Workshops


Workshop bookings form will be emailed to all delegates soon.

Breakout slot Sort descending Title Description Presenter Name Presenter School
1 The dy5lex!c learner

This will be a presentation looking at what Dyslexia is and what it is not. As a C Grade assessor, I will briefly outline what underpins Dyslexia. It will be an interactive session looking at best practice for meeting the needs of dyslexic learners. How to support dyslexic learners with English NCEA Achievement Standards will also be a focus.

Karen Inglis Cromwell College
1 Bringing out the best in our brightest: extending students in the English classroom

Presented at the OATE and CETA Big Day Outs in 2018, this workshop focuses on the extension of gifted students from Year 9 through to Scholarship.

Sian Evans Christ's College / NZATE
1 The effects of technology on students' writing skills

There is much information written about the benefits of technology in education and the effects of technology on English learning. Advocates for implementing technology into the English classroom emphasize the positive effects of technology. However, more and more studies prove that the use of devices can have detrimental effects on teaching and learning English, thus we need to take a more critical look at the effects of technology on English education so that we can maximize the positive effects and minimize the negative ones.

Olga Pascan Westlake Girls High School, Auckland
1 A powerful sense of place

An attachment to country verging at times on the spiritual - is a profound aspect of human consciousness. Literary works offer unique perspectives on landscape, vastly enriching human cultural understanding. This presentation provides insight into how landscapes infuse hearts and minds with apprehensions of joyful hope - or with the potent anguish of regret, fear or loss. Myriad allegorical and metaphorical associations are also drawn in literary texts as landscape plays upon the writerly mind. The Romantics, replete with a sense of God’s beneficence, saw grandeur in towering peaks. Conrad’s “Heart of Darkness” surely summoned the spectre of impending postcolonial tragedy. Hopkins’ numinous apprehensions of spiritual richness arose from his adoration of nature. Judith Wright poignantly offers her sense of alienation; she is an intruder in the still loveliness of Cooloola’s waters at dusk. Landscape powerfully informs literature. Some of the canon’s most poignant works originate from such considerations.


 

Judith Gazy St Mary MacKillop College, Canberra
1 Managing Inquiry, assessment and gamification on EP for English

In this session I will model how to use the powerful diagnostic testing on EP to identify priority learners and track ability levels over time. Setting up personalised learning pathways so the platform responds to the individual ability of students can provide English teachers with the peace of mind that students are working on the right content at the right time. I will demonstrate how to track and report on student progress, differentiate your testing, create custom tests, build exams as well as curate and manage assessment data on EP. I will model how to customise vital aspects of the EP English content and how to harness the motivational tools on offer with the platform. I will also demonstrate how making small quick edits to personalise lessons can have a big impact on engagement and how managing the EP Dash Quiz game for team competition can raise student motivation. Finally, I will introduce the competition manager in EP and model how teachers, students, classes and even schools can set up and compete in a fun learning challenge.

Jimmy Bowens Education Perfect
1 1 World 1 Morality? A way to develop students' critical thinking, thoughtful decision making and values education while enhancing understanding of texts.

Throughout history, humankind has witnessed numerous horrific acts considered as “evil”, “heinous”, and “morally reprehensible”. According to many the modern world is increasingly losing its grip on the difference between right and wrong, good and evil, with the lines becoming a massive blur. This workshop will explore how a connected English/Social Science module is using the concepts of human morality and ethics from a variety of religious, philosophical and psychological lenses to enhance student understanding of The Killing Joke and The Dark Knight. We will also explore and discuss other texts that this could be applied to as well.

