Week 3 Term 3 - English Department: Review of Senior English Program Term 2 (July 28 - August 01)

The Senior English review for Term 2 will highlight the student achievement data for our NCEA Level 1, 2 and 3 English classes and the story behind the data.

NCEA Level 1 English (Term 2 results overview)

NCEA Level 1 English results Term 2 2025

There are 124 students enrolled in our NCEA Level 1 English course. Our credit achievement started in Term 2 as no credits are offered in Term 1 for NCEA Level 1 English. In Term 2 we focused on ‘Our Stories and Our Histories - through Poetry’ specifically looking at Tusiata Avia’s collection of poetry ‘The Savage Colonizer Book.’ The students are currently working on completing their first internal assessment for NCEA Level 1 English (91924) which is worth 5 credits. We are confident that our students will pass this assessment as we trust the unit and the assessment that we have designed. We knew from Term 1 that our student achievement data for NCEA Level 1 English will be slow due to the nature of our program. However we trust the program as it was successful last year. We are looking forward to seeing our student achievement data grow for NCEA Level 1 English.

NCEA Level 2 English (Term 2 results overview)

NCEA Level 2 English results Term 2 2025 

139 students are enrolled in our NCEA Level 2 English course. We have 83 students who are currently sitting with 0 credits. Of the 139 students enrolled we have 62 students who have achieved between 4 - 10 credits in NCEA Level 2 English so far. The students have been offered three internal assessments since we started school, which are: 91101 (6 Credits), 91104 (4 Credits) and 91106 (4 Credits). We are happy with the results that our akonga have achieved.

NCEA Level 3 English (Term 2 results overview)

NCEA Level 3 English results Term 2 2025  

There are 77 students enrolled in our NCEA Level 3 English course. There are 35 students who are sitting on 0 credits and 41 students who have achieved 3 - 9 credits for NCEA Level 3 English. We are really happy with the results so far, especially with over half of the cohort achieving credits for Level 3 English in Term 1 and Term 2. 

In my next post I will highlight what our action plan is for Term 3 in supporting our akonga with their achievement. 

Week 2 Term 3 - English Department: Review of Junior English Program Term 2 (July 21 - July 25)

The theme of our Year 9 and Year 10 English program for Term 2 was “I see myself in texts”. The primary text for our Year 9 and Year 10 English program for Term 2 varied across the different classes. Most of the classes focused on the visual text “Three Wise Cousins” (directed by Stallone Vaiaoga-Ioasa), Trash and a variation of short texts. The Common Assessment Task that our Year 9 and Year 10 students have been working on in Term 2 was Formal Writing and Creative Writing. 

Our Junior students also had Mid Year Junior Examinations in Term 2 which took place in Week 7. The students responded well to the English examination and we are really happy with what they were able to achieve. 

Junior English Exam Term 2 2025

Junior English Exam Term 2 2025 

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.’Some of our Junior classes have used the online app - www.bookcreator.com - to create their own books for the Creative Writing Assessment. We are hopeful that we can use some of our student’s creative texts for our Department publication of ‘Our Voices.’

Week 1 Term 3 - English Department: Review Term 2 (July 14 - July 18)

English Department with Alex Moffat-Wood Week 7 Term 2

Although Term 2 was short (9 weeks), it was a very busy and full on term for the English Department. Across the last 9 weeks of Term 2, the English Department focused on our written text studies for our Junior and Senior English classes. We also spent time unpacking new assessments for NCEA Level 1 English and preparing for the Mid Year Junior Examinations. A significant change for our Department this term was the arrival of our new English Teacher - Mr Jeiel Sevilla. We are excited to have Jeiel join our team and to work with our young people. We are very grateful for Mrs Vivienne Hall for working with us in Term 1 and 2 ,we appreciate your heart and commitment to our Department and students. I am really proud of the work that we have done this term as a Department and with our students. In Term 2 we delved into our written text studies across Year 9 to Year 13 and it is always a fun and exciting learning experience with our students. We are able to explore and unpack texts with our students and expose them to a literary world that will open their lens to how they see themselves and the world.

