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.