Katikati College English Faculty - Recently Updated Pages

E- learning

ncowie — Thu, 09 Apr 2009 19:57:27 CDT

Information and communication technology (ICT) has a major impact on the world in which young people live. Similarly, e-learning (that is, learning supported by or facilitated by ICT) has considerable potential to support the teaching approaches outlined in the above section.
For instance, e-learning may:

assist the making of connections by enabling students to enter and explore new learning environments, overcoming barriers of distance and time
facilitate shared learning by enabling students to join or create communities of learners that extend well beyond the classroom
assist in the creation of supportive learning environments by offering resources that take account of individual, cultural, or developmental differences
enhance opportunities to learn by offering students virtual experiences and tools that save them time, allowing them to take their learning further.

Schools should explore not only how ICT can supplement traditional ways of teaching but also how it can open up new and different ways of learning.

Effective Pedagogy

ncowie — Thu, 09 Apr 2009 19:55:41 CDT

Teacher actions promoting student learning

While there is no formula that will guarantee learning for every student in every context, there is extensive, well-documented evidence about the kinds of teaching approaches that consistently have a positive impact on student learning. These are the approaches that teachers in the Katikati College English Faculty are guided to use. This evidence tells us that students learn best when teachers:

create a supportive learning environment
encourage reflective thought and action
enhance the relevance of new learning
facilitate shared learning
make connections to prior learning and experience
provide sufficient opportunities to learn
inquire into the teaching–learning relationship.

Creating a supportive learning environment

Learning is inseparable from its social and cultural context. Students learn best when they feel accepted, when they enjoy positive relationships with their fellow students and teachers, and when they are able to be active, visible members of the learning community. Effective teachers foster positive relationships within environments that are caring, inclusive, non-discriminatory, and cohesive. They also build good relationships with the wider school community, working with parents and caregivers as key partners who have unique knowledge of their children and countless opportunities to advance their children’s learning. Effective teachers attend to the cultural and linguistic diversity of all their students. The classroom culture exists within and alongside many other cultures, including the cultures of the wider school and the local community, the students’ peer culture, and the teacher’s professional culture.

Encouraging reflective thought and action

Students learn most effectively when they develop the ability to stand back from the information or ideas that they have engaged with and think about these objectively. Reflective learners assimilate new learning, relate it to what they already know, adapt it for their own purposes, and translate thought into action. Over time, they develop their creativity, their ability to think critically about information and ideas, and their metacognitive ability (that is, their ability to think about their own thinking). Teachers encourage such thinking when they design tasks and opportunities that require students to critically evaluate the material they use and consider the purposes for which it was originally created.

Enhancing the relevance of new learning

Students learn most effectively when they understand what they are learning, why they are learning it, and how they will be able to use their new learning. Effective teachers stimulate the curiosity of their students, require them to search for relevant information and ideas, and challenge them to use or apply what they discover in new contexts or in new ways. They look for opportunities to involve students directly in decisions relating to their own learning. This encourages them to see what they are doing as relevant and to take greater ownership of their own learning.

Facilitating shared learning

Students learn as they engage in shared activities and conversations with other people, including family members and people in the wider community. Teachers encourage this process by cultivating the class as a learning community. In such a community, everyone, including the teacher, is a learner; learning conversations and learning partnerships are encouraged; and challenge, support, and feedback are always available. As they engage in reflective discourse with others, students build the language that they need to take their learning further.

Making connections to prior learning and experience

Students learn best when they are able to integrate new learning with what they already understand. When teachers deliberately build on what their students know and have experienced, they maximise the use of learning time, anticipate students’ learning needs, and avoid unnecessary duplication of content. Teachers can help students to make connections across learning areas as well as to home practices and the wider world.

Providing sufficient opportunities to learn

Students learn most effectively when they have time and opportunity to engage with, practise, and transfer new learning. This means that they need to encounter new learning a number of times and in a variety of different tasks or contexts. It also means that when curriculum coverage and student understanding are in competition, the teacher may decide to cover less but cover it in greater depth. Appropriate assessment helps the teacher to determine what “sufficient” opportunities mean for an individual student and to sequence students’ learning experiences over time.

Teaching as inquiry

Since any teaching strategy works differently in different contexts for different students, effective pedagogy requires that teachers inquire into the impact of their teaching on their students.
Inquiry into the teaching–learning relationship can be visualised as a cyclical process that goes on moment by moment (as teaching takes place), day by day, and over the longer term. In this process, the teacher asks:

What is important (and therefore worth spending time on), given where my students are at?
This focusing inquiry establishes a baseline and a direction. The teacher uses all available information to determine what their students have already learned and what they need to learn next.
What strategies (evidence-based) are most likely to help my students learn this?
In this teaching inquiry, the teacher uses evidence from research and from their own past practice and that of colleagues to plan teaching and learning opportunities aimed at achieving the outcomes prioritised in the focusing inquiry.

What happened as a result of the teaching, and what are the implications for future teaching?
In this learning inquiry, the teacher investigates the success of the teaching in terms of the
prioritised outcomes, using a range of assessment approaches. They do this both while learning activities are in progress and also as longer-term sequences or units of work come to an end. They then analyse and interpret the information to consider what they should do next.

