Week 10 Term 1 - Teacher PLD: Talanoa Ako: Maori Success + Maori Engagement in our curriculum (April 1 - April 5)

Maori success and Maori engagement in our curriculum has been an important discussion over the last few years. Now even more so with the curriculum refresh with Te Mataiaho, how we as kaiako engage with our Maori learners can have an influence on their success in their learning. We are currently working through our workshops for the Talanoa Ako PLD program. The program is centered around supporting and building knowledge and confidence for both parents, whanau and kaiako and enabling them to champion their children's education and learning journeys. 

One of the ideas raised in our earlier discussions in February was the success of our Maori learners and what we are doing and what we need to do to support them as kaiako. We have prioritized the last two sessions in our Talanoa Ako PLD looking at Maori achievement and what it looks like for our learners in our classrooms and what we can do to support it and nurture it. 

In Week 7 in Session 5 we looked at 'The 5 themes of Pacific Culturally Safe Learning Spaces' and in particular looking at Maori success and Maori Engagement in our curriculum area. We discussed what this looked like and from the discussion we grouped our ideas onto themes or a set of values linked to Maori Success/Engagement. This was an interesting discussion to see what our spaces look like for our Maori and Pacific learners. 

English Department Feedback: Session 5: Talanoa Ako PLD

Theme One: Mana Enhancing Learning Experiences

Feedback: 'Mana expressing yourself  in your work and in your language', 'Engaging with texts in a meaningful way', 'Mana - seeing yourself in the learning and curriculum'. 

Next Steps: We have redesigned our NCEA Level 1 English Program to align with Te Mataiaho (curriculum refresh). The kaupapa behind the refresh is to use texts that are culturally and socially responsive to our learners and we want our learners to feel motivated and to see themselves in the texts that we study. This will have a positive impact in their learning and in how they achieve in NCEA Level 1 English. We are hoping to continue the 'Mana Enhancing Learning Experience' across our Junior English and Senior English program. We are currently revamping our Year 9 and Year 10 English program. 

Theme Two: Whakawhanaungatanga: Relationship Building and Power Sharing in the classroom

Feedback: 'Whakawhanaungatanga - student teaching teacher', 'Whakawhanaungatanga - students sharing their learning', 'Kaitiakitangi - mutually navigating the whakaaro and whakahua of Te Reo Maori'. 

Next Steps: With the new curriculum design, specifically with NCEA Level 1 - we are hoping that the new program will encourage our students and especially our Maori students to share in their learning, to use their strength in Te Reo Maori and Te Ao Maori to teach both our kaiako and akonga. How we manage that space is important and we would like to see more professional development to help us support this space for our learners.

Theme Three: Digging Deeper: Learning

Feedback: 'We enjoyed the PLD on Powhiri and Karakia with Hone Naunui Rapana - we want more of that' and 'Understanding each part of tikanaga behind Powhiri and other elements of Maori culture that we are exposed to in school'. 

Next Steps: This is clear for me as a HoLA that my team are open and willing to learn more about Te Reo and Te Ao Maori. I too am interested in learning about this so that I can be more in tune with the needs and strengths that my Maori learners bring to the classroom. 

I am looking forward to sharing and reflecting more on my take away from the Talanoa Ako PLD sessions. 

Week 9 Term 1 - ASB Polyfest 2024 - Samoan Group 2024 (March 25 - March 29)

Tamaki College Samoan Group 2024

This year marks my 14th year working with the Samoan Group for Tamaki College. I am extremely grateful for this year and journey that I had with the students, tutorship family, staff and our parents in our journey to Polyfest. 

Tamaki College Samoan Group/Tutorship Team + Band 2024

Our tutorship team this year is made up of family and former students who have been working with our Samoan Group collectively for 12 years. I would like to acknowledge our tutorship team and thank them for their contribution, their love and their gifts that they have shared and blessed us with for Samoan Group this year.

Mr Pene Ueta - who composed and taught the Pese o le Aso, Fuataimi\, Sasa and our Ulufafo. He is our lead tutor. 

