Week 10 Term 1: Totara House: Totara House Values 2025 (March 31 - April 04)

Totara House @ Athletics Day Term 1 2025

At the beginning of every year in Term 1, the Totara House leaders meet with their peers in the House to discuss our House Values. This has become an annual meeting that the House Leaders lead with their House in the first couple weeks of Term 1. This kaupapa first started in 2021 when I became the Dean of Totara House. The question that the House Leaders discuss with their whanau group is "What do you want Totara House to represent?" The House Leaders meet with the Year 9, Year 10, Year 11, Year 12 and Year 13 mentor classes in Totara House and ask them the question and they get their feedback. This is an opportunity for the House Leaders to get to know their students and to see what their peers want their House to represent. 

Totara House Mentor Class Feedback 2025

Every year since 2021, the House Leaders collect the feedback and then we discuss what the students have shared. We go through each class and see what they have shared and I ask the House Leaders to write down the feedback that they like from each class. We then discuss it and then decide on which ideas we collectively like and that we feel best represents our House Values for the year. This year I asked the leaders to decide on ONE value from the mentor classes that they liked, ONE value that they want to implement as leaders and I as the Dean provide a value that I want the House to represent. 

Totara House Leaders going through feedback Week 8 Term 1

This year the House Leaders spent time in Week 8 going through each mentor class's feedback and after much discussion, decided on three values that they felt best represent the voice of their peers. 

Totara House Leaders discussing Mentor class feedback

Totara House Leaders going through the House Values for 2025

The Totara House Values for 2025 are: 

Manaakitanga - Showing respect, generosity, and care for individuals, whānau (family), and communities, as well as their information and stories.

Kotahitanga - Kotahitanga is a Māori concept that refers to unity, togetherness and solidarity

Aroha - To love, feel pity, feel concern for, feel compassion, empathize.

Totara House @ Athletics Day Term 1 2025

The Totara House Leaders shared the process of feedback, how they decided on the values and then revealed the House Values for 2025 at our most recent House Assembly at the end of Week 8 Term 1. One way that we to exercise our House Values this term is teach our House the school haka and a waiata. Celebrating and learning Te Reo Maori is our way of honoring Te Tiriti. At the end of our House Assembly we spent time learning waiata "Toku Reo". When we meet in Week 10/11, we will spend time on learning the school haka. We believe that best embodies manaakitanga, kotahitanga and aroha as we coming together, celebrating language and culture. We look forward to exploring and finding our way through our new set of House values for 2025. 

Week 9 Term 1: Teacher Practice: Graphic Organizer (March 24 - March 28)

In Term 2 I am going to trial a Graphic Organizer that I am going to trial with my Year 9 and NCEA Level 3 English classes. The definition of a Graphic Organizer "A graphic organizer visually represents ideas, concepts, and relationships between various components. Concept maps and knowledge maps all are types of graphic organizers. You can use any chart or diagram as a graphic organizer to compare facts and depict a story." Over the years there are different types of ways that I have used Graphic Organizers but I wanted to be really intentional about the one that I am going to use in Term 2. 

Frayer Model 1

The Graphic Organizer that I am using is the Frayer Model. In this post I am going to explain how I am going to use it for my Year 9 English class and NCEA Level 3 English class. I chose this model as I really like the outline and the section for directions as it is all there for the students to reference if they get off track. 

YEAR 9 ENGLISH CLASS: GRAPHIC ORGANIZER

Click on the image to access the Graphic Organizer for Year 9 English

I have used the Frayer Model as a template for the Graphic Organizer that I am going to use with my Year 9 class. I will be using this for our Term 2 unit study of 'My Voice'. The primary text that we are going to use this Graphic Organizer for is Alicia Keys 'P.O.W'. After the first reading as a class, I will introduce the Graphic Organizer and ask the students to do a second reading (independently) and then answer the guiding questions. The questions are organized in a way where the students has to: 