Faculty Strategies

ncowie — Thu, 09 Apr 2009 19:48:52 CDT

a) Introduction

The English Faculty employs Teaching and Learning strategies for improving student achievement which plays a key role by providing opportunities for students to develop some of the Key Competencies while also helping to ensure equity of learning opportunities for all students regardless of ethnicity, ability or special needs. The faculty has devised specific strategies for the implementation of certain initiatives within English programmes.

b) Key Competencies

Thinking

Thinking is about using creative, critical, and metacognitive processes to make sense of information, experiences, and ideas. These processes can be applied to purposes such as developing understanding, making decisions, shaping actions, or constructing knowledge. Intellectual curiosity is at the heart of this competency.
Students who are competent thinkers and problem-solvers actively seek, use, and create knowledge. They reflect on their own learning, draw on personal knowledge and intuitions, ask questions, and challenge the basis of assumptions and perceptions.

Using language, symbols, and texts

Using language, symbols, and texts is about working with and making meaning of the codes in which knowledge is expressed. Languages and symbols are systems for representing and communicating information, experiences, and ideas. People use languages and symbols to produce texts of all kinds: written, oral/aural, and visual; informative and imaginative; informal and formal; mathematical, scientific, and technological.
Students who are competent users of language, symbols, and texts can interpret and use words, number, images, movement, metaphor, and technologies in a range of contexts. They recognise how choices of language, symbol, or text affect people’s understanding and the ways in which they respond to communications. They confidently use ICT (including, where appropriate, assistive technologies) to access and provide information and to communicate with others.

Managing self

This competency is associated with self-motivation, a “can-do” attitude, and with students seeing themselves as capable learners. It is integral to self-assessment.
Students who manage themselves are enterprising, resourceful, reliable, and resilient. They establish personal goals, make plans, manage projects, and set high standards. They have strategies for meeting challenges. They know when to lead, when to follow, and when and how to act independently.

Relating to others

Relating to others is about interacting effectively with a diverse range of people in a variety of contexts. This competency includes the ability to listen actively, recognise different points of view, negotiate, and share ideas.
Students who relate well to others are open to new learning and able to take different roles in different situations. They are aware of how their words and actions affect others. They know when it is appropriate to compete and when it is appropriate to co-operate. By working effectively together, they can come up with new approaches, ideas, and ways of thinking.

Participating and contributing

This competency is about being actively involved in communities. Communities include family, whānau, and school and those based, for example, on a common interest or culture. They may be drawn together for purposes such as learning, work, celebration, or recreation. They may be local, national, or global. This competency includes a capacity to contribute appropriately as a group member, to make connections with others, and to create opportunities for others in the group.
Students who participate and contribute in communities have a sense of belonging and the confidence to participate within new contexts. They understand the importance of balancing rights, roles, and responsibilities and of contributing to the quality and sustainability of social, cultural, physical, and economic environments.

Strategies for implementation

The faculty will participate in PD which will focus on ways to align what happens in the English classroom with the demands of the key competencies.

c) Ensuring equity in curriculum delivery

The English Faculty has taken many steps to ensure equity in curriculum delivery.

The English courses are banded into two strata:

· English Enrichment– at Year 9 and 10 these courses are called GATE classes and in Years 11 -13 they are called English 01 courses. The advanced courses provide extension for those students performing consistently at a Merit/Excellence level. The courses include reading, writing, speaking, production experience and the study of literature. The 01 courses are assessed by Achievement Standards.

· English – Students in Year 9 and 10 who are in the mainstream courses study reading, writing, speaking, production experience and the study of literature.The mainstream English courses at Years 11-13 are called English 02 courses and they also include reading, writing, speaking, production experience and the study of literature. The 02 courses are assessed by a combination of Unit Standards and Achievement Standards.

Rules for learning

ncowie — Fri, 27 Mar 2009 23:06:04 CDT

There is no abstract available for this page revision.

Study Guides

ncowie — Mon, 23 Feb 2009 00:31:39 CST

The list below shows the available English Faculty blogs, study guides and wikis.
english@kkc

scholarship@kkc

The Kite Runner Wiki

Schindler's List Wiki

American Beauty Wiki

Seamus Heaney Wiki

The Things They Carried Wiki

The Handmaid's Tale Wiki

The Lord of the Flies Wiki

Against the Tide Year 12 Wiki

12coolKats

Noughts and Crosses Wiki

Katikati College Creations

Year 10 Wiki (Get up! Stand up!)

Year 9 Wiki

Click on the KatiNet logo above to get to the Katikati College English Study Guides on moodle.

See also: Assignments | The Syllabus | Announcements

Quick Guide

ncowie — Sat, 21 Feb 2009 01:14:21 CST

There is no abstract available for this page revision.

Important Dates

ncowie — Wed, 19 Nov 2008 01:40:17 CST

2009 Term dates


Term 1	Monday 2 Feb	to	Friday 9 April
Term 2	Monday 27 April	to	Friday 3 July
Term 3	Monday 20 July	to	Friday 25 September
Term 4	Monday12 Oct	to	Friday 18 December
2009 Holidays - Schools will be closed in 2009 on Saturdays and Sundays and on the following holidays: Waitangi Day - 6 February (Friday) Good Friday - 10 April Easter Monday - 13 April Day after Easter Monday - 14 April (Tuesday) Anzac Day - 25 April (Saturday) Queen's Birthday - 1 June (Monday) Labour Day - 26 October (Monday) Christmas Day - 25 December Boxing Day - 26 December

The Curriculum

ncowie — Sat, 04 Oct 2008 00:53:56 CDT

What is English about?

