Literacy in History

As a history teacher, I’ve often felt the disconnect between the incredible stories of New Zealand’s past and my students’ ability to fully grasp them. They’re keen to learn, but historical texts, which are full of complex vocabulary and dense sentences, often using old or outdated words, can feel like a foreign language. I knew I needed to shift my approach from just teaching history to teaching historical literacy. In the past if I am honest I felt that my job was to teach history in terms, what happened, when and why. I would incorporate historical concepts such as source analysis, perspectives and causes and consequences. But something was missing. This year, I decided to design a targeted intervention to help my Year 9 students not just read about history, but truly understand it.

My approach was built on the principles of structured literacy, focusing on three key areas that are crucial for historical thinking: vocabulary, morphology, and text deconstruction. This wasn't about adding more work; it was about integrating powerful literacy tools directly into our existing lessons.

Being a teacher of an option that rotates 3 times a year. In Rotation 2, which ends this week, there was reading PAT data for 27 of the 35 Students. 11 Students were at Level 3 and below and 16 at 4 and above. My next class has a similar ratio - with 12 students at 3 and below and 17 at 4 and above

My first step was to ditch the simple glossaries and start with a Vocabulary Deep Dive. We started using key terms like 'colonisation' and 'sovereignty.' Instead of just giving a definition, we would explore characteristics, examples, and non-examples. This exercise forced my students to engage with the nuance of a term, which is vital in a subject like history.

Next, we began to study  word parts. When we came across a complex term like 'decolonisation,' we would break it down together. We'd identify the prefix 'de-' (meaning 'to undo'), the root 'colon' (meaning 'to settle'), and the suffix '-ation' (meaning 'the process of'). This simple activity transformed a scary, long word into a logical, understandable concept. I watched as students gained the confidence to tackle unfamiliar words by looking for these hidden clues.

Finally, I focused on Text Deconstruction. Many of the primary sources we read contained long, elaborate sentences that would trip students up. My solution was to pause and, as a class, break down these sentences. We'd identify the subject, the verb, and the key ideas, and then rephrase the sentence in our own, simpler words. This process demystified academic language and showed students how to find the core message in a sea of complex syntax.

The results have been incredibly encouraging. While it's an ongoing process, I’ve noticed a real difference in my students' work. Their written responses are more articulate, and they’re using new vocabulary with greater accuracy Most importantly, their confidence has soared. They no longer see a dense historical text as a barrier, but as a challenge they now have the tools to overcome. My classroom is no longer just a place to learn about the past, it’s a place where students are actively building the literacy skills to interpret it for themselves.

My goal for rotation three is to use the first four weeks explicitly teaching literacy. I will develop pre and post assessments in an attempt to quantify and assess the shift that the students have made.

 

2025 Inquiry

 

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Bridging the Gap: Understanding the Year 8 to Year 9 Transition in Aotearoa

The leap from Year 8 to Year 9 in New Zealand marks a significant milestone in a student's educational journey. It's a time of exciting new beginnings, but also a period of considerable adjustment. For many students, this transition into secondary school can feel like going from being a "big fish in a small pond" to a "little fish in a big pond," coupled with the complexities of puberty and an entirely new school system.

My inquiry aims to shed light on this critical period. We’re focusing on students in the Tamaki context, acknowledging that regional and demographic differences can shape these experiences.

The Problem at Hand

The shift from primary or intermediate school to secondary school is multifaceted, encompassing academic, social, emotional, and cultural changes. Students face new academic expectations, navigate larger peer groups, adapt to different teaching styles, and embrace greater independence. Without adequate support, this transition can be overwhelming, potentially impacting their well-being and academic success.

To truly understand this, we're exploring key questions: What challenges do students face during this transition? How do they perceive their own experience, and what do they feel unprepared for? What factors contribute to a successful transition, and most importantly, how can teachers and schools better support students through this pivotal time?