Katie Blackett / Erin Burton Rototuna Senior High School / NZATE
1 Madness, Mapping and Magic: eco-critical readings of Antipodean literature

This workshop will draw on my research and writing on Game of Thrones. It will begin with the importance of setting as a generic feature of dystopian texts and extend these ideas to works of Antipodean literature – examining how colonial approaches to new lands have led to mapping, madness and magic. I will explore eco-reading which enable students to come to understandings of the semiotic complexity when landscapes are recreated in texts. In beginning to interrogate the privileging of written records; the recording of places and spaces on paper, in language, maps and property titles, the ways in which humans have ‘written’ on the world around them become clear. I am currently co-editing a text on teaching dystopian fictions for AATE and would be drawing on my contributions to this text.
 

Ellen Rees Hobart College
1 Who am I and why does that matter when I teach?

This workshop looks at what it means for teachers to understand both themselves and their students as culturally located individuals. This is addressed particularly in relation to our role in both validating the knowledge that students bring to the classroom and providing them with access to forms of knowledge valued by the academic community.

Susana Carryer Diocesan School for Girls / NZATE
1 Making literary essays into a thing of beauty

A range of strategies with which to use, to take ordinary essays and make them beautiful. The objective of the workshop will be for attendees to work through a range of steps and build their own model paragraphs that make the progression of the strategies clear, thereby leaving them with a personalised resource that that will directly benefit their own learners.

David Schaumann John McGlashan College / NZATE
1 Sociological Criticism

This workshop explores approaching works from a sociological perspective, and evaluating them for their value in understanding social structures and historical events. This is especially useful in teaching NCEA Levels 1-3, given that a "wider world" perspective on texts and their value can be the difference between being convincing and being insightful.

Rachel Holland Diocesan School for Girls
1 Achievement Standard Review: Your thoughts for the MoE

The advent of fewer, larger standards gives us the opportunity to focus our course design on teaching and learning, rather than one assessment opportunity after another. If we think about a critical body of knowledge, what does this look like in English? What are the most important bits that we want to credential in an NCEA? This workshop explores these questions, working with you to contribute your subject expertise to the conversation.

Nigel Mitchell Ministry of Education
2 Achievement Standard Review: Your thoughts for the MoE

The advent of fewer, larger standards gives us the opportunity to focus our course design on teaching and learning, rather than one assessment opportunity after another. If we think about a critical body of knowledge, what does this look like in English? What are the most important bits that we want to credential in an NCEA? We’ll work with you to explore these questions and contribute your subject expertise to the conversation.

Nigel Mitchell Ministry of Education
2 Jumping off the Treadmill: New approaches to reading response

With the UE Literacy imperative of Level Two independent reading choking all the joy out of our students (and certainly us), it was time to make a change. Beginning with a paired-response task for 2.9, we then looked to head off disengagement, cynicism and shallowness before it could take hold. With the aim to protect independent reading from NCEA assessment for as long as we could, we ditched 1.10 and reinvented our Junior reading outcomes. 2019 is the first year all the pieces will be in place.

Phil Douglas Western Springs College
2 Poetry Field Trip

A creative writing workshop for teachers, writers and teachers of writers. Nurture your muse and exercise your writing muscles whilst exploring Central Otago's literary history. Participants will write poems in response to Queenstown's landscape, architecture, climate and culture. Field Trip starts and ends at Earnslaw Park.

Annabel Wilson Villa Maria College
2 Re-thinking text selection for students in the 21st Century

This workshop aims to encourage critical reflection on current text-selection practices so that teachers will leave more confident in their ability to select a diversity of texts.
This workshop will draw on contemporary research, in combination with participants’ current text-selection practices, to rethink the how / why / what of our own text selection practices and pose questions about current and future possibilities. How does text-selection impact on engagement? What ethical issues should be considered? How might non-traditional texts create new opportunities for learning and teaching? Participants should bring copies of their school’s current text lists to engage in hands-on work that will tease out the difficulties and tensions associated with trying to pick texts for the English and Literature classroom.
 

Alex Bacalja The University of Melbourne
2 The artful use of inquiry-based learning in the English classroom

This workshop will share ways to engage students in active questioning and thinking about language and text. Participants will be provided with practical ideas drawn from inquiry-based English units centred around teaching key English skills and concepts.
 