English is the study, use, and enjoyment of the English language and its literature, communicated orally, visually, and in writing, for a range of purposes and audiences and in a variety of text forms. Learning English encompasses learning the language, learning through the language, and learning about the language. Understanding, using, and creating oral, written, and visual texts of increasing complexity is at the heart of English teaching and learning. By engaging with text-based activities, students become increasingly skilled and sophisticated speakers and listeners, writers and readers, presenters and viewers.

Why study English?

Literacy in English gives students access to the understanding, knowledge, and skills they need to participate fully in the social, cultural, political, and economic life of New Zealand and the wider world. To be successful participants, they need to be effective oral, written, and visual communicators who are able to think critically and in depth. By understanding how language works, students are equipped to make appropriate language choices and apply them in a range of contexts. Students learn to deconstruct and critically interrogate texts in order to understand the power of language to enrich and shape their own and others’ lives. Students appreciate and enjoy texts in all their forms. The study of New Zealand and world literature contributes to students’ developing sense of identity, their awareness of New Zealand’s bicultural heritage, and their understanding of the world. Success in English is fundamental to success across the curriculum. All learning areas (with the possible exception of languages) require students to receive, process, and present ideas or information using the English language as a medium. English can be studied both as a heritage language and as an additional language. English presents students with opportunities to engage with and develop the key competencies in diverse contexts.

How is the learning area structured?

English is structured around two interconnected strands, each encompassing the oral, written, and visual forms of the language. The strands differentiate between the modes in which students are primarily:

making meaning of ideas or information they receive (Listening, Reading, and Viewing)
creating meaning for themselves or others (Speaking, Writing, and Presenting).

The achievement objectives within each strand suggest progressions through which most students move as they become more effective oral, written, and visual communicators. Using a set of underpinning processes and strategies, students develop knowledge, skills, and understandings related to:

text purposes and audiences
ideas within language contexts
language features that enhance texts
the structure and organisation of texts.

Students need to practise making meaning and creating meaning at each level of the curriculum. This need is reflected in the way that the achievement objectives are structured. As they progress, students use their skills to engage with tasks and texts that are increasingly sophisticated and challenging, and they do this in increasing depth.

English@KKC

ncowie — Sat, 04 Oct 2008 00:12:54 CDT

English provides an opportunity to improve all aspects of personal communication through language. English is also essential to intellectual growth. It enables us to make sense of the world around us. The ability to use written and spoken language effectively, and to listen, and to discern critically messages from television, film, the computer, and other visual media is fundamental both to learning and to effective participation in society and the workforce.

English is vital for communicating and transmitting values and culture. Confidence in English contributes to self-esteem and a sense of identity and achievement.

English is the language of most New Zealanders and the major language of national and international communication.

The English Faculty at the College runs several English courses to meet the objectives of both students, and the objectives of the New Zealand English curriculum.

Core studies focus on writing, language, literature and film analysis.

Our aim is excellence and we have successfully implemented and continually update a range of programmes to extend and realise the full potential of all our students.

Student Spotlight

ncowie — Tue, 02 Sep 2008 21:51:36 CDT

Student of the Week

Name: Willemien
Year: 12
Why he/she is being honoured: Always positive and hardworking. In the video above she is reading Seamus Heaney's poem 'Follower'.

Send a shout-out!

[Use this section to say "way to go" to this week's student! Add photos, videos, or words of congrats. Or, send them a message by going to their profile page...]

Nominate a classmate for Student of the Week!

Enter their name here, and describe why they should be recognised.

See also: Announcements | The Syllabus | Assignments | Study Guides

Scholarship

ncowie — Sun, 24 Aug 2008 19:07:20 CDT

Nathalie Saurat was one of 10 Premier Scholars and she achieved an Outstanding Scholarship in English.
Josh Scarrow and Alexandra McGeady were awarded Outstanding Scholarships in English and Megan Easterbrook - Smith was awarded Scholarship in English.

Assignments

ncowie — Sat, 23 Aug 2008 23:47:31 CDT

Years 11 - 13 Internal Assessment Information

On this page you can find information about NCEA, assignment dates and assessment rules.

NCEA

New Zealand 's qualification for school learners is the National Certificate of Educational Achievement (NCEA). NCEA is a qualification on New Zealand 's National Qualifications Framework (NQF). It sits alongside more than 800 other national qualifications used throughout tertiary education and industry training.

NCEA is achievement based. National standards have been set in each area of learning. When students achieve these standards they earn credits towards their NCEA qualification
The NQF contains two types of national standards: Achievement Standards and Unit Standards. Credits from all Achievement Standards and Unit Standards count towards NCEA.

Achievement Standard (A/S)
Achievement Standards may be internally or externally assessed. External assessment is by NZQA (New Zealand Qualifications Authority) at the end of the school year. Internal assessment of Achievement Standards is done by subject teachers throughout the year. Some internal assessment occurs within school exams. Achievement Standards are assessed as follows: "Achieved", "Achieved with Merit", "Achieved with Excellence" or "Not Achieved".

Unit Standards (U/S)
Unit Standards are all internally assessed and also earn credits on the National Qualifications Framework. Some Unit Standards are linked to tertiary or vocational industry-based courses. Unit Standards are assessed on the basis of meeting the required standard and therefore the result will be shown as "Achieved" or "Not Achieved".