1) Locate information - find unfamiliar words from the text and their definition

2) Making meaning - reread the text and identify the main purpose

3) Create meaning - create their own text based on the text that they have read

NCEA LEVEL 3 ENGLISH: GRAPHIC ORGANIZER

Click on the image to access the NCEA Level 3 English Graphic Organizer

Like the Year 9 English Graphic Organizer, I am going to use the Frayer Model as the prototype for the NCEA Level 3 English Graphic Organizer. I will be using this for our Term 2 unit 'Overcoming Challenges: Through written text'. The primary text that we are focusing on is Tim O'brien's 'The Things They Carried' and I will look at the chapter 'Speaking of Courage' as the text to use the Graphic Organizer for. As with my Year 9 English class, I will do the first initial read of the text with the students and then I will introduce the Graphic Organizer. The purpose of using the Graphic Organizer after the second reading is so that I can get the students to: 

1) Author's purpose - understand the main message or purpose of the chapter

2) Locate information - Find quotes that support the author's purpose

3) Create meaning - create their own understanding of the title of the text and how it is influential in the overall message of the text

I look forward to reflecting on how this goes in Term 2. I am also going to look into a new AI generated tool that can help plan/create lesson plans for differentiated teaching (something I want to do better in for my Year 9 English class) - here is the link that I am going look into and then write a post about: https://app.diffit.me/ 

Week 8 Term 1: Teacher Practice: T Shaped Literacy Strategy with my NCEA Level 3 English Class (March 17 - March 21)

Dr Aaron Wilson + Rebecca Jesson - T Shaped Literacy

Dr Aaron Wilson + Rebecca Jesson - T Shaped Literacy

The T Shaped Literacy Strategy is one that I have implemented in my planning for my NCEA Level 3 English class. The assessment focus for Term 1 is 91480 (Close Viewing - 3 Credits) and the primary text that we have studied is Ron Howard's 'A Beautiful Mind'. I have used the T Shaped Literacy Strategy. In this post, I want to highlight how I have used the T Shaped Literacy Strategy in my preparation period for the assessment. 

T Shaped Literacy

The T Shaped Literacy Strategy that I have used for my NCEA Level 3 English class covers scaffolding text and complementary text. I found that using both texts has helped to build a strong grounding for the assessment that they have started. Some students selected a text that linked to the scaffolding and complementary text that I provided for intended audience of film. 

READING MULTIPLE TEXTS (Scaffolding Text + Complementary Text)

For the close viewing assessment I wanted the students to do a series of practice tests before the actual assessment. For the practice close viewing task, I wanted the students know about 'intended audiences for film' as this is an area that they need to comment on in their assessment. I knew that going into the assessment that their prior knowledge on intended audience for film was not where it needs to be for the assessment. In order to help strengthen this area I shared two texts to help them understand intended audience for film. 

SCAFFOLDING TEXT

Scaffolding Text: Click on the image to access the article

This article is really good as it delves into the different ages groups of film audiences and the types of the films that are catered to them. This article helps to support the previous text and it helps to support and shape my student's thinking around who the intended audience of the film that they have studied (which is also the same film that they are assessed on in the Close Viewing assessment - 91480). 

COMPLEMENTARY TEXT

Complementary Text: Click on the image to access the video text

I really like this text, it provides a specific breakdown on the different demographic groups and audiences that film makers and distributors create their films for. I loved that there was a written content in the video that supports what the content creator is sharing. It is also not too long and gives a brief but detailed outline on target audiences for indie films.  

Complementary Text: Close Viewing Practice Worksheet

Following the readings of the texts, we have a class discussion and small group discussions (with feedback to the whole class) to check in with each other and to see if we understand intended audience and how to identify intended audience for film. Once the students have completed the reading of the multiple texts, they have a chance to comment on 'intended audience' in the close viewing practice worksheet. The students have the opportunity to pull from the class discussion/small group discussion on comment the intended audience of 'A Beautiful Mind' and how the scene that they are focusing on for the close viewing impacts them. 

STUDENT SELECTED TEXT

Student Selected Text - Click on the image to access the video

Some of the students found and sourced their own text on Youtube that they felt helped them to understand intended audience of film better. I am sharing the link of the video that they found in the image above. 