Erika Boas AATE President / Ogilvie High School
2 MoE Curriculum progress tools for literacy

The Ministry of Education are supporting schools and kura to recognise and respond to progress – helping teachers, kaiako and leaders provide the right learning opportunities and support for their learners. This workshop will focus on curriculum progress tools – which have been developed to assist schools in monitoring and strengthening student literacy and numeracy. They can assist teachers in making robust judgements about students’ literacy and numeracy skills, allowing them to identify learning needs in an effective and responsive way. Curriculum progress tools can transform literacy practices in schools, giving whānau a genuine understanding of their child’s development and giving all teachers the skills to address the literacy needs of their subjects. This workshop would introduce teachers to how the tools work and can be used, and give teachers an opportunity to feed into the ongoing development of the tools.

Chris Carr / Melanie Winthrop Ministry of Education / Education Technology
2 Making Ed-Tech work for you

In this session I will model how teachers can curate the EP English content to match their learning plans. Find out how to reduce resource administration by rearranging the content on EP to reflect the needs of your specific cohorts. I will cover the management of class groups, creating your own index of folders, working with colleagues to build courses and how to assign course loads of content over longer periods of time. This session will cover all the essential basics of the platform and illustrate how teacher time can be saved so the most important interpersonal learning can take place in class.

Jimmy Bowens Education Perfect
2 Leadership of the English Department: from curriculum planning to people management

This workshop focuses on the challenging nature of our roles as middle leaders. It will give us space to discuss how we plan our programmes from 9-13, getting the most out of our programmes, and engaging students. We will also touch on challenging common scenarios when managing our colleagues as HODs/HOFs. This workshop will be of most use to those in middle leadership, and aspiring HODs. All delegates will be given the opportunity to share and participate in discussion, and/or share their plans for wider group discussion.

Renee Hutchinson St John's College / NZATE
2 "Tū ki te ao, tau ana": how Te Pā o Rākaihautū have reinterpreted the English NCEA standards

These standards have been reinterpreted to:
- Restore Māori teaching pedagogy, values, culture and identity as a foundation to educational success; validate matauranga Māori and normalize Māori succeeding as Māori.
- Reconnect our whānau with place (place based learning), people and Papatūānuku (mother earth).
- Re-ignite a passion for learning, discovery and challenge.
- Re-set expectations. Every tamaiti will succeed!

Gina Coatsworth "Tū ki te ao, tau ana": how Te Pā o Rākaihautū have reinterpreted the English NCEA standards
2 NZQA: the English externals

English externals - where to in the near future? This workshop will explore future developments.

Kevin Hoar NZQA
2 Lighten the Load | NZ Read Aloud

This connected literacy initiative, modelled on Global Read Aloud (#GRA) and in association with the NZ Book Council, aims to provide deep literacy learning experiences through a range of digital platforms. The NZRA replaces your usual junior novel study. One book connects Kiwi kids across Aotearoa and encourages teachers to collaborate online, thus reducing workload and allowing more freedom to be inspired. We aim to move away from classic chapter Q&As to more flexible and engaging lessons geared towards discussion and student-based activities with potential for inquiry-based learning. Let NZRA “light up your world”. Come and take part in a typical lesson with us.

Karen Wilson / Anneke Smit Havelock North High School / Twizel Area School
2 Teachers as writers

This workshop will discuss empowering teachers to see themselves as writers, rather than just de-constructors, of text. We will go over writing practices, how and where to submit and how to use your own writing in the classroom. Laura will speak in her role as the editor of English in Aotearoa and explore how teachers can engage and be supported by this cornerstone of the English Teachers' community.

Laura Borrowdale Writers' Panel: Panel Leader / Ao Tawhiti Unlimited Discovery
3 Creative Writing for Stage and Screen

This workshop will cover the basics of creative writing for stage and screen, from concept to character, to structure.