All internal assessments are moderated to ensure that the marking is accurate, consistent and fair.

Have a question about the assignments? Ask it here.

Year	Topic	Due
13 (301/302)	Column writing	Completed
12 (201/202)	Creative writing	Completed
11 (101/102)	Creative writing	Completed
13 (302/302)	Oral Presentation	Completed
12 (201/202)	Oral Presentation	Completed
11 (101/102)	Oral Presentation	Term 3, Week 10

General assessment rules which apply to all levels

Acceptance of Grades

All students will be required to sign their internally assessed work to indicate their acceptance of the grade. The signature should be put on the actual piece of work near the log grade or on a place specified by the teacher. All work is stored by the teacher.

Students will sign each marked assessment upon its return. Once signed, the student can make no appeal of marking decisions.

Students will maintain their own copy of assessed standards results. They will be given their own tracking sheet in each subject at the beginning of the year.

Appeals

Students may, if they are concerned, appeal the grade of an internal assessment they receive from a teacher.

To appeal, a student must approach the teacher within 5 days of receiving the grade. The teacher will attempt to address the appeal by explaining the marking process and the grade awarded.

If not satisfied the student needs to make an appeal to the HOF English.
The HOF will action the following steps as appropriate:

· get another teacher to mark the work
· HOF marks the work
· ask another teacher in another school if necessary

The HOD will inform the student of the outcome. If the result of that is unsatisfactory, the student may appeal to the appropriate member of the SMT. This ruling will be final.

Attendance

Students are expected to attend all classes at all times. English teachers will maintain an accurate record of student attendance.

Legitimate absence for illness or other reasons must be supported by a note. Absence will be taken into account when considering a student’s right for recognition of achievement.

Illegitimate absence (i.e. not accepted by the school) or absence not supported by a note will not be accepted. Such absences will mean a student will gain no grade for that assessment.

Authenticity

From time to time students will be required to authenticate their work.
Teachers will use some or all of the following methods to ensure your work is your own:
· require students to report progress at set milestones
· change content or topic annually
· provide the resources to be used, including web based resources
· seek oral presentation
· avoid easily down-loaded topics
· require detailed references – including web page references
· require a draft to be handed in
· supervised assessment
· no access to other student’s files
· controlling group work by breaking the task into individual and group components
· requirement to provide sources of assistance

If a student is found or suspected of submitting work for assessment which is not their own the HOF will be informed. In consultation with the teacher and HOF action to be taken will be decided and the student and parent/caregiver will be informed in writing. The appropriate member of the SMT will be informed prior to the letters being sent.

Compassionate Consideration

Normal compassionate considerations apply to the external assessments. This is for students who have suffered from a temporary illness, non permanent disability or other event close to or during the examinations and which they believe has significantly impaired their performance in particular examinations. This is administered by NZQA and by the NCEA Coordinator (Mr Phillips).

Applications for compassionate consideration are made on line to NZQA. This process is completed by the NCEA Coordinator (Mr Phillips).

The NCEA Coordinator is asked to assess the extent to which the applicant is likely to have been affected and to provide an expected grade for the candidate in each standard for which compassionate consideration is being sought.

Course and Assessment Information

All students will be given the Senior Course Booklet for Years 11 - 13 which will contain details of the senior courses.

All staff will give each student, at the start of the course, details of the course, including achievement standards, credit ranges, time of assessment, type of assessment, information on methods used for the recognition of achievement and reassessment opportunities, and appeal rights and procedures. It should also contain a student tracking sheet to enable the student to track the standards they have achieved and the number of credits they have gained. Students are expected to refer to this throughout the year..

Course information is available on moodle.

Students will be given notification of assessment changes during the course should they occur.

Prior to assessments students will be issued with a copy of the assessment / performance criteria which will indicate the standard required for achieved, and where applicable, merit and excellence.

If a student is submitting computer generated assessment it is their responsibility to keep a back up disc or copy which can be submitted in case of hard-drive/printer problems.

Students should personally hand assignments to the subject teacher. The final time to hand in an assignment is 3.00 pm on the due date.

Late Work and Extensions

Late work is not tolerated. A student who attempts to pass in late work for assessment without a clear excuse, which is acceptable to the teacher, will not gain an assessment grade nor will they be entitled to re-assessment.

Students will apply for an extension in writing at least one full day prior to the due date. The subject teacher will approve this or pass it onto the HOF for a decision. A new date will be negotiated with the student and the extension will be short in duration (i.e. 1 day). No student will be granted more than one per course a year without compelling reason.

Students will be given extensions of deadlines only on the basis of compassion or because there are factors beyond their control for not getting work in. Staff will note the reason for the extension.

Medical certificates and/or other supporting evidence (e.g. a note from caregivers) may be requested from students who are applying for an extension.

Recognising Achievement (Including Re-Assessment) for Internally Assessed Standards

Students who have not gained credit in an assessment may be given one further assessment opportunity or evidence of achievement sought in some other way where practicable to do so.

All students taking NCEA English may seek further assessment opportunities in those areas where this is available and if they have met the conditions of the course. The parts of the course eligible for further assessment opportunities will be detailed on the course information given to students at the start of the course.

Further assessment opportunities may be used to enhance a credit already achieved where it is practical to do so.

Students should be aware that while all parts of a course will not be available for further assessment opportunities, parts within an assessment may be eligible.