The highlight of the T Shaped Literacy strategy was that students were able to explore the topic of 'intended audience film' through different texts and they were able to journey through the texts together. I quite liked the student selected text as the students were able to share texts with me that I can added to my resource bank . 

Week 7 Term 1: Totara House: Dedication Assembly Term 1 (March 10 - March 14)

Totara House @ our Dedication Assembly Term 1

At the beginning of every school year, for the first House Assembly Totara House has their annual ‘Dedication Service’. Our assembly today is centered around ‘Dedication’. We will be dedicating our services, our leaders, our year groups, our teachers, our plans and hopes for 2025 in prayer.

The purpose of the ‘Dedication Assembly’ is to dedicate all the moving parts in our Whanau Group in prayer asking for wisdom, understanding, knowledge and the ability to raise our akonga in our House. This is the first House assembly for 2025. It is important that this time is prioritized to bring both kaiako and akonga together. In the spirit of togetherness I am encouraging us to collectively dedicate our House this year to our set of values, beliefs and principals that we want our students to grow up with this year.

Totara House @ Dedication Assembly Term 1

The core values that I believe are at the center of who we are as a house are Kotahitanga which translates to unity and the idea that as a House we have and create a shared sense of unity and belonging. Secondly Manaakitanga - this is a core value that embodies hospitality, respect and care for others.

This term as a whanau group and as a house, we will discuss what values we want Totara House to represent. Our value system is our way of holding each other accountable and to give ourselves a moral compass to align ourselves with. This is an important time to come together and be still and to reflect on what we want for Totara House. What we hope for Totara House in 2025, the plans we have for our Whanau Group, the mentorship and leadership who will be leading our house. Finally it is an important time to think about what our House represents.

Totara House Leadership sharing @ Dedication Assembly Term 1

This is our opportunity to support and awhi our Totara House Mentors and Totara House Student Leadership team and the work, leadership and service that they are going to commit to Totara House for 2025. As we enter the new year, starting strong as a team is what we are going to look at doing together. What this looks like is setting rituals and routines that get students ready to learn by fostering a sense of safety, belonging, community, and self-efficacy. Starting strong is defined as “Those that start strong often have a strong vision, a passion to create something new, or a passion to fix an existing problem”

What does this look like?

Setting goals

Being intentional about what you are doing

Doing your best

Doing the right thing

Setting goals

Totara House @ Dedication Assembly

Jeremiah chapter 29 verse 5 says “Build houses and settle down. Plant gardens and eat what you grow in them.” This term we are setting our foundation, we are getting settled in school, we are establishing ourselves, prioritizing our time and setting our goals. We are in the process of mapping and building our ‘house’ together. Every ‘House’ needs a door. The purpose of a door is to provide security, an entry and an exit into a space. The door in front of our house is an opening, entrance and opportunity to learn and grow together. This term, let us walk together through the door and take in the opportunity to learn, grow and build relationships with each other as a House. We give our plans, hopes and dreams to GOD and ask Him to protect, provide and guide us this year. 

Week 6 Term 1: Totara House: Reflecting on 2024 and Looking forward to 2025 (March 03 - March 07)

Totara House 2024

Since the reintroduction of the House system in 2021, our school whanau has created four spaces for our students and staff to connect and create a sense of belonging, family and community. Over the last four years Totara House has and continues to create and establish a strong sense of identity through our focus on our core values. Values that the all students in Totara House decide on and values that the Totara House Leadership use in their service to their whanau group. Every year the Totara House Leadership team meets all the students in the House (from Year 9 to Year 13) and asks them what they want Totara House to represent? They collect the feedback and then come together as a leadership team to find the common themes and values that have echoed throughout the feedback from the students. From here they identify THREE values (inspired and influenced from the feedback) as the core values for Totara House for the year. In 2024 the Totara House values were Commitment, Passion and Confidence.

Commitment: the state or quality of being dedicated to a cause, activity, etc.