Albert Belz Writers' Panel
3 Good vs Evil:// Fiction as Moral Engine...

Betrayals, sacrifices and impossible decisions: the difference between compulsive reading and a boring story story is moral complexity. We'll discuss how details and plot are used to apply mounting pressure to characters, unpick the moral engines of Roald Dahl and Chekhov, devise some moral dilemmas as a group, and write some short stories of our own.

Annaleese Jochems Writers' Panel
3 Creative Response: Poetry

Cilla's poetry springs from a life-long love of words. After completing an MA Hons(1) at Otago University she taught languages at Columba College and St Hilda's Collegiate in Dunedin before being awarded the Robert Burns Fellowship at Otago, which she held in 1985 and 1986. Her subsequent life as a full-time poet has been very different from that of a teacher, but these lives also have a lot in common. She will lead a workshop about eliciting creative work in the classroom.

Cilla McQueen Writers' Panel
3 How to read 'better'

This workshop will focus on examining our biases in our reading and what to consider when choosing a book. What is reading in itself? We will also look at how reading (and consuming art) can inform our creative processes.

Brannavan Gnanalingam Writers' Panel
3 Looking back through the glass: critical lenses in the classroom

In the seven years since the publication of "Through the Literary Looking-Glass", literary theories and critical lenses have become widely-used in NZ classrooms. Join this workshop to discuss developments in literary perspectives since "Looking Glass" was published, and go beyond the text into some new theories.

Sian Evans Christ's College / NZATE
3 English external assessment

English external assessment - what to be aware of.

Kevin Hoar NZQA / National Assessment Facilitator
3 Studying games-as-text in the English classroom

This workshop will work with participants to model how games can be used as objects of study utilizing contemporary literacy pedagogies.
This workshop draws on various models of English to demonstrate how the game Never Alone can be played and studied in the junior secondary English classroom. Personal growth, skills and critical literacy approaches to English teaching are incorporated into a series of mini-lessons, each of which will be linked to the New Zealand Curriculum for English. The game Never Alone is based on traditional Indigenous storytelling and follows the story of an Iñupiaq girl Nuna as she seeks to overcome obstacles through engagement with her native landscape and connection to elders, storytellers, and community members.
The why and how associated with using games in these ways will be a focus of this session, including an emphasis on the logistical challenges associated with working with digital games in meaningful and rigorous ways.
 

Alex Bacalja The University of Melbourne
3 Creating micro stories: small fiction with big impact!

In my forthcoming publication of the same title as this presentation, I will share a plethora of ways to engage students in writing microfiction. Sample stories and workshop ideas will be shared from the book together with some useful tips and strategies for exploring particular writing techniques.

Erika Boas AATE President / Ogilvie High School
3 Designing a Year 11 course/units of work without NCEA constraints

This workshop details my current experience of devising a course that focuses on learning as opposed to assessment. Our 2020 Year 11 students are not working towards Level 1 NCEA. Our focus is to offer a course that builds confidence, is critically engaging, and has a degree of student agency. While also trying to 'bring the fun back' and make sure students are well prepared to have success with NCEA level 2. A work in progress!

Mereana McKenzie-Downey Epsom Girls Grammar School
3 Ignite your students' ambition with micro-credentials

This is not a superficial re-package - the micro-credentialing approach that I'm presenting to you is unapologetically disruptive. Shift the locus of control in your classroom towards your students and watch them take flight, embracing ever-increasing challenges and developing a meaningful insight into their own strengths and needs. We'll share the scheme that has led to students clamouring to present independent work such memorised soliloquies, research projects and language investigations without a single explicit teacher prompt. Check out our development site at achieve.mtaspiring.edutronic.net and join me at the presentation to find out more.