Further assessment opportunities will only be available when in the opinion of the teacher the initial work was of a reasonable standard and effort.
Further assessment opportunities may take several forms such as:

Student presented with a new task
Student repeats a part of a task

Teacher interview and verbal reassessment to gain clarification of understanding. (This will be recorded by the teacher on the student’s original work and dated and signed by both teacher and student)

Student repeats a practical task

Reporting

Each year students will receive two full reports. During the year students will also receive a printout of the schools records twice so they can be checked for mistakes or omissions. Students can also ask for a print out of their results at any time.

Results

In January students will receive a Provisional Results Notice from NZQA. This will show both the external and internal assessment results. It will also show your grade average out of 100. In April the following year you will receive your Record of Learning.

Special Assessment Conditions

These apply only to students who have a permanent or long term condition or learning impairment. For internal assessment components staff will be expected to make due allowance according to the conditions identified by the Learning Centre.

Staff identify students who have learning needs who would benefit from special assessment conditions.

Students and caregivers who feel they qualify for special assessment conditions should contact the NCEA Coordinator (Mr Phillips), at the beginning of the year.

Once the necessary data is collected a decision is made about the special conditions the student should receive.

In the practice examinations and the external examinations the special assessment conditions assistance will match.

Announcements

ncowie — Sat, 23 Aug 2008 23:44:02 CDT

News: The internal exams are in week 8 and 9. Information about the format of the exams and revision material is available on the school blogs:

english@kkc

scholarship @kkc

Updates:

See also: The Syllabus | Assignments | Study Guides

The Syllabus

ncowie — Sun, 27 Jan 2008 00:59:48 CST

It must be remembered that the purpose of education is not to fill the mindsof students with facts... it is to teach them to think, if that is possible, and always to think for themselves.
Robert Hutchins

Course Outlines for Years 11-13:

Year 11

We offer two Year 11 English Courses at curriculum level 6 and both courses offer achievement standards at level 1 of NCEA.

They include:

• creative writing
• transactional writing
• literature - novel, drama, short story, poetry
• film study
• reading skills
• static image presentation
• research

Year 11 (101)

English 1.1 - Produce creative writing (3 credits) Internal.
English 1.2 - Produce formal writing (3 credits) External.
English 1.3 - Read, study and show understanding of extended written text (2 credits) External.
English 1.4 - Read, study and show understanding of a number of short written texts (2 credits) External.
English 1.5 - View/listen to, study and show understanding of a visual or oral text
(2 credits) External.
English 1.6 - Read and show understanding of unfamiliar texts (3 credits) External.
English 1.7 - Deliver a speech in a formal situation (3 credits) Internal.
English 1.8 - Produce a media or dramatic presentation (3 credits) Internal.
English 1.9 - Research, organise and present information (3 credits) Internal. (This standard is completed in Year 10.)

Maximum of 24 credits.

Year 11 (102)

English 1.1 - Produce creative writing (3 credits) Internal.
English 1.3 - Read, study and show understanding of extended written text (2 credits) External.
English 1.4 - Read, study and show understanding of a number of short written texts (2 credits) External.
English 1.5 - View/listen to, study and show understanding of a visual or oral text
(2 credits) External.
English 1.6 - Read and show understanding of unfamiliar texts (3 credits) External.
English 1.7 - Deliver a speech in a formal situation (3 credits) Internal.
English 1.8 - Produce a media or dramatic presentation (3 credits) Internal.
English 1.9 - Research, organise and present information (3 credits) Internal. (This standard is completed in Year 10)

Maximum of 21 credits.

Year 12

We offer two Year 12 English Courses at curriculum level 7 and both courses offer achievement standards at level 2 of NCEA. The 202 course may include unit standards.

They include:

• creative writing
• transactional writing
• literature - novel, drama, short story, poetry
• film study
• reading skills
• presentation
• research

English 201

English 2.1 - Produce crafted and developed creative writing (3 credits) Internal.
English 2.2 - Produce crafted and developed formal transactional writing (3 credits) Internal.
English 2.3 - Analyse extended written text(s) (3 credits) External.
English 2.4 - Analyse short written texts (3 credits) External.
English 2.5 - Analyse a visual or oral text (3 credits) External.
English 2.6 - Read unfamiliar texts and analyse the ideas and language features (3 credits) External.
English 2.8 - Investigate a language or literature topic and present information in written form (3 credits) Internal.

English 202

English 2.1 - Produce crafted and developed creative writing (3 credits) Internal.
English 2.2 - Produce crafted and developed formal transactional writing (3 credits) Internal.
English 2.3 - Analyse extended written text(s) (3 credits) External.
English 2.4 - Analyse short written texts (3 credits) External.
English 2.5 - Analyse a visual or oral text (3 credits) External.
English 2.6 - Read unfamiliar texts and analyse the ideas and language features (3 credits) External.
English 2.7 - Deliver a presentation using oral and visual language techniques (3 credits) Internal.
English 2.8 - Investigate a language or literature topic and present information in written form (3 credits) Internal.