Ms Millie Mara-Oti - who taught the choreography for Ulufale and our Ulufafo

Ms Alofa Vaifale - who taught the choreography for Mauluulu

Mr Roni Wright Kamu - who taught our ,choreography for Ulufale and Mauluulu

Ms Lani Filemoni - who taught the choreography for Mauluulu

Mr Malulu Faaui - who taught the choreography for Mauluulu

We are blessed to have our musicians - our band - who come in every year and bring the music to life. I would like to thank and acknowledge our awesome band for their contribution, love and gifts that they have shared and blessed us with for Samoan Group this year.

Mr Kevin Savili - Drums

Mr Simon Savili - Guitar

Mr Phillip Fepuleai - Guitar

Mr Norman Fogavai - Drums

We have our tutorship team and band come and work with our young people. They are talented creatives in their own right who across performing arts, music, dance and drama - have all contributed to not only our school community but also the wider community in Auckland. Thank you all for what you have blessed the young people with in Samoan Group 2024. Our tutorship team have been working together for over 10 years, with 6 of our core tutors being former students from the Samoan Group and alumni from Tamaki College. We are humbled by their service to their old school. 

Tamaki College Samoan Group Tutorship Team 2024

I would like to acknowledge the Samoan Group staff for their love, time and support for our campaign this year. I would like to thank and acknowledge:

 

Teacher in Charge: Ms Dorothy Apelu - Uniform, Fundraising, Administration

Support Staff: Mrs Makerita Lote-Fepuleai - MC for our Fia Fia Night

Support Staff: Mrs Taua Matavao - laulau for Fia Fia Night

Support Staff: Mr Utufiu Niko - laulau Fia Fia Night

Thank you for your commitment and your time in making sure that tonight was a success for our young people.

I would like to thank our parent helpers for having journeyed with us throughout the last 6 weeks. Thank you to Mr and Mrs Tukuafu for your love, time, food and support that you have shown and given to us. Thank you to Mrs Tangi Tawa for your love, support and for helping us organize our t-shirts for Saturday. Thank you Ms Ana Fa'amausili and Mrs Marry Tukuafu for making the kiki for our boy’s uniform. Thank you to all of our parents and families who contributed to our fundraising and who have been so supportive and patient with us. Thank you for entrusting us with your children.

Finally I would like to acknowledge our young people, the 54 strong team that will be representing Tamaki College on the Samoan Stage at Polyfest. Thank you to our students for your commitment, your service, your willingness and openness to learn more about your Samoan language, culture and values. I want to thank and acknowledge our young Tongan, Burmese, Cook Island and Maori students who joined Samoan Group this year and have shown so much love and respect in learning Gagana Samoa and Siva Samoa. You should be proud of what you have been able to do together, what you have done tonight and how you have grown over our time together. 

Tamaki College Samoan Group Leaders 2024

Rehearsal 2024

I would like to acknowledge our school leaders who have joined our group, I would like to acknowledge your contribution especially with the busy schedules that you have with school and leadership, thank you - We have our Head Boy and Co Head Boy for 2024, our Student Representative for 2024 and we have a total of 11 School Prefects and House Captains who part of the Samoan Group. I would like to thank and acknowledge our Samoan Group Leaders for 2024 for their leadership of the group this year - a big thank you to our leaders for this year Anaysha Puaga, AJ Pepe, Chris Tagaloa (Fuataimi), Daliz Betham (Taupou), Danielle Meredith and Mathew Tukuafu (Faaluma). Thank you for your service.

Fia Fia Night 2024

Thank you to our Principal Mrs Pamaka, Senior Management and the Board of Trustees for their continual support of the Samoan Group this year.

Rehearsal 2024

Polyfest 2024

Every year we enter the competition, we understand the assignment. We understand that there is time pressure to get our students through all the learning of the set, polishing what they have learnt and then to get them to a point where they can perform what they have learnt confidently. We understand that many of our students are new to Gagana Samoa, so we are teaching and nurturing our students to embrace their language. We understand that we have students who are not Samoan but who are willing to participate so we have to guide them through this cultural experience in way that is comfortable and meaningful for them. We understand that it is a competition, so we are training and conditioning our students to perform at competition level. We understand that we have been doing this for 12 years (this is our 12th season) and that we know how to execute our set, we know how to create a culture and learning environment that is inclusive, exciting and meaningful for both our faaiaoga, tutors and students. We understand that the competition is a vehicle for us to drive our cultural values and to bring excellence and discipline to the forefront through our culture. We understand and we are grateful for the legacy and history that we have created over our 12 seasons. 

