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keen to learn, but historical texts, which are full of complex vocabulary and dense sentences, often using old or outdated words, can feel like a foreign language.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!