Level 3

NCEA Level 3 internal and external standards can be gained from this curriculum level 8 course, as well as Scholarship. It includes:

• both transactional (literary essay) and poetic writing
• analysis of written (poetry, prose, Shakespearean) text and visual text (film)
• poetry study, to be completed using the Internet
• writing about extended written texts (novel, non-Shakespearean and Shakespearean drama), short written texts (poems and short stories) and film
• research through a study of an aspect of literature
• development of oral presentation skills in an aspect of literature study

English 301

English 3.1 - Produce an extended piece of writing in a selected style (4 credits)
Internal.
English 3.2 - Respond critically to written text(s) studied (3 credits) External.
English 3.3 - Respond critically to Shakespearean drama studied (3 credits) External.
English 3.4 - Respond critically to oral or visual text studied (3 credits) External.
English 3.5 - Read and respond critically to unfamiliar prose and poetry texts (3 credits) External.
English 3.6 - Construct and deliver an oral presentation (4 credits) Internal.
English 3.7 - Complete independent research on a language or literature topic and present conclusions in writing (4 credits) Internal.

Students can select a maximum of 24 credits.

English 302

English 3.1 - Produce an extended piece of writing in a selected style (4 credits)
Internal.
English 3.2 - Respond critically to written text(s) studied (3 credits) External.
English 3.4 - Respond critically to oral or visual text studied (3 credits) External.
English 3.5 - Read and respond critically to unfamiliar prose and poetry texts (3 credits) External.
English 3.6 - Construct and deliver an oral presentation (4 credits) Internal.
English 3.7 - Complete independent research on a language or literature topic and present conclusions in writing (4 credits) Internal.

Students can select a maximum of 21 credits.

Ask a question

See also: Announcements | Assignments | Study Guides

Years 9-10

ncowie — Sun, 27 Jan 2008 00:47:09 CST

"Children already come to us differentiated. It just makes sense that we would differentiate our instruction in response to them"
Carol Ann Tomlinson

The English courses at Years 9 and 10 are based on the English in the New Zealand Curriculum document followed by all schools. The Years 9 and 10 English course are structured around two interconnected strands, each encompassing the oral, written, and visual forms of the language. The strands differentiate between the modes in which students are primarily:

making meaning of ideas or information they receive (Listening, Reading, and Viewing)
creating meaning for themselves or others (Speaking, Writing, and Presenting).

The Years 9 and 10 English programme at Katikati College is differentiated. Differentiation is the adjustment of the teaching process according to the learning needs of the students. We differentiate instruction because ‘one size’ instruction does not fit all learners. We believe that a differentiated programme will help to not only improve student engagement but to develop students into independent, self-reflective and active learners.

A differentiated classroom offers a variety of learning options designed to tap into different readiness levels, interests, and learning profiles. In a differentiated class, the teacher uses (1) a variety of ways for students to explore curriculum content, (2) a variety of sense-making activities or processes through which students can come to understand and "own" information and ideas, and (3) a variety of options through which students can demonstrate or exhibit what they have learned.
The fundamental idea behind differentiating the curriculum to facilitate student learning is to view the students and get to know them as individuals. To this end we have started to develop Learning Profiles for each student.

For the profiles to be effective we felt that it was important that we gained an understanding of Multiple Intelligences and Learning Styles and how they can affect the way a student learns and therefore what we need to keep in mind in our teaching.

All students will sit a series of common assessments throughout the year that will test a variety of skills. There is also a two hour examination at the end of the year.

Listed below is the English Faculty Exercise Book Code and the Homework Policy.

Exercise Book Code

1. Write in your books with blue pen.

2. Underline in red pen and use a ruler.

3. Teachers will mark in green pen.

4. Diagrams should be in pencil unless directed otherwise.

5. The covers of exercise books, inside and out, are to be graffiti free. So are the pages in the books.

6. The exercise books are to be set out as directed by your teacher.

7. Pages may be bordered or decorated but this will be at the discretion of the subject teacher.

8. Books maybe covered with appropriate photographs etc but must not advertise cigarettes, alcohol, promote drugs or contain any other material that is offensive to either staff, parents or students.

9. All books are to be named with the student and teacher's name.

10. This exercise book code refers to folders as well.

Homework Policy

All students are expected to do homework on a regular basis and to develop skills in self managed study and time management. Re-visiting learning within 24 hours of first developing new ideas and skills ensures effective long-term learning takes place.

Apart from seeing that formal set homework is completed, parents should also encourage their children to keep up to date with recent events through news programmes on television or radio and the by reading the newspapers. We should also like to emphasise the importance of developing a regular reading programme of books suitable to each student's age, ability and interests.

Purpose:

Homework will assist students to:

develop independent learning and time management skills as tools for future learning.

complete class work or continue with on-going tasks.

reinforce and revise class work.

practise skills learned.

extend and broaden knowledge through independent research and reading.

reinforce the concept of learning as a continuous, self-directed process.

Objectives

To encourage the development of self-managed study skills, students will be expected to use their student diaries.

Homework will be meaningful and relevant. (It will not necessarily be written work, and tasks will vary according to the requirements of the topic).

The completion of each student’s homework will be monitored by their teacher.

Teachers will give feedback to the student on set homework.

Recognising that students need time to pursue other interests, teachers will work with the following guidelines:
- Year 9 : 30-60 minutes per subject per week
- Year 10 : 30 – 80 minutes per subject per week
- Years 11 and 12 : 2 hours per subject per week
- Year 13 : 3 hours per subject per week

Homework will not be a requirement during holiday periods; appropriate self-directed study during holiday periods is the student’s responsibility.

Classroom

ncowie — Mon, 14 Jan 2008 21:31:48 CST

Welcome to the Katikati College English Faculty wiki!