We acknowledge that we are a digital school and we have embraced digital teaching and learning in its full capacity. However this term we have seen the power in physical writing and crafting of texts. We have encouraged our students to do this, specifically in our Junior School (Year 9 and Year 10 English classes). Our Mid Year Junior Examination for Year 9/Year 10 English was a physical paper and we saw our students fully engage in this assessment. There were no distractions or any temptations to use AI. The AI space is a space that we have found quite challenging, monitoring and managing student’s authenticity with their writing is an area that we are still navigating and finding our way through. We are hopeful that not just as a Department but also as a school we can have more clarity on what our policy and process is when it comes to the use of AI and ChatGPT. 

I am very appreciative of the work that the team has poured into our Department and students in Term 2, it can be very draining and time consuming. I am grateful for each and every single member of our English Department for their service in Term 2. I acknowledge that my job as HOLA cannot function without my colleagues. I want to thank and acknowledge the entire English Department - Ms Anahina Latu, Mrs Pravina Harde, Ms Francis Kolo, Mr Faiyaz Hoosein, Mr Jeremy Spruyt, Mrs Vivenne Hall and Mr Jeiel Sevilla for commitment, professionalism, talent, drive and enthusiasm for our learning area, for our learners and for each other. The strength of our Department lies in the strength in our relationship and in our history together. I thank you for trusting my leadership. I would also like to acknowledge the work of Mrs Mary-Anne Wyatt and Mr Marc Milford for your support of the English Department in Term 2. 

In my next post I will review, look at and unpack our Junior and Senior English program for Term 2. I will look at some highlights for both programs and what our current status is in terms of Student Achievement. I will then outline what our action steps we will implement as we go into Term 3. I look forward to sharing the review of the English Department Term 2 Junior and Senior English program in my upcoming reflections.

Week 9 Term 2 - Totara House: Understanding Manaakitanga (June 23 - June 27)

Totara House Assembly - Manaakitanga - 23/05/25 

In Term 1 Totara House spent time exploring, defining and confirming our House Values for 2025. I reflected on this journey and the values that we agreed on that would be our set of House Values for 2025 in my blog post in the last week of Term 1 - see Alby's Blog Post Entry: 30/03/25. The House Values that the Totara House Leadership Team shared and released to the House in Term 1 for this year are: 

Manaakitanga

Kotahitanga

Aroha

This term we focused on Manaakitanga and used the school Haka and Waiata as a vessel to explore Manaakitanga. In this post I will share what Totara House did in relation to Manaakitanga and the purpose behind it. 

MANAAKITANGA: (noun) hospitality, kindness, generosity, support - the process of showing respect, generosity and care for others.

What I have learnt as a beginning learner of Te Reo Maori that the literal translation of a word does not fully encompass the deeper context, meaning and definition. Understanding Manaakitanga requires one to see it, experience it and feel it through a Te Ao Maori lens. As a Samoan, this is something that I am learning and exploring in my own pedagogy and journey as an educator. What I have learnt from my Maori colleagues and experts is that Manaakitanga is centered around the reciprocity of kindness, respect, hospitality and humility. In the workplace it can be seen as being a responsible host, taking care of others, caring and nurturing the workplace environment, respecting each other's ethnicity and space. 

Totara House Assembly - Manaakitanga - 23/05/25

As the Dean of Totara House, I believe it is my duty to ensure that all of these aspects of Manaakitanga are in tact in how I lead the House. I believe it is my duty to ensure that the students in my House have a sense of belonging, that they feel like Totara is their home, that they respect everything and everyone in it, that they take care of others (staff and peers). One way that the House Leaders and I wanted to bring this to life and to exercise Manaakitanga was through the teaching and learning of our school Haka and Waiata. 

Totara House Assembly - Manaakitanga - 23/05/25

I believe that Haka and Waiata is a powerful vessel to introduce, integrate and celebrate Te Reo Maori to not only Maori students but all students. At our last House Assembly (Friday May 23 - Week 4 Term 2) Manaakitanga was the central theme for our Whanau time. The House Leaders spoke about Manaakitanga, what it means to them and then we spent the remainder of the assembly learning the school Haka. An important aspect of Manaakitanga is ensuring that people feel at home and that they respect the environment. Learning the Haka is reinforcing the sense of home, belonging and identity in which the Haka embodies. Respecting the environment links with the Haka because it is sacred to our environment and our kura. We are encouraged that all of the students from Totara House participated and got involved in the kaupapa that we were driving. Regardless of age, ethnicity or year level - we wanted to encourage all of our students to get involved in the learning and sharing of Te Reo Maori. This was our of not just talking about Manaakitanga but showing Manaakitanga in way that was engaging and meaningful for both our akonga and kaiako. 

