Week 4 Term 4: English Department: Goals for Term 4 (October 27 - October 31)

As we approach Term 4, our goals as a Department will be focused on the completion of our student assessment schedule for our NCEA Level 1, 2 and 3 English students. We are also looking at completing our priority administration goals which include our Internal Moderation Coversheets and Professional Growth Cycle document. I am hoping to also lock in our programs for 2026 to ensure that we are all on the same page on who we are teaching and know what we are teaching. Below are some of the goals that we would like to work towards in Term 4.

Finishing Internal Assessments and preparing for Derived Grade Assessment

We know that Term 3 is our last full term with our senior students. We are looking to use the time well to ensure that our senior students complete their internal assessments and that they are also prepared for their Derived Grade Exams which will take place in Week 7 Term 3.

Preparing our Senior students for External Assessments

External assessments are an integral part of our Senior English program. We are pleased with our Derived Grade Assessment that we did with our students in Term 3. We are looking forward to preparing our students for their final external assessment in November in Term 4.

Completing our Administration Documents

As a Department, we know that administration is an important priority. We are going to prioritize time in Term 4 to complete our Internal Moderation Coversheets and our Professional Growth Cycle documentation.

As an English Department team, the importance of completing our goals together cannot be overstated. A strong sense of collegiality and shared purpose among teachers can profoundly influence our collective success. By prioritizing our relationships and aligning our efforts, we not only foster a supportive environment for ourselves but also create a more cohesive and effective learning experience for our students, ultimately driving us towards our finish line with greater impact.

Week 3 Term 4 - English Department: Review of Senior English Program Term 3 (October 20 - October 24)

The Senior English review for Term 3 will highlight the student achievement data for our NCEA Level 1, 2, and 3 English classes, delving into the narratives and factors that underpin these results. This review aims to provide a deeper understanding of student progress, identifying areas of strength and opportunities for growth across all levels. By examining the "story behind the data," we will explore the pedagogical approaches, and student engagement strategies that have contributed to the observed outcomes. 

This analysis will inform future planning and interventions, ensuring that our English programs continue to effectively support student learning and achievement. The review will serve as a crucial tool for departmental reflection and strategic development, fostering a data-informed approach to enhancing educational experiences and outcomes for all students.

NCEA Level 1 English Student Achievement Data Term 3 2025

For Term 3, 127 students are in the NCEA Level 1 English program. Twenty-eight students currently have 0 credits. Eighty-one students have 5 credits from internal assessment 91924. Fourteen students have 10 credits from full Literacy CAA or a mix of CAA and assessment 91924. Four students have 15 credits from both Literacy CAA and assessment 91924. The dedicated teachers, Mrs. Pravina Harde, Mr. Jeremy Spruyt, Mr. Faiyaz Hoosein, Ms. Anahina Latu, and Ms. Francis Kolo, thank you for your commitment and dedication to our NCEA Level 1 English program.

NCEA Level 2 English Student Achievement Data Term 3 2025

There are 136 students in the NCEA Level 2 English course. Fifty-two students currently have 0 credits. Credit distribution includes 11 students with 4 credits, 3 with 6 credits, 22 with 8 credits, and 15 with 10 credits. Additionally, 33 students have attained 14 credits. The teachers, Mrs. Pravina Harde, Mr. Jeremy Spruyt, Mr. Faiyaz Hoosein, Mr. Jeiel Sevilla, and Ms. Francis Kolo, are acknowledged for their commitment to student learning and achievement.

NCEA Level 3 English Student Achievement Data Term 3 2025

The NCEA Level 3 English course has 76 enrolled students. Of these, 19 students currently have 0 credits. Other students hold various credit totals: 11 have 3 credits, 7 have 6 credits, 31 have 7 credits, 1 has 9 credits, and 6 students have 13 credits. Appreciation is extended to NCEA Level 3 English teachers, Ms. Anahina Latu and Mrs. Pravina Harde, for their dedicated support in fostering student learning and achievement.

We are eagerly anticipating the opportunity to collaborate with our NCEA Level 1, 2, and 3 English students as they navigate the final stages of their internal assessments and gear up for external examinations. Our focus will be on providing targeted support, clarifying expectations, and offering constructive feedback to ensure every student feels confident and well-prepared. We are committed to fostering a supportive learning environment where students can refine their skills, address any challenges, and ultimately achieve their academic goals. Together, we will work diligently to ensure a successful and rewarding end to the academic year.