This wiki is our central meeting place to plan and discuss assessments throughout the school year. Check back regularly to review any new announcements, review the curriculum, get tips from the study guides, and ask a question for other students or the teachers. Don't forget to see who's in the Student Spotlight this week!

Announcements	The Syllabus	Assessments
Student Spotlight	Study Guides	The Curriculum

Katikati College English Faculty Blogs

Katikati College English Faculty Pageflakes

Study Strategies

ncowie — Mon, 14 Jan 2008 01:25:15 CST

Studying is the process of learning and understanding all that you have been taught about a topic. It should be a continuous process throughout the year, for all of your subjects. Study needs to become a habit, with well established routines.

People learn and recall information in different ways. Not all the tips provided here will be useful to you. You need to identify those strategies that best suit you. If you use them over an extended period of time you will reap the rewards.

Learning Styles – How do you study best?

How you learn and how you absorb information is a very important part of your learning. It is equally important to how you study.
It is important to be a flexible learner. Your learning style may alter according to many factors. Different styles work for different subjects and even the time of the day. You will probably learn by using a combination of these styles.
How do you learn?

Visual Learning – You learn best when information is presented visually and in a picture or design format. When trying to remember something, you can often visualise a picture of it in your mind. Study Tip – Use colour, draw frames or call out boxes around important information. As much as possible, translate words and ideas into symbols, pictures, and diagrams.

Auditory Learning – You learn best by listening and discussing. When trying to remember something, you can often “hear” the way someone told you the information, or the way you previously repeated it out loud. Study Tip – talk about information and ideas. Work with friends to assist you in learning course material. Or, work with a “study buddy” on an ongoing basis to review key information and prepare for exams. Get yourself in a room where you won’t be bothering anyone and read your notes and textbook out loud.

Kinaesthetic learning – Learn best by moving around and touching objects. You like to be physically engaged in a “hands on” activity. Study Tip – when studying, walk back and forth with textbook, notes, or flashcards in hand and read the information out loud. Think of ways to make your learning tangible, i.e. something you can put your hands on. Fiddle with a koosh ball or some blue tack.
Environment – Where do you study?

Suitable Surroundings for effective study:

• Well ventilated room, with a comfortable temperature
• Low lighting
• Music without words – Baroque is best
• Wear comfortable clothes
• Sit on a firm-backed chair at a desk or table
• Get everything organised before you study – avoid interruptions and distractions
• Study in a clutter free environment so that your subconscious mind is not distracted
Being “study ready” – How do you organise yourself?

Personal Management – effective use of your time is fundamental to your success:

• THINK about what you need to achieve. Write a list of all the tasks you need to complete.
Prioritise the list – urgent, important, some value, don’t do or do last if you have time
• Study at your best thinking time
• When completing assignments and/or preparing for examinations – divide into bits of manageable tasks and work to a plan.
• Drink at least 6-8 glasses of water a day.
• Take a break for 10 minutes, every hour and walk around.
• Eliminate procrastination and other time wasters – create more time by watching less television or get up 30 minutes earlier in the morning.
• Complete challenging tasks first
• Use a diary or progress chart

Remembering what you have learnt – What are the 7 keys to memory?

1. Primacy – Learn the most important information first
2. Recency – Revise the most important information last
3. Reviewing and Repetition – Go over your notes regularly – first day after learning them, one week later, one month etc.
4. Standouts – ‘Memorable moments’
Sometimes tools like Mnemonics, Acrostics or Acronyms may help jog your memory.
Highlight key points. For example: Use red for difficult and important facts, frame key ideas and number main points. Use rhymes, songs, and raps.
5. Chunking – Learn only 3 or 4 things at a time
6. Association – Create real life examples to make it easier to remember information
7. Visuals – Draw pictures and diagrams for key concepts
For example: flashcards, personalised pictures, diagrams or illustrations
Graphic Organisers – How do you organise your thinking?
Putting information into a useful format helps you to select and organise main concepts and supporting detail and to show relationships.
Some organising tools that may help are:
• Overlapping circles map – compares two ideas
• Cycle map – shows the order and relationship of the various stages that make up a cycle
• Spider map – represents a central concept and shows relationships between main and supporting points
• Fish-bone diagram – represents a variety of causes and their single effect
• Retrieval chart – displays relationships between concepts
• Adaptations – uses a series of questions or headings to help organise your thoughts
• Flow diagram – sequences information
• Time lines – structures information in time sequence
• Structured overview – presents a framework of a topic by showing the hierarchical relationship keywords to a concept
• Mind-map – a visual representation showing links between ideas. Incorporates meaningful drawings and colour.

Remembering Information – What strategies will help you to remember?