Totara House Assembly - Manaakitanga - 23/05/25

I am in no means an expert on Manaakitanga and fully understand my limitations with Te Reo Maori. I believe that honouring Te Tiriti as an educator is centered around incorporating, integrating and celebrating Te Reo Maori whether you are fluent or not. We look forward to exploring Kotahitanga and Aroha (our other House Values) in Term 3. 

Week 8 Term 2 - Totara House: Vaiaso o le Gagana Samoa 2025: "E so'o le fau I le fau" (June 16 - June 20)

Totara House @ SLW House Siva Samoa Dance Competition 2025

"E so'o le fau I le fau" is a Samoan proverb. It literally translates to a fiber holds stronger when it is connected or woven with other fibers such as fala and ie koga (fine mats that represent a form of wealth which is used in ceremonies such as weddings and funerals). The proverb translates to "we are stronger together." This proverb is one that I thought of and resonated with me when I think of the work and creative process that I undertook with students from my House (Totara House) in preparation for Vaiaso o le Gagana Samoa and specifically the House Siva Samoa Competition that we participated in. 

Totara House SLW Samoan Group rehearsing for SLW 2025

At the end of Week 4, I met with students from my House who were interested in participating in the House Siva Samoa Competition which was scheduled for Thursday June 05 (Week 6 Term 2). There were 40 students who signed up to be part of the Totara House Samoan Group for SLW 2025. We ended up with a team of 34 students across Year 9 to Year 13 in Totara House who created the performing team. 

Totara House Samoan Group 2025

As we only had one week to prepare for the competition, the students were advised that rehearsals would take place every lunch time with the girls rehearsing in M5 and the boys rehearsing in M1. The students had to work and learn the choreography in their sections across two days - Monday May 26 and Tuesday May 27. They were given a deadline of Wednesday 28 May to come together and rehearse the item as a whole group. The students were given one song to work from and each section was given a specific timestamp to choreograph to. The boys were given the timestamp to choreograph from 1:00min to 1min 57secs. The girls section (which led by one of our Year 12 students) had to choreograph from 2min 06secs to 3min 06secs. I would fill in the uncounted sections with choreography for the whole group. 

Totara House Samoan Group @ SLW House Comp 2025

I am encouraged by their commitment to the process of learning and working together. The students were engaged with the process of creating choreography to putting the item together. The knew that the goal was perform and do well at the competition, the goal was clear. What I was impressed with was how much they were engaged with the process. How they engaged with the process determined the quality of the product that they were producing. The turn around period with the preparation and execution of the item was quick so to have the students all on board was a blessing. The item came together nicely and the students worked well together. They performed on Thursday June 05 to full house in the Auditorium. I am really proud of their efforts, commitment and love that showed to each other and the process. Totara House was placed First equal with Kowhai House. This is their third consecutive win for SLW House Siva Samoa Competition for 2023, 2024 and now 2025. 

First Place Equal for SLW House Comp - Totara House 2025

 "E so'o le fau I le fau" I believe was exemplified through the process. We had students from all different ethnicities come together and learn the Siva Samoa. The different fibers (cultures) came together and through the process - were woven and strengthened together. This proverb emphasizes the importance of the collective coming together, the value in togetherness and the strength in unity. This is such an important lesson for our young people, that is important to come together especially when working towards a goal. That there is a strength that one can draw from another when working together. 

Week 7 Term 2 - Vaiaso o le Gagana Samoa 2025: Ia malu lou sā. Folau i lagimā A well-grounded self, is a successful self (June 09 - June 13)

Samoan Language Week 2025

Unpacking the Autu (theme) 

The theme for Samoa Language Week 2025 is "Ia malu lou sā. Folau i lagimā. A well-grounded self, is a successful self." Gagana Samoa educator Nafanua has broken down the theme to help everyone understand what it means. 

"Ia" - is a word used to emphasize something and in this case it is defined as 'Let it be.'

"Malu" - defined as be water tight, protected, solid in structure. "Ua malu le taualuga o le fale" which translates to the roof of the house is protected and solid in structure. 

"Lou" - translates to YOUR - "O lou aiga"  which translates to my family. 

"Sā" - which translates to a respectful and polite (upu fa'aaloalo) word for canoe or vehicle. Va'a (canoe) and ta'avale (car) can also translate into sā. 

