Albany Senior High School/Curriculum plans/English

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Curriculum Plan for English


English is about communication. We will nurture our love of language by examining a wide variety of styles, differing individual, cultural and historical perspectives. Students will be empowered to participate in and lead communities of speakers, writers and creators. These communities will inspire passionate producers of texts.


We will promote excellence in all we do through:

  • Working with students to set challenging goals based on their prior learning and to monitor their progress and consider next steps.

Fairness, openness, honesty and trust through:

  • Clarity of learning intentions, assessment systems and respectful relationships.

Learning together and making decisions together through:

  • Providing students with choices and involving them in planning of success criteria, resources and assessments.

Using evidence and reflection to make decisions through:

  • Peer review and assessment regularly integrated into units of work and promoting individual reflection.

Warm, mutually respectful relationships through:

  • Honouring individual students strengths, interests and learning.

Curiosity and enquiry, creativity and innovation through:

  • Sharing and generating our enthusiasm for the rich, diverse and challenging plethora of worlds created and read in English.

Contributing to our local and global communities through:

  • Making high quality and meaningful contributions to our school, local and global communities.

Protecting and enhancing the environment through:

  • Facilitating and encouraging sustainable and ethical modes of communication and student interest to communicate in this area.

Diversity that enriches our learning area through:

  • Listening to, sharing and thorough examination of varying perspectives in texts.

Families as a part of our learning community through:

  • Showcasing success and timely communication in important areas of student learning.

The bi-cultural foundations of New Zealand through:

  • Valuing the place of the Tāngata whenua in Aotearoa, New Zealand through honouring Māori language, texts and values.


Expectations for teaching and learning including embedding ICTs

1. How will our teaching and learning meet the school’s expectations for 21st century pedagogy based on current research?

Aligned with the ASHS teaching portrait and school curriculum and assessment policy

How will we ensure students:

  • Know what they are learning and why?
  • Connect learning to real life situations?
  • Have multiple opportunities to build on existing knowledge?
  • Examine and use new knowledge?
  • Have time to reflect on their learning? >>

2. How will our assessment promote effective learning?

<< Aligned with the ASHS school curriculum and assessment policy>>

3. What does an effective 100-minute lesson look like?

<<An annotated 100-minute lesson template >>
  • Exemplars of 100-minute lessons
  • How will we cater for difference?
  • How will we identify and address students at risk of not achieving?
  • Gifted and talented students?
  • How will we know about our students prior knowledge?

Key competencies

How will we develop each of the key competencies in the learning area? How will we promote the split screen? These are a means and an end.

  • Thinking
  • Using language symbols and texts 
  • Managing self 
  • Relating to others
  • Participating and contributing

Curriculum design

What do we want our students to learn and/or develop? 

<<Matrix of AOs and indicators from the curriculum and the standards that will support their development

  • Course design template
  • Exemplar of a course

Quality assurance

How will we ensure that standards are transparent, clear, reliable, valid and fair?

<<See NZQA Teachers’ Handbook>>

Self review

What data will we collect and how will we use it?

<< See data plan >>