There are many memory and comprehension tools to help you understand the information and remember it better. Some common tools are outlined here:

1. Review, Repeat, Rehearse
2. Memory Tools
a) LOCI - Memory Strategy
In this strategy visual imagery is used to link items to be remembered with items in familiar settings. Location of items in your home could serve as settings.
b) Rhymes, poems, songs
Mnemonics – A device, such as a formula or rhyme, used as an aid in remembering).
For example: “Thirty days hath September, April, June and November. All the rest have thirty one, except February which stands alone.’; and the fate of each of King Henry VIII’s wives. “Divorced, Beheaded, Died, Divorced, Beheaded, Survived.
Acrostics – A verse in which certain letters such as the first in each line form a word or message)
For example: The planets in their order from the sun. My Very Educated Mother Just Served Us Nine Pizzas. (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto). (I know Pluto doesn't count anymore!)
Acronyms – A word formed from the initial letters of a series of words – ie: all letters are reminders).
For example: ROY G. BIV may look like a name but each letter represents a colour of the rainbow – in the right order too! (Red, Orange, Yellow, Green, Blue, Indigo, Violet)
3. Comprehension tools
a) SQ3R – to ensure deep understanding
• Survey Familiarisation with the information and ideas
• Question Create questions around headings and images.
• Read Interpret meaning and relate to personal knowledge.
• Recall Recall key points
• Review Make notes of key points
b) Processing Information
Put all information up high – study notes, graphic organisers, Mind Maps, diagrams etc. When you are trying to recall information and apply your understanding in an examination and you cannot remember something – look up to activate your brain.
4. Paraphrasing Strategies
Memory Strategies linked to your Learning Style to assist with the comprehension of written material
a) RAT (Auditory/Kinaesthetic strategy) R – Read, A – Ask, T - Tell.
b) RAD (Visual/ Kinaesthetic strategy) R – Read, A – Ask, D - Draw.
c) RAP – R – Read, A – Ask, P – Put it in your own words.

Habits of Mind

Habits of Mind are dispositions displayed by intelligent people in response to problems, dilemmas, and enigmas, the resolution of which are not immediately apparent.

1. Persisting: Stick to it!
Persevering in task through to completion; remaining focused.

2. Managing Impulsivity: Take Your Time!
Thinking before acting; remaining calm thoughtful and deliberative.

3. Listening with understanding and empathy: Understand Others!
Devoting mental energy to another person’s thoughts and ideas: holding in abeyance one’s own thoughts in order to perceive another’s point of view and emotions.

4. Thinking flexibly: Look at it Another Way!
Being able to change perspectives, generate alternatives, consider options.

5. Thinking about your Thinking (Metacognition): Know your knowing!
Being aware of one’s own thoughts, strategies, feelings and actions and their effects on others.

6. Striving for accuracy and precision: Check it again!
A desire for exactness, fidelity and craftsmanship.

7. Questioning and Problem Posing: How do you know?
Having a questioning attitude: knowing what data are needed and developing questioning strategies to produce those data. Finding problems to solve.

8. Applying past knowledge to novel situations: Use what you Learn!
Accessing prior knowledge: transferring knowledge beyond the situation in which it was learned.

9. Thinking and Communicating with Clarity and Precision: Be clear!
Striving for accurate communication in both written and oral form: avoiding over generalisations, distortions and deletions.

10. Gathering Data Through all Senses: Use your natural pathways!
Gathering data through all the sensory pathways – gustatory, olfactory, tactile, kinaesthetic, auditory and visual.

11. Creating, imagining, and innovating: Trying a different way!
Generating new and novel ideas, fluency, originality.

12. Responding with Wonderment and Awe: Have fun figuring it out!
Finding the world awesome, mysterious and being intrigued with phenomena and beauty.

13. Taking Responsible Risks: Venture out!
Being adventuresome: living on the edge of one’s competence.

14. Finding Humour: Laugh a little!
Finding the whimsical, incongruous and unexpected. Being able to laugh at oneself.

15. Thinking Interdependently: Work together!
Being able to work in and learn from others in reciprocal situations.

16. Remaining Open to Continuous Learning: Learn from experiences!
Having humility and pride when admitting we don’t know; resisting complacency.

Group FAQ

ncowie — Mon, 17 Dec 2007 16:20:03 CST

1. Why does the English Faculty have two blogs?

We have two blogs to best meet the needs of all English students. The english@kkc blog is intended to provide a range of information and help for students in Years 9-12. It has a readibility level that is targeted at these students. The scholarship@kkc blog is definitely aimed at Year 13 students who are readying themselves for tertiary study. It has lots of extra information that may benefit those students who are sitting the English Scholarship exam.

2. What is the difference between a blog and a wiki?

A blog is an online journal that allows the owner to post entries that are generally displayed in reverse chronological order. Many blogs allow readers to comment on these posts.
A wiki is a type of website that allows multiple users to collaboratively create and edit pages.

Katikati College English Faculty - Recently Updated Pages

E- learning

Effective Pedagogy

Teacher actions promoting student learning

Creating a supportive learning environment

Encouraging reflective thought and action

Enhancing the relevance of new learning

Facilitating shared learning

Making connections to prior learning and experience

Providing sufficient opportunities to learn

Teaching as inquiry

Faculty Strategies

Thinking

Using language, symbols, and texts

Managing self

Relating to others

Participating and contributing

Rules for learning

Study Guides

Quick Guide

Important Dates

The Curriculum

What is English about?

Why study English?

How is the learning area structured?

English@KKC

Student Spotlight

Student of the Week

Send a shout-out!

Nominate a classmate for Student of the Week!

Scholarship

Assignments

Years 11 - 13 Internal Assessment Information

General assessment rules which apply to all levels

Announcements

News: The internal exams are in week 8 and 9. Information about the format of the exams and revision material is available on the school blogs:

Updates:

The Syllabus

Course Outlines for Years 11-13:

Years 9-10

Homework Policy

Purpose:

Objectives

Classroom

Welcome to the Katikati College English Faculty wiki!

Announcements

The Syllabus

Assessments

Student Spotlight

Study Guides

The Curriculum

Study Strategies

Group FAQ