Chris Waugh Mount Aspiring College
3 Creating visual texts NCEA Level 2 and 3

In 2012 the standards realignment introduced new ‘create visual texts’ standards. This meant that students doing NCEA Level 2 and 3 could now be assessed for this mode of ‘creating meaning’. In this workshop we will be looking at a range of samples of students’ visual texts at Level 2 and 3. These samples have come from NZQA external moderation. The discussion will be around the step-up from Level 1, the types of texts that are seen in moderation, and the tasks that generate those texts. We will also discuss what is, and is not, a visual text in the English subject context.

Kirsten Shaw NZQA / National Moderator
4 Cross-curricular Literacy and enabling student collaboration

All teachers are teachers of literacy. In 2019, EP has made an effort to bridge the gap between core subject departments by creating a cross-curricular content bank aimed at unified literacy strategies. This content is being continually developed to ensure there is a clear literacy focus alongside conceptual and topical learning across different subjects. I will demonstrate how this content can be used to ensure literacy skills are always being reinforced regardless of the subject. Education Perfect is now also capable of supporting peer to peer learning. This new function will facilitate targeted peer feedback and allow teachers to manage group work seamlessly. I will model an example peer feedback lesson and discuss the various applications of this as it pertains to English teaching.

Jimmy Bowens Education Perfect
4 Using C.O.R.E. Groups in the English Classroom

Establishing C.O.R.E. groups as a means to minimize individual anxiety (students') and maximize the power of peer input; whether studying a text, constructing a paragraph or pulling apart Achievement Standard criteria. The workshop will outline how to set up the groups, how to manage the groups and offer some practical 'experience' of the power-of-the-group in relation to some central skills in English: reading, writing and listening. In a nutshell - this is about using group work; it's not revolutionary, nor is it 'new' but the implementation of this ( C.O.R.E. approach) into my classroom has revolutionized my teaching and learning and the outcomes for the students have extended beyond my original hopes and intentions.

Kelly Douglas John Paul College
4 Transitioning from Traditional to Open Learning

This workshop will explore the different strands that school leaders can focus on to ease the transition from traditional classrooms to open-plan. This includes a focus on school systems & structures; adapting pedagogy, and relationships between colleagues. We'll also look at how to 'stage' the change and develop a change management plan to ensure your teachers feel supported but challenged.

Amanda Robinson Wakatipu High School
4 How to get the best out of our international students

International students come into our classes and it's frequently a different learning experience. In this workshop, we'll discuss how we can adapt to fit them in, and vice versa, to our Kiwi classrooms. Looking at aspects of 2.4 and 2.8, we'll look at how we can get the best out of our students while identifying some of the obstacles to their success.

Gavin Angus St Hilda's Collegiate School
4 The building blocks of language: teaching grammar

Investigation and experimentation with the building blocks of our language enlivens students' writing. Grammar has perhaps been seen by some as a dirty word, and there's no question that the very mention of it intimidates some. This workshop will show you just how fun the focus on style can be - and as the work is grounded in the evidence basis of the Exeter University "Grammar for Writing" scheme, you can be confident that adopting this approach will make your students better writers.Feel the fear and do it anyway!

Chris Waugh Mount Aspiring College
4 Teaching students how to write about art and architecture

This workshop is aimed at teachers teaching students writing, especially those working with senior students on writing portfolios. Drawing on my experience as an arts writer and teaching art history, I have designed a programme teaching writing about art and architecture. The programme includes formative and summative tasks designed to prepare students for ‘real world’ writing assignments. Recent successes include students gaining an opportunity to curate and write promotional material and wall texts for an art exhibition and students winning awards and publication in a journal of architectural writing.

Isabel Michell Diocesan School for Girls
4 Kill The Hero: A delve into the collaborative journey of Modern Learning

The aim of this workshop is to explore how English can work with other 'subject' areas; namely Physics and Media Studies. We will examine course design, collaboration, assessment tasks and student work. There will be the opportunity for Q&A, feedback/feedforward and critique. Have you ever wondered how it is possible to 'Kill The Hero'?