Totara House Student Leaders @ Senior Prizegiving 2024

‘Finishing what you start’ was a common theme throughout the student feedback. The House Leadership team decided that the value that best represented this was ‘commitment’. Throughout the year the House Leaders spoke about ‘commitment’ at our House assemblies, they also encouraged the students to commit to our House by getting involved in the House events throughout the year. In Term 2, the messaging around commitment was heavily focussed on and centered around the commitment to academic excellence where the leaders encouraged our NCEA Level 1, 2 and 3 students to commit and to stay the course with their NCEA journey. This messaging continued throughout Term 3 as well.

Passion: having, showing, or caused by strong feelings or beliefs.

Totara House @ Athletics Day 2024

Totara House has established a certain standard when it comes to performance. During the course of 2024 there were a number of occasions where the students came together to perform for specific House events in particular the celebration assemblies for Samoan Language Week and Te Wiki o Te Reo Maori Language Week. We encouraged all students to get involved and we were so pleased to have a strong reputation from the house for both performances. The students understand the standard we want to maintain and immediately understand the passion and commitment required whenever Totara House comes together.

Confidence: the feeling or belief that one can have faith in or rely on someone or something.

Totara House 10TKr 2024

‘Belief in myself’ was another common theme from the student feedback. The House Leaders wanted to capitalize on this and decided that ‘confidence’ was the best way to create a strong concept and value that resonated with the students. Specifically with our junior students, the leadership team spent time with the Year 9 and Year 10 students during the House events, helped with the new students to the house and even spent time with students who were in trouble - in an effort to help build confidence. If students knew that they had a good support system (in the leadership team) to look to and lean in on, their confidence at school would grow.

I would like to acknowledge the Totara House Mentorship team of 2024 - Ms Ferguson (9TFn), Mrs Rani (9TRn), Mr Krishna (10TKr), Mrs Nguyen (11TNg), Mr Niko (11TNi), Ms Kolo (12TKl), Mr Koch (13TKh) and Ms Tuitupou (13TTt) and the Totara House Leadership Team (Stephney, Daliz, Anaysha, Feao and Troy). Without the team, these values and the spirit of Totara House would not thrive. I thank you all and celebrate you all for your love, service, commitment and passion that you poured into Totara House 2024. Thank you to Mr Koch and Ms Tuitupou for the 5 years that you dedicated to 13TKh and 13TTt.

Looking forward to 2025

As we enter 2025, I want to acknowledge and celebrate the team who will be carrying Totara House this year.

Ms Tuitupou - 9TTt

Ms Ferguson - 10TFn

Mrs Rani - 10TRn

Mr Krishna - 11TKr

Mrs Ahokovi - 12TAo

Mr Niko - 12TNi

Ms Kolo - 13TKl 

Some of the Totara House Leaders for 2025

As well as our support staff: Mr Koch and Mrs Nyguen. I am also excited about our Totara House Leadership team for 2025 - Aaliyah, Louvina, Mamarei, Viliami, Raymond, Etuate, Tupou and Paula. I am excited to work alongside our awesome staff and student team this year.

The priority for Term 1 is:

Sharing our data: Our weekly Attendance/Uniform/Pastoral Notes spreadsheet that will be updated and shared every Thursday. I ask that we continue to share our notes here and update it accordingly. This will be shared at our first Dean and Mentor meeting this term (day/date and time to be confirmed).
Connecting with our Attendance Officers: We will continue to work with our Attendance Officers who will work with our students with low and concerning attendance percentages.
Identifying students who have not shown to school: We will identify the students who have not shown up to school in the first 20 consecutive days of school and refer them immediately to the Attendance Officers (please update the spreadsheet when we start identifying the students).
Connecting with the parents and families: Contact home via phone call, letter, text or email to introduce yourself as the mentor teacher to the students so we can build and reconnect with our families. This relationship is important so that we can wrap around our akonga.
Totara House Values 2025: Find our House Values this term with the Student Leadership Team coming to meet with your mentor classes to discuss what they want Totara House to represent this year.

I look forward to journeying with you all this year. I am grateful for what we have built together with Totara House and I am excited to see a year where we continue to strive for excellence in and out of the classroom, togetherness and creating a safe and welcoming space for our students in Totara House.