Week 2 Term 4 - English Department: Review of Junior English Program Term 3 (October 13 - October 17)

The theme for our Year 9 and Year 10 English program for Term 3 was “We are storytellers”. The focus for this term was to encourage our students to use their voice and express their voice, thoughts, feelings and opinion when crafting their texts. Whether it be a response to text essay, creative writing or speech - we always encourage our students to use this as a platform to share and express their thoughts. There were a variety of texts that we used this term from Witi Ihimaera’s ‘Big Brother Little Sister’ to the films ‘The Freedom Writers’ and ‘Red, White and Brass’ . The Common Assessment Task that our Year 9 and Year 10 students have been working on in Term 3 was Creative Writing and Speech.
 

9TTt presenting their book creator texts (Term 3)

We continue to use the online literacy app - StepsWeb. The students spend ONE period a week in the library on StepsWeb. We also use the library period for our students to read (the shared class text or a text of their own choice). This aligns with one of our Department goals in our Junior English program ‘Read for Pleasure.’ We are hopeful that we can use some of our student’s creative texts for our Department publication of ‘Our Voices.’

9TTt presenting their book creator texts (Term 3)

The English department is eagerly anticipating Term 4, ready to support our students in successfully completing their common assessment tasks and thoroughly preparing for the final examinations. We are committed to providing all necessary resources and guidance to ensure every student feels confident and well-equipped for the challenges ahead.

Week 1 Term 4 - English Department: Review Term 3 (October 06 - October 10)

Term 3 is always a busy time of the year. The collision of teaching, learning, student assessments, student achievement, language weeks, PLD sessions, extra curricular activities, derived grade assessments and everything in between is how I remember Term 3. For the English Department, Term 3 was a period where we were able to design, collaborate, share and create with our akonga in our classroom. Term 3 was also a period where we were tested, challenged and pushed to our limits. Overall, I believe that there has been some great learning in Term 3 for both our students and ourselves as kaiako and educators. An important focus for us this term was designing our unit for the new NCEA Level 1 English internal assessment (1.2 - Develop ideas in writing using stylistic and written conventions). The assessment encourages the students to do the assessment independently as they have skills on how to craft different texts. As a team, we designed a unit of learning that focused on the teaching and learning of different genres and styles of writing. We decided on Personal Account Writing and Narrative Writing as the genres that we wanted our students to learn and eventually write in. The student’s response to the unit has been positive and we are really pleased with how they have embraced their chosen style of writing and crafted their own unique texts. Designing, collaborating and creating a unit that is meaningful to us as teachers and collectively as a Department has been a highlight for us.

English Department PLD @ Term 3

Another highlight for our department was working together and sharing our PLD for our colleagues earlier in Term 3. Our PLD session focused on the importance of collegiality and how teachers relate to each other. Building on previous sessions about teacher-student relationships, this session emphasizes teacher-to-teacher connections, especially as the year approaches its busy end. We were inspired by the English Language Department and the Social Science Department and their PLD sessions on the importance of Teacher and Student relationships. We took a different approach, where we wanted to focus on and highlight the importance of teacher to teacher relationships, collegiality. The aim of our PLD was to encourage self-reflection and prioritize colleagues, recognizing that strong teacher relationships are as vital as teacher-student relationships, and that connectedness among teachers can positively impact student achievement. The session involved checking in and reflecting on relationships within subject areas. We had two areas that we looked at specifically which were 'How relationships matter' and 'How to cultivate strong relationships.' Both sessions were led by Mr Jeremy Spruyt and Ms Anahina Latu. I led the opening remarks, ice breaker and closing reflection.

As I reflect on Term 3, I am deeply appreciative of the incredible dedication and effort our English Department team has poured into supporting our students. Term 3, in particular, presented its unique challenges, and your tireless work has been truly invaluable. Looking ahead, I am grateful for the commitment each and every member of our English Department has shown in their service during Term 3. It's a humbling thought, but one I firmly believe: my role as HOLA simply cannot function without the collegiality and support of my colleagues. Therefore, I want to extend my thanks and acknowledge the entire English Department—Ms. Anahina Latu, Mrs. Pravina Harde, Ms. Francis Kolo, Mr. Faiyaz Hoosein, Mr. Jeremy Spruyt, Mr. Jeiel Sevilla and our honorary Department member Mrs Viv Hall —for your commitment, professionalism, drive, and enthusiasm. Your dedication to our learning area, to our learners, and to each other is the bedrock of our success. The true strength of our Department lies in the depth of our relationships and the shared history we are building together. I am truly thankful for your trust in my leadership. With that appreciation in mind, let us now turn our attention to reviewing our Term 3 Junior and Senior English program.