Gathering Our Insights

To gather robust evidence, we’re employing a variety of data collection methods throughout Term 2. We'll be using surveys and questionnaires for both Year 8 students and Year 9 teachers to capture perceptions of the transition and any challenges faced. Interviews and focus groups with Year 9 students, Year 8 teachers, and secondary school staff will provide deeper insights into their experiences and needs. We’ll also conduct observations of Year 9 students in their new environment to assess their adjustment, and encourage student journals/reflections from Year 8 students, comparing their pre-transition thoughts with their reflections once settled in secondary school.

Making Sense of the Data

Once the data is collected, we'll undertake both quantitative and qualitative analysis. Quantitative analysis of survey data will help us identify patterns in student experiences, while qualitative analysis of interviews and journals will highlight recurring themes related to peer relationships, teacher expectations, and emotional responses. This comprehensive approach will allow us to paint a clear picture of the transition experience.

Our ultimate goal, once the data is thoroughly analyzed, is to design effective interventions in Term 3. We'll then reflect on the impact of these interventions: Did students feel more prepared? Were their challenges effectively addressed? What role did support systems play, and how can we continuously improve support for future transitions? By understanding and addressing these challenges, we can help ensure a positive and successful start to secondary school for all New Zealand students.

2025 Lets go

 Hello, my name is Scott Mansell, and I am excited to reintroduce myself as the Across-CoL Manaiakalani Teacher for 2025. It’s a privilege to continue working within the education community of Glen Innes and Panmure, and I’m eager to build on my previous experiences while tackling new challenges that lie ahead.

In this role, I’m deeply committed to enhancing the educational journey for our students, particularly focusing on one key area: the transition from primary school (Year 8) to Tamaki College (Year 9). 

This transition can be a significant turning point for many students, as they move from a familiar and supportive primary environment into the wider, often more challenging world of high school.

Throughout my career, I have witnessed the positive impact that well-supported transitions can have on students’ success, not only academically but socially and emotionally as well. I believe it is crucial that we, as educators and community leaders, continuously inquire and research the most effective practices to ensure these transitions are as smooth and empowering as possible.

One of my main focuses for 2025 is to work closely with students, teachers, and whānau in Glen Innes and Panmure to understand the unique needs of our learners. I am particularly interested in the ways we can leverage technology, inquiry-based learning, and a student-centered approach to help ease the shift from Year 8 to Year 9. By working within the Manaiakalani framework, which emphasizes the importance of effective digital learning and collaboration, we can create seamless connections between primary and secondary schooling that allow our students to thrive.

Our students come from diverse backgrounds and face a variety of challenges, both academic and personal. By examining the transition process, I hope to uncover the best practices that can support them through this critical time. This involves fostering strong relationships between students, teachers, and the community while also implementing strategies that allow for continuity in learning, particularly as students move from one school to another.

Collaboration is at the heart of the Manaiakalani kaupapa. As Across-CoL Teacher, I plan to collaborate with educators from across the cluster, drawing on the collective wisdom of our community, to identify innovative and best-practice strategies for supporting these transitions. Together, we can enhance our students' confidence, resilience, and ability to take ownership of their learning.

Beyond just the academic side, my approach will also focus on the emotional and social aspects of this transition. Year 9 can be a time of significant change and challenge for students, and I believe it’s vital to support them in developing a sense of belonging and purpose as they enter Tamaki College. This could involve fostering connections between the primary and secondary schools, creating opportunities for mentorship, and ensuring our students have access to the right resources to thrive in this new phase of their educational journey.

Ultimately, my goal as the Across-CoL Manaiakalani Teacher is to create a smoother, more supportive transition that sets students up for long-term success. By fostering a collaborative, student-centered approach, I believe we can help our learners feel empowered and prepared as they move into their secondary school years.

I look forward to working with all of you throughout 2025 and making a meaningful impact in our community!

Reflection on Literacy-Focused Learning and Student Engagement

Beginning this term, my year 9 class shifted from a primarily content-driven approach to one that emphasises literacy in an engaging manner. This change was inspired by clear feedback from students, who expressed a strong desire for collaboration, competition, and fun in their learning experiences. Recognising these needs, we designed our current unit on government to incorporate these elements, leading to a more dynamic classroom environment.

