(May 2009) This unit offers a basis for discussion and the development of a portfolio approach to senior writing. These are initial steps towards a more open, but rigorous approach. We are discussing the idea that a student’s portfolio will accompany them through their English classes  and become a cache to draw on. Some of the teaching materials at Level 3 are referred to as examples of ways of working. As well some of the adaptations are included.In implementing the new curriculum, “the change is as much about reviewing how we teach as what we teach” (Rosemary Hipkins).  This unit is very much a work in progress. It will be re-shaped again this year, but the concept of wider student exploration  of writing and more choice over assessment pieces  is  seen as important. Author: Jennifer Glenn

(May 2009) This unit offers a basis for discussion and development of further units which set out to develop basic platforms for senior English.  It can be greatly varied in delivery.  Some of the teaching materials are included as examples of ways of working. In implementing the new curriculum, “the change is as much about reviewing how we teach as what we teach” (Rosemary Hipkins).  This unit is a work in progress. It is continually re-shaped, but the close attention to developing analysis with confident use of terminology is consistent.  Many variations are possible, as are connections to other topics and texts. Some have been noted in passing. Author: Jennifer Glenn

(April 2009)  This unit takes a traditional literature study and places it within the framework of the NZ Curriculum.  It is worth considering how the unit could be extended and adapted to be part of a wider theme-based unit across a term, and/or linked to other learning and assessment opportunities (such as writing or research).  In implementing the new curriculum, “the change is as much about reviewing how we teach as what we teach” (Rosemary Hipkins).   While the focus of this unit is to prepare students for the demands of an external achievement standard at NCEA Level 2, the unit plan is explicit about incorporating principles of “effective pedagogy” (NZ Curriculum, p.34-36) as well as the Values and Key Competencies of the new curriculum.    Author: Anne Shave

(April 2009)  This unit is an example of how English could be approached in a thematic way. The theme a teacher selects could be as a result of student choice, interest or the range of resources available. Choosing the right theme will guarantee student engagement.  A thematic approach allows the teacher to teach in a holistic way and spend time thinking deeply about a concept.  Students will then be more likely to make links between texts, between the strands and between texts and their own lives. In a thematic approach values can be either an explicit or implicit focus.   Authors:  Diana Patience, Leanne Webb, Michelle Pomana

(April 2009)    This unit offers a catalyst for discussion and development of further units which will meet the needs of learners in a range of contexts.    As will be evident, the focus of the unit is on helping individual students take responsibility for their own learning, rather on subject “content”.  Each student should be able to answer:  What am I learning? Why am I learning that? How will I learn that?How will I know I have learned it?    In implementing the new curriculum, “the change is as much about reviewing how we teach as what we teach” (Rosemary Hipkins).  While this unit is very much a work in progress, having been prepared with the needs and interests of a particular class in mind and trialled towards the end of a school year, it endeavours to incorporate principles of “effective pedagogy” (NZC Pages 34-36).     Author: Anne Shave

(April 2009)    This is not “the” template that should be used for planning units in English, but “a” template which may provide a useful starting point for discussion.  It provides a structure that some teachers may wish to adapt quite significantly.  It is suggested that teachers of English also explore examples of unit planning occurring in other subjects, by browsing the PPTA website.It is hoped that this template will encourage teachers to develop a coherent approach to planning with reference to all parts of the NZ Curriculum.   Authors: Created by Trish Holden (University of Canterbury English and Literacy Advisor), André Prichard and Anne Shave, and adapted by Diana Patience (Team Solutions, University of Auckland), Anne Shave and Jennifer Glenn