time around was good because the students new the expectations. The questions - although not linked to the visual text language features focus - gave me an idea on my student's understanding of the text and how they respond to visual texts. 

VISUAL TEXT LANGUAGE FEATURES

After our discussion I used the next two sessions going through film techniques. Film literacy is an important set of literacy aspects that the students need to know. Film study is a staple in both our Junior and Senior English programs. It is important for our students to know the film language features - their function, effect and impact in the film overall. 

Film Technique Presentation

This a film technique presentation that I have linked and used my film study workspaces and that is also on my Google site (link here). I went through this with the students and we spent time going through each camera shot, angle and technique. I was surprised as there a few students who had already covered this in Year 8. 

Camera Shot/Angle Task

From here the students worked on the Film Techniques document focusing on the shots/angles from Two Cars One Night. The students had to write the definition for the camera shots/type and then screenshot an example from the film to accompany their written definition. This was a good exercise because the students were able provide two definitions (written and visual). 

Student exemplar for the Film Techniques 

The short film study was a great segue into the full film study. The students were able to identify the film techniques when we started Encanto this week. We have one more week of looking at film techniques in Encanto and then I start preparing the students for their assessment. I am excited that they are building their literacy skills with film techniques. They are able to identify the key camera shots and what mood/emotion is associated with the shot. I am wanting to link this to the director's purpose and how this impacts the audience. It may be a little ambitious, but I am keen to start navigating the students towards this as it is beyond the text. 

Our next steps: 

• Complete the Encanto Film Study (Questions/Character Analysis)
• Start the Close Viewing Assessment

Week 4 Term 3 - Teacher Practice: Inquiry 2023: Literacy Online Tool - STEPS (August 07 - August 11)

Teacher Inquiry 2023: Improving reading and writing engagement with my Year 9 students through creating mixed ability groups within my Year 9 class 

With my inquiry this term, I have spent time with my focus class (9TKl) reflecting on their learning journey and goals (see Alby's Blog Post Entry - 23/07/23). Since then we have started our Visual Text Study Unit. For this we have watched the short film (Taika Waititi's - Two Cars One Night) and I have introduced the students to the literacy language features for the film. We will start our full film study (Encanto) this week and from here the students will complete the Term 3 Common Assessment Task: Close Viewing. Where they will choose ONE scene from the film, analyze the scene by identifying the key film language techniques and explaining their effect. My goal is to build their literacy skills through written, oral and visual texts. I will blog on this later this term. 

LITERACY ONLINE TOOL: STEPS

In conjunction with the film study, I have also started using an online literacy tool - STEPS (www.stepsweb.com). This coincides with my inquiry as my goal is to help students improve in their reading and writing engagement. This online tool is one that works for both struggling learners and confident learners. The online literacy program is designed so that each student has their own adapted literacy program according to their level. STEPS focuses on the core skills needed for reading and spelling. 

There was a pre-test that the students had to do, the purpose of this pre-test was to tell me where they are currently sitting in terms of reading and spelling. The pre-test also helps to generate and design a reading and spelling program for each learner. The results from the test would give the students the right program according to their level. 

Since the pre-test (end of Term 2) the students have spent two sessions each week on STEPS. It is an easy site to navigate and the students are able to complete the reading and spelling modules at their own pace. Each module is interactive and user friendly. The student's response to this has been positive, a feature on this app is that the students are awarded with either a Bronze, Silver or Gold medal at the end of each module.

Student Profile from my inquiry class 9TKl

The student profile is accessible to both the student and teacher. This is a great feature of the app as it gives the students an overview on what they have achieved and it is strengths focused and mana enhancing - celebrating their strengths in reading and spelling. The STEPS website explains the Student Profile in depth here: 

StepsWeb will tell you everything you need to know about individual users.

For any selected time-period, you will be able to see and print a profile which gives you:

• How many medals the learner has achieved.
• Exactly how they have spent their time!
• Any work which has been done or assigned.
• Detailed logs, including every error made.

You will be informed of your student’s accuracy for:

• Reading and Spelling.
• Comprehension and Language.
• Phonic Knowledge and Skills.

You’ll also be able to see test results and any certificates gained by the student.

Overview of class progress on STEPS

As a teacher, you can see the overall progress for the whole class and you can monitor and track their learning with them (in real time). 

In relation to my inquiry, this online tool is an awesome addition to my inquiry journey. It has been a success in the classroom. I do know that it is only a tool and not the sole answer in helping to engage my learners with reading and writing. It is a journey so I am learning about this app, about my learners as much as they are learning in their literacy journey. I am hopeful that this will influence their engagement with reading and writing. I look forward to recording the journey and to also reflecting on their literacy journey with learning about the language techniques in film.