Erin Burton Rototuna High School
4 Design learning in the mainstream English classroom

I will be looking at how collaboration across curriculum areas and design thinking can be incorporated into a mixed ability English classroom in a very typical, co-ed school. Incorporating design thinking into a mainstream classroom has required a shift in my teaching philosophy and so the challenges that have arisen will also be explored. This presentation will be based on the work that Mount Maunganui College has done over the last year, as well as the changes we have made to our junior programme and assessment schedule, in English to allow this approach.

Pip Tinning Mount Maunganui College / NZATE
4 Queens, no Trumps: Pre and Post Trump readings of feminist speculative texts

Speculative literature is a magnification of our current world. It shines a light on issues facing our society and amplifies them to a degree that often highlights the absurdity of our situation. This workshop will examine the issues found in three different feminist speculative texts (Aliens, The Handmaid's Tale and Mad Max Fury Road) and explore how our readings of them differ and change in a pre to post Trump era. The workshop will offer a presentation of ideas, an opportunity for discussion and explore ways to work this into a senior English programme.

Vanessa Scott Pakuranga College
4 Teaching the Holocaust

The Holocaust Centre of New Zealand takes teachers from around the country to a professional development seminar at Yad Vashem in Israel every second year. We were fortunate enough to get a scholarship for the recent trip in January 2019. This workshop is an overview of the seminar and how we have applied our learning into our classrooms this year teaching Holocaust texts.

Kirsten Kean / Nicola Profitt Central Southland College / Wakatipu High School
4 Rethinking assessment: Dyslexia and Dyspraxia

As a teacher and a parent of three children with Dyslexia and Dyspraxia, I have discovered that we sometimes need to think about other ways of making assessments available to students who have different ways of learning. This workshop will look at the simple tools that can help these students achieve their potential and find success in our education system. Sometimes these strategies can be as easy as using a tinted slide for those with Irlens to sequencing out and using boxes for creative writing. In a country where one in five students potentially have Dyslexia, educators need to adapt and think of ways of helping to bridge the gap.

Rachael Blyth James Hargest College
4 MoE Curriculum Progress Tools for literacy

The Ministry of Education are supporting schools and kura to recognise and respond to progress – helping teachers, kaiako and leaders provide the right learning opportunities and support for their learners. This workshop will focus on curriculum progress tools – which have been developed to assist schools in monitoring and strengthening student literacy and numeracy. They can assist teachers in making robust judgements about students’ literacy and numeracy skills, allowing them to identify learning needs in an effective and responsive way. Curriculum progress tools can transform literacy practices in schools, giving whānau a genuine understanding of their child’s development and giving all teachers the skills to address the literacy needs of their subjects. This workshop would introduce teachers to how the tools work and can be used, and give teachers an opportunity to feed into the ongoing development of the tools.

Chris Carr / Melanie Winthrop Ministry of Education / Education Technology
5 Evidence as a pedagogic tool for culturally responsive and relational pedagogy (CR&RP) in educationally diverse contexts.

In an evidence anxious environment where diversity is proving to be one of the most pressing challenges of the 21st century, we often default to valuing what is measurable rather than measuring what is valuable.
The evidence that we collect is generally collected by many so it can be analysed and interpreted by a few. It is ready to be re-imposed on those for whom evidence vibrant conversations should constitute the conceptual glue of all our pedagogic discussions.
In this session, you will have the opportunity to demystify some of our taken for granted assumptions about data use in English classrooms and move toward making the data grade as an active data producer, interpreter and actor of evidence rich practice that underpin Culturally Responsive and Relational Pedagogies (CR & RP).
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Hine Waitere Keynote workshop / Director of Te Āwheonui: Centre for Professional Learning and Development
5 Frame it up! Using writing frames and scaffolds to support student literacy.