One of the standout activities involved a compare-and-contrast task focused on different systems of government. In mixed-ability groups, students were required to unpack a text together, fostering collaboration among peers of varying skill levels. The competitive aspect of the task added an exciting layer, as groups vied for a prize. This structure ensured that every student had to contribute, which not only bolstered engagement but also facilitated meaningful interactions among classmates.

The results were promising. Engagement levels soared, and the reading component of the task was executed well across the board. The diverse class profile, which included students ranging from Stanine 1 to Stanine 6, allowed for rich peer-to-peer learning. Students at different levels supported one another, which created a sense of community and shared responsibility for learning. This kind of collaborative environment is essential, particularly in a class where ability levels vary widely. 

However, this term has not been without its challenges. Several pastoral incidents have arisen, including a stand down, which has highlighted the complexities of student behaviour during this transitional phase. The international literature supports the idea that transitions often lead to a decline in academic achievement, particularly as students navigate the onset of adolescence (Barone, Aguirre-Deandris & Trickett). This can be particularly impactful for certain ethnic and socio-economic groups who may experience these changes earlier and with additional challenges (McDonald, Simmons, Black & Zhou).

Given these findings, it is crucial to monitor our students' progress closely. I plan to use a variety of data sources, including PAT scores at the end of the year, to assess academic achievement comprehensively. Additionally, tracking pastoral incidents will provide insight into the emotional and social dimensions of the classroom environment. It will be essential to survey other teachers who interact with this class to gauge whether they have observed a shift in student behaviour and engagement, and to see if any changes can be quantified.

Student voice will continue to play a vital role in this process. While qualitative feedback can sometimes feel less measurable, it often serves as a valuable indicator of progress and sentiment in the classroom. I intend to implement regular fortnightly surveys to gather ongoing insights rather than waiting until the end of the term. This will allow us to make timely adjustments to our teaching strategies based on real-time feedback.

Moreover, parental input will be another critical component in understanding student experiences. By reflecting on whether students appear more settled, less so, or unchanged at home, we can better align our approaches with the needs of our learners. This holistic view of student progress—combining academic, social, and emotional dimensions—will enable us to provide a supportive and effective learning environment as students navigate this significant transition.

In conclusion, while this term has seen promising developments in student engagement through a focus on literacy and collaboration, it is essential to remain vigilant regarding pastoral issues and the broader implications of transition. By employing a comprehensive approach that includes data monitoring, ongoing student feedback, and parental insights, we can create a more inclusive and supportive learning atmosphere that addresses the diverse needs of our students

Year 9 Transisitions Part 2

The primary goals for Year 9 students at Tamaki College focus on Hauora (well-being), achieving 1.5 years of academic progress within a single year, and ensuring regular attendance. These goals emphasise the importance of holistic development, academic achievement, and community engagement during this critical transition from intermediate to high school.

A significant aspect of this transition is the formation of new relationships. Year 9 students must navigate social dynamics with peers and adapt to interacting with multiple teachers across various subjects. This shift can be both exciting and challenging. Observations suggest that these students retain a sense of innocence and friendliness, which can serve as a foundation for building new friendships and networks within the school environment.

The introduction of specific subject areas adds another layer of complexity. Year 9 students are exposed to a broader range of academic disciplines, requiring them to adjust their study habits and manage different expectations from various teachers. This diversity in learning can be enriching but may also lead to confusion and stress as students adapt to high school demands.

Additionally, the physical movement of students around the school represents a notable change. Unlike the more contained environment of intermediate school, Year 9s experience a dynamic setting where they must transition between classrooms. This increase in mobility can affect their sense of security and orientation, highlighting the need for effective guidance as they navigate their new environment.

Puberty also plays a critical role during this time, as students are not only adjusting to academic challenges but are also undergoing significant personal changes. This developmental stage can impact their emotional well-being and social interactions, making support systems essential for helping them cope with these transitions.

The integration of devices into learning environments is another noteworthy factor. Technology can enhance learning experiences but also requires students to develop new skills in digital literacy and self-regulation. Balancing the use of devices for educational purposes with managing distractions is crucial for academic success.