Post performance with the team 2024

2010 - 1st Place Ulufale (Entrance)

2011 - 2nd Place Fuataimi (Conductor - Falaniko Liava'a)

2013 - 2nd Place Overall (Co-Ed Section) 1st Place Taupou (Solo performance - Nive Isaako), 1st Place Equal Sasa (Group Dance), 2nd Place Fuataimi (Conductor - John Tuilata Lemalie), 3rd Place Ulufale (Entrance), 3rd Place Ulufafo (Exit), 3rd Place Mauluulu (Group Dance), 3rd Place Togiga (Uniform), 3rd Place Taualuga (Group song)

2014 - 2nd Place Togiga (Uniform), 3rd Place Taupou (Solo performance - Laura I'u), 3rd Place Sasa (Group Dance), 3rd Place Maluulu (Group Dance)

2015 - 3rd Place Pese o le Aso (Songs), 3rd Place Fuataimi (Conductor - Norman Fogavai)

2016 - 3rd Place Pese o le Aso (Songs), 2nd Place Fuataimi (Conductor - Roni Kamu Wright), 2nd Place Taupou (Solo performance - Mui Niue)

2017 - 3rd Place Pese o le Aso (Songs), 2nd Place Fuataimi (Conductor - Tim Fatialofa)

2018 - 2nd Place Equal Pese o le Aso (Songs), 2nd Place Fuataimi (Conductor - Tim Fatialofa)

2021 - 3rd Place Taupou (Solo performance - May Sinfea), 2nd Place Equal Taualuga (Group song), 3rd Place Equal Togiga (Uniform)

2022 - 1st Place Year 13 Speech Competition - Samoan Stage (Maletina Niko)

2023 - 3rd Place Togiga (Uniform)

2024 - 3rd Place = Togiga (Uniform), 2nd Place Taupou (Solo performance - Daliz Betham), A'oga Amio Pulea (Tamaki College) 

Backstage @ Polyfest 2024

I am grateful and humbled to work alongside an team of teachers, tutors, students and families who understand the assignment and get the assignment done well. It is done! Blessings to all involved in the Tamaki College Samoan Group 2024. To GOD be the glory! 

Week 8 Term 1 - Teacher Practice: New Curriculum Refresh - NCEA Level 1 English Term 1 (March 18 - March 22)

 TERM 1: OUR VOICES & OUR STORIES (through Film)

In 2023, the English Department redesigned our NCEA Level 1 English curriculum to align with the Curriculum Refresh (Te Mataiaho). This was documented in my blog and it was enjoyable learning experience. You can see how the journey through our redesign of our English curriculum went here: 

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

Alby's Blog Entry Post - 27/08/23

Alby's Blog Entry Post - 15/10/23

Alby's Blog Entry Post - 29/10/23

The kaupapa behind our new curriculum is 'Our Stories, Our Histories and Our Voices'. This term for our NCEA Level 1 English students, the focus is 'Our Stories and Our Histories (through Film).' We have spent the first 7 weeks watching, unpacking and digging deeper into our primary text - James Napier's 'The Dark Horse.' Typically we spent 2 - 3 weeks watching the film and the teaching and learning is centered around the assessment. With the new curriculum refresh, we have decided to take the time to explore the 'story' behind the text and 'history' beyond the text. 

Te Mataiaho calls for teachers and students to treasure these stories and texts as taonga (treasure) and to engage with it in level where the student's can really embrace and understand the context around the story and the purpose behind the creator's choices that they have made in the crafting of the text. In this post I will outline what I have done with my Level 1 students with 'Our Stories and Our Histories (through Film)' for Term 1. 

UNDERSTANDING + UNPACKING FILM ASPECTS

We spent 2 weeks going through our first two viewings of the film. We had a few class discussions around characterization within the film - mainly looking at who are the characters and what are traits are made obvious in the film. From here we went through different film aspects (techniques) analyzing the techniques and understanding how it works and why it is used. 