This workshop aims to explore different types of writing frames and scaffolds to support students in their writing. I have used these frames in a cross curricular literacy strategy, but they contain English based content so they can be used either solely for English purposes or for literacy across the curriculum. The workshop will contain a presentation of different types of writing frames and scaffolds, an opportunity for discussion and to design scaffolds and frames for use in workshop attendees' classrooms.

Vanessa Scott Pakuranga College
5 Making Connections: How to encourage critical thought and intertextual understanding

This workshop will use the Making Connections standard as a starting point for preparing students for excellence in external exams, as well as looking at how Section C is best answered in the Scholarship exam.

Yvette Krohn-Isherwood NZATE President
5 The Contemporary Novel in the Classroom

The aim of this workshop is to encourage and empower teachers to incorporate contemporary novels into their English courses. I will offer ideas about the benefits of trying something new, as well as providing suggestions of contemporary texts that could work in the classroom.

Abbie Wright Garin College
5 Writing across the NCEA English matrix

The focus of this workshop is on nationally consistent assessment practices and judgements for English writing standards. NZQA English moderators see just under 10,000 pieces of student work each year. These come from every school that assesses NCEA. In this workshop we will be looking at range of samples of student writing submitted for NCEA writing standards from Level 1 to 3. We will be discussing making assessor judgements on these pieces, what ‘hands-on’ and ‘hands-off’ guidance may be given to students, and the integration of writing that arises from other learning areas.

Kirsten Shaw NZQA / National Moderator
5 Visual text at Level 3- how do we assess this?

Having attended various NZQA workshops combined with 26 years English teaching + 100% moderation agreements for AS91477 and AS91478, here's what I know... Using what we learnt teaching and assessing School C and Bursary- the tools are still useful- here's how...

Vanessa Brown Te Kura
5 Lorna Staveley Anker: NZ's first female war poet.

While the works of the War Poets rightly have a place in NZ schools, there is a decided space left for the New Zealand experience. Born in 1914, Lorna Anker lived through both Great Wars, and has a plethora of poetry that focuses on the ongoing impact and trauma that war left on New Zealanders. Her poetry is unique, haunting and relevant. It speaks to students about loss and identity, and provides an alternative to the traditionally studied war poets.

Geraldine Bovett Rangi Ruru Girls' School
5 Writing Culture

This workshop will share ideas from 15 years experience working with students both in class and in wider school writing programmes at Northcote College. We will explore how to develop a strong writing culture within a school. The workshop will include creative writing starters and workshops, writing models, writing competitions, and a variety of approaches to encourage students to express their identity and culture through their writing.
 

Niki Manoa Northcote College
5 High expectations in Portfolio

This workshop focuses on high expectations, differentiation, and working with assisted learning students. This workshop is aimed at teachers of portfolio classes.

Lauren Evans Greymouth High School
5 NZQA: English externals

English externals - where to in the near future?

Kevin Hoar NZQA
5 Building a pre-registered teaching community

Are you in your first two years of teaching OR new to the NCEA New Zealand system (having spent former years teaching or studying in a different country)? This workshop offers support and guidance in building and delivering an effective programme of work plus invites you to participate in a FB community to support new teachers. The first five years of teaching are the most challenging and is where support can help, from outside your work place. This workshop will help you navigate the world of registration (12-6 reflections + evidence, Teaching as Inquiry), the world of differentiated & self directed learning, plus provide BYOD and technology savvy resources/ units of work. There are people out there to help you stay in teaching and not quit this wonderful-yet-exclusive world of the English teaching community! Please come with questions or content, how to approach the jargon of standards/clarifications or anything else!

Millie Harris Wakatipu High School
5 Drawing Comics

Comics offer a powerful way to explore visual language with students. This will be an informal workshop on encouraging students (and teachers!) to make their own comics, exploring visual metaphor, the relationship between text and image, and drawing as personal voice.

Dylan Horrocks, Keynote speaker Victoria University