"Folau" - which translates to travel by sea, voyage and sail - "E masani tagata Samoa e folau i le vasa." 

"I" - translates to is/in/at/on/to - "Ou te alofa i lo'u aiga."

"Lagimā" - which translates to clear horizons, prosperous and positive situations. Lagimā is word that is used in formal situations and contexts, it is not for everyday use. 

Understanding the Autu (theme)

Aufaipese performing at the SLW Assembly

The komiti O le Vaiaso o le Gagana Samoa explains the theme in depth by saying "A well-crafted ocean sailing vessel, built with care and precision, ensures a safe and steady journey. When all its parts are thoughtfully constructed, the vessel remains balanced, strong and ready to face the open seas.

Similarly, people who prepare thoroughly and with intention become grounded and resilient and well-equipped to navigate life’s challenges and succeed in their endeavours. No matter the challenges and hardships of life, a well-grounded person will not be easily shaken or defeated because they are firmly rooted and well-prepared." 

Au Siva performing at SLW Assembly

My understanding of this theme is that preparation, purposeful action, clear intentions, expectations and planning all help one to navigate life and the challenges that may come our way. It is these things that help to keep one grounded, focused and centered even when things seem to crumble or not go to plan. We are centered in our understanding of our intention, expectations and purpose. There is a clarity that one has to be sure about and this comes from paying attention to detail with everything that has been assigned, to ensure that you are safe, ready and prepared. 

Exploring the Autu (theme)

Feiloa'iga performed a Year 12 student at our SLW Assembly

Our focus for Samoan Language Week was to hold a whole school assembly to open the week with. We are extremely proud of our students who have build and contribute to this vessel and have helped to keep it afloat. From our Au Siva, Aufaipese to our students who did the Tatalo and Feiloa'iga. We are excited to continue our work with what we have done to keep Gagana Samoa alive in our school.  

SLW House Competition 2025

Throughout the week our students and their respective houses worked on preparing an item (siva Samoa) for our annual House Siva Samoa competition. As we do not teach languages at our school, we used these two events to promote the language and culture. This is the vessel that we have used to celebrate Gagana Samoa and to keep the language alive in our aoga. This vessel is one that we have nurtured, cared for and one that we love to share with our students. We look forward to reflecting on the week that was and enjoy the moments of kotahitanga that we share with our staff and students in celebration of Vaiaso ole Gagana Samoa. 

Week 6 Term 2 - Teacher Practice: NCEA Level 1 English: Understanding Context PART 2 (June 02 - June 06)

 In previous post, I discussed how I introduced context in relation to written texts to my NCEA Level 1 English students. Understanding what context is, how it influences texts, how we read and understand texts as a whole is important. You can read more about it in my previous post here - see Alby's Blog Post Entry - 25/05/25. In this post I am going to highlight the second part of how we used our primary text in our pre reading exercise (Tusiata Avia's 'Dawn Raids Apology') in our mission to understanding context. 

Tusiata Avia's poem 'Dawn Raid Apology' (click on the image to access the poem)

After reading the text the students answered some guiding questions that is focused on identifying the context and researching information about the context. They are also encouraged to use their prior knowledge of what they know or the clues from the text (the title etc) in their responses to the guiding questions. In this second part of 'Understanding Context' the students look at the text in depth through close reading. Specifically close reading the text and looking for specific language features and connecting it to the context. 

Close Viewing: Poetry Features + Context (Click on the image to access the document)

In this document, I provide a specific list of language features that I want the students to identify and explore. The language features that I have listed are ones that I believe are the features that will help the students understanding the context of the text. 

In this activity the students have to: 

• Find the definition for each language feature and write the definition in their own words. 
• Find an example of the language feature from Avia's 'Dawn Raids Apology'
• Comment and explain how the language feature helped them to understand the context of the poem (Dawn Raids) and the text as a whole

Student responses for Dawn Raids Apology Poem Study

Student responses for Dawn Raids Apology Poem Study

My overview from the student's responses to the activity: 

• The students were able to find the definition for each language feature and some used ChatGPT to help them write a definition that they understand. 
• Identifying examples of the language features was good as well as we had this done in a previous activity. They did ask for clarity on if the examples they chose matched the language features. This was something that I was happy to help them out with. 
• Some of the students used the last section to define the language feature instead of explaining how it helps them to understand the context. Others were able to make connections and this was successful as I knew that they understood the connection or relation between the language feature and how it influenced their understanding of the context.