Film Technique Activity for NCEA L1 English

This was set up as a Do Now activity at the beginning of the lesson and we spent time talking about the film aspect, to see what they know and then exploring it more by asking them how does this film technique influence or deepen their understanding of the film and character. We were able to cover and focus on 7 film techniques altogether. From here we spent time doing close analysis on a few scenes and talking about the film techniques that were used, with many of the students identifying the techniques that we discussed. The student's were able to apply what we discussed in the close viewing analysis that we did as a whole class. Taking the time to go through the film aspects, how they work together and what meaning they create - has been an enjoyable part of our new curriculum. We are making time to go through each one thoroughly and to talk about what meaning they create and how they influence how we see the film, characters and understand the director's purpose. 

BEYOND THE TEXT: DIGGING DEEPER

Looking beyond the text has been the latest venture in 'Our Stories and Our Histories (through Film).' As a class we spoke about the big issues, messages and themes that we have discovered or uncovered from the text. The two main ideas, issues and themes that the students found from 'The Dark Horse' were gang culture in Aotearoa and the impact it has on youth particularly Maori and Pacific Island youth. They also felt that mental illness and how it is viewed and treated in Aotearoa as whole and also within the Maori community, as another significant theme and issue. 

Articles for Level 1 English

After we discussed the issues, we spoke about the issues are reflected in our community. There was gems where the students were talking about mental illness and how the current government are proposing to make people with mental illness work without benefits. This became a springboard for the students to start seeing how vulnerable people and communities can be marginalized in society. From here I shared two articles for the students to choose from to read. The articles are inspired from the two issues/themes that they identified from the film. The articles that I chose were - Story: Gangs (Te Ara) and Experience of mental illness (Te Ara) - I got the students to choose ONE article to read and then they had to write a statement on what the main issue or idea is from the article. This is the base for their persuasive writing. 

Persuasive Writing outline

Persuasive Writing task

The students are currently writing their persuasive writing (500 words). The purpose behind this part of the program is to get the students to look at the context surrounding the film as an 'aspect' - not just the film techniques. Even more so, this encourages the students to think about this text - any text - but especially local texts like 'The Dark Horse' are a mirror to 'our stories' and 'our histories'. In preparation for our Term 1 assessment - 91925 - the students will be working on a final activity where they will pull all of the learning from the last 7 weeks and they will do their own: 

• Close Viewing Activity
• Character Study
• Complete their Persuasive Writing

The Dark Horse Prac Close Viewing Final

The Dark Horse Character Study

The learning from Week 1 - 7 will act as a strong foundation when they launch into the new assessment 91925 in Week 8. Understanding the key film aspects, character analysis and understanding the context around the text as a key aspect - are all key elements that the students should take into the assessment when they start. I look forward to documenting the second leg of our Term 1 journey through 'Our Stories and Our Histories (through Film)'. 

Next steps: 

• Review the 500 word persuasive writing
• Marry teaching from Week 1 - 7 to the assessment 91925 (Term 1 Assessment) 

Week 7 Term 1 - Totara House: Dedication Assembly + Finding our House Values 2024 (March 11 - March 15)

DEDICATION ASSEMBLY

Starting the year on a good note is always one of my goals when I return to school. Starting on a good note looks different for everyone. For me, as a Dean I want to make sure that my students, staff and the House that I am taking care of are all on the same page. One thing that I have decided to do this year with our first House Assembly was hold a Dedication Assembly. The idea behind the Dedication Assembly was to use the first meeting to dedicate the new student leadership team, our junior cohort (Year 9 and Year 10) and our senior cohort (Year 11, Year 12 and Year 13). 

Totara House 2024 @ Dedication Assembly

The Dedication Assembly is a time for my House to be still and to reflect on what we want for Totara House, what we hope for Totara House and what we are preparing and planning for Totara House. This is our opportunity to support and awhi our House Leaders in the work, leadership and service that they will be giving to our House this year. I invited our leadership team to come up, introduce themselves and then we prayed over them. Following this each year was addressed, affirmed and encouraged for their work and year ahead of them. 

Totara House Leadership Team 2024

I believe that it is important to create a culture (whether it is in the classroom, sports team etc.) where there is a strong sense of purpose and belonging. I wanted to use our first assembly as an opportunity to bring everyone together, to honor those who are leading our team this year and to encourage the team as whole in what is going to be a full on year. Building our foundation on hope, working and striving to do our best. 