To address these transition challenges, several proactive steps have been taken. Meetings with Deputy Principal Russel Dunn provided insights into broader goals and strategies such as Akomanga Kaihanga for supporting Year 9 students, while observations in various classroom contexts offered a deeper understanding of student experiences and instructional practices.

Collating student voice has been instrumental in identifying their perspectives. Surveys conducted at the beginning of the year and midway through the second term gathered feedback from the same group of students, allowing for a comparison of their evolving thoughts and feelings about high school.

Students reported that college is significantly harder than primary/intermediate, with 76% feeling this way. They expressed concerns about forging friendships with peers they didn’t know and 44% were unsure if they were ready for the transition. Additionally, they noted the importance of basic numeracy and literacy skills, underestimated the variety of classes and subjects, and recognised the unexpected levels of interpersonal drama and rumours, which serve as barriers to learning.

In conclusion, the transition from intermediate to high school for Year 9 students at Tamaki College involves various challenges and opportunities. Understanding their experiences and incorporating their feedback can help educators create a supportive and engaging learning environment, ultimately aiding in their academic and personal development.

Year 9 Transitions

Transitioning from primary school to college is a significant milestone for New Zealand students, often marked by a mix of excitement and anxiety. While this change can be an opportunity for growth and new experiences, many students face various difficulties that can impact their adaptation to this new environment. 

One of the primary challenges is the shift in academic expectations. High school typically demands greater independence and self-directed learning. Students are expected to manage a more complex timetable, juggle multiple subjects, and meet different assessment requirements. This can be overwhelming, especially for those who are accustomed to the more guided structure of primary school. The pressure to perform well academically can lead to increased stress and anxiety, which some students may struggle to cope with.

Social dynamics also shift dramatically during this transition. The larger, more diverse environment of high school can lead to feelings of isolation for some students. Many experience difficulties in forming new friendships or maintaining existing ones, as social circles can change drastically. The fear of not fitting in can be daunting, leading to anxiety about navigating new social hierarchies and peer relationships. Bullying and social exclusion can exacerbate these feelings, impacting a student’s overall well-being. In addition the reality of emotional shifts caused by puberty can create further issues

My inquiry this year will focus on this transition, how are we as a Kura helping our year 9s to enter school, embracing all that they bring, to ensure success. 

In conclusion, while the move to high school is an exciting opportunity, it presents numerous challenges for New Zealand students. Recognising and addressing these difficulties is essential in supporting their journey and ensuring a positive high school experience.

2024 Here we go

 Hello! I'm thrilled to be here and reintroduce myself as your passionate Across Manaiakalani Scott Mansell. As we embark on this educational journey together, I want to share a bit about who I am and my commitment to fostering a love for history within our student body.

With a genuine enthusiasm for the past and a dedication to creating meaningful connections with my students, I aim to make the study of history not only informative but also engaging and enjoyable. I firmly believe that history is more than just a collection of dates and events; it is a rich tapestry that weaves together the stories of people, cultures, and civilizations.

My journey into the world of education began with a deep-rooted passion for history and a desire to share its wonders with others. Armed with 12 years of teaching at Tamaki College, I have honed my skills to provide students with a comprehensive and insightful understanding of the past. My goal is to empower students to think critically, ask questions, and develop a lifelong curiosity about the world around them.

One of the cornerstones of my teaching philosophy is the belief in building strong, positive relationships with my students. I understand that each student is unique, with individual learning styles, strengths, and challenges. By creating a supportive and inclusive classroom environment, I strive to make history accessible to all, fostering an atmosphere where students feel comfortable expressing their thoughts and opinions.

I am excited to be a part of the Manaiakalani community, and I look forward to inspiring and guiding each student on their academic journey. Whether exploring ancient civilizations, analysing pivotal moments in history, or delving into the stories of remarkable individuals, my aim is to instill a deep appreciation for the subject and equip students with the critical thinking skills necessary for success in their future endeavors.

I encourage students to approach history with an open mind, ready to uncover the fascinating narratives that have shaped our world. Let's make history not just a subject to study but a journey to experience and enjoy together. Here's to a fantastic school year filled with discovery, growth, and a shared passion for learning!