FINDING OUR HOUSE VALUES

Totara House - Chant Practice Term 1

Owen Eastwood writes in his text 'Belonging' "If you feel like you don't belong you won't achieve". I have read this quote a few times and it pushes me to question myself - how do you build 'belonging' in a team? I know that the core driver for motivation for students is to 'belong' and to feel like they are part of something. Every year since 2021, the Totara House Leaders spend Term 1 talking to the Year 9, 10, 11, 12 and 13 students in the house and they ask them - 'What do you want Totara House to represent?' The students leaders have used this question to get their house to think about what they want their house to stand for, embody, prioritize and value. 

Each year we have had our own House values that the leaders and I use to help build relationships with the students, talk about at assembly. It gives our House a sense of 'belonging' in that they have all had a part in what they want the House to represent. I believe that this action can help influence student's sense of 'belonging' to something, it can help them to feel motivated in their own learning at school because there is a grounding there that they can come back to. 

Some of Totara House @ COS Term 1 2024

This year we have received some awesome responses from our Year 9, 10, 11, 12 and 13 students. See what the students have to say below: 

Feedback from Y9 and Y10 Totara House

From here the leadership team and I will sit down and find the common themes and choose our top 3 values that we will use for Totara House 2024. We can already see some common themes coming through the feedback from the students. We will be collecting feedback from our Year 11, 12 and 13 students at the end of Week 6. We will share our chosen House values for 2024 with our Mentor teachers and the students at our next assembly. I look forward to documenting this as we progress throughout Term 1. 

Week 6 Term 1 - Teacher Practice: Reading Journey for Year 9 English: Embracing their literacy + Reading Groups (March 4 - March 8)

EMBRACING THEIR LITERACY 

In my last post (see Alby's Blog Post Entry - 25/02/24) I reflected on 'understanding your literacy' - in relation to my Year 9 English class understanding their PAT reading comprehension results. Since then we have spent time in Week 4 and Week 5 understanding their literacy journey and what it looks like in relation to their PAT reading comprehension levels. 

We have spent time understanding the curriculum levels and where student are expected to be with reading. I have also used the time to affirm the students, that their PAT reading comprehension results (and/or number) does not define who they are as a person, it is an indication for the teacher to see what areas need support and how they can help them grow in reading. The student's have used the 'Big Picture: PAT Reflection Document' to review their reading score and to set some goals for reading. 

Y9 with their PAT Reflections 

Embracing their literacy is an important part of their learning journey. My intention for the students is to embrace their literacy - accept it and own it regardless of where they are in their curriculum level. Some of the feedback that the students have shared with me in relation to embracing their literacy is: 

"I am not really happy with it because it is not a recommended level I am suppose to be at. When I see my reading level now, it makes me want to work harder" 

"I feel OK about it. I want to bring it up (my reading) because it's going to help me when I get older"

"It's OK, I am at the right level. I want to make it better to get a higher mark"

"I was very happy because I got higher than where I am supposed to be. I want to get Level 8 next time" 

Overall they appreciated knowing where they are with their reading levels and are aware that there is room to improve and grow. Knowing this going into our new reading unit is going to be really helpful for both myself and my students. 

READING GROUPS

For our new reading unit, the students will be working through it in reading groups. The groups are determined and designed based on their reading scores from our most recent PAT reading comprehension test. 

PAT reading comprehension results (Term 1) for my Y9 English class

Across the class, there is representation across Curriculum Level 1, 2, 3, 4, 5, 6 and 7. I have organized the groups into four colors: 

• Yellow Group: Stanine 1 - Stanine 2
• Blue Group: Stanine 3
• Green Group: Stanine 4
• Purple Group - Stanine 6 - Stanine 7

As we approach our new reading unit, the students will work in these groups for the reading comprehension. The students will read the same text but I will design different comprehension tasks for the four different groups that builds on their strengths and hopefully strengthens their areas for improvement. My intention with the reading groups is to keep the students in these groups for the remainder for Term 1 and then mix them up in Term 2. Keeping them in their reading level groups will help me manage the comprehension tasks, the students can work together in silo and hopefully improve. When I mix the groups up, they should be able to bring their strengths and work together. I look forward to documenting the journey!