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Te Aho Arataki Marau mō te Ako i Te Reo Māori - Kura Auraki

Curriculum Guidelines for Teaching and Learning Te Reo Māori in English-medium Schools: Years 1-13

Curriculum guidelines (PDF, 4 MB)

Taumata 1
Level 1

Achievement objectives

Possible learning and assessment activities

1.1 Greet, farewell and acknowledge people and respond to greetings and acknowledgments

1.2 Introduce themselves and others and respond to introductions

Students could be learning through:

  • observing greetings, introductions and leave-taking (for example, on DVD or videotape) in different contexts and taking turns to role-play
  • filling in gaps in a familiar oral or written dialogue to complete the message
  • cutting up a dialogue into two segments (one for the first speaker and one for the second speaker) and, in pairs, each saying their part of the dialogue so that it is reconstructed
  • cutting up a dialogue into individual lines or phrases, jumbling them up, and reconstructing the dialogue from the pieces
  • singing waiata about greetings and responses to greetings
  • filling in labels on pictures to indicate appropriate greetings, for example, tēnā kōrua
  • playing a pronunciation-based board game involving picking up cards on which sentences are written and then saying these sentences as naturally as possible
  • reciting pepehā and identifying the iwi and/or hapū they are associated with
  • introducing a visitor from the local iwi to the class, using te reo and tikanga Māori.
1.3 Communicate about number, using days of the week, months and dates

Students could be learning through:

  • playing number games involving adding, subtracting and/or number patterning
  • singing simple number songs and songs about days and months
  • playing games such as bingo
  • making calendars.
1.4 Communicate about personal information, such as name, parents’ and grandparents’ names, iwi, hapū, mountain, and river, or home town and place of family origin

Students could be learning through:

  • simple role-playing
  • interviewing a partner and then introducing them to a group
  • creating a form, for example, an ID card with spaces for personal information details
  • conducting surveys, for example, the students could ask one another about their age and other personal details and fill these details in on computer-generated forms. They could ask and answer questions using completed forms, with one student role-playing the person named on the form.
1.5 Communicate about location

Students could be learning through:

  • locating things according to the teacher’s directions
  • playing location games, such as identifying the location of assorted classroom objects in various places around the room
  • ticking vocabulary items on a list or holding up word cards to show that they recognise te reo Māori vocabulary spoken by the teacher
  • filling in the words on picture-based crossword puzzles.
1.6 Understand and use simple politeness conventions, for example, ways of acknowledging people, expressing regret and complimenting people

Students could be learning through:

  • listening to informal dialogues and identifying when participants are acknowledging people, expressing regret or complimenting someone
  • filling in gaps in a familiar dialogue by providing appropriate expressions
  • wishing someone a safe journey or a happy Matariki and making greetings cards for special occasions
  • learning and using appropriate kīwaha to praise others, for example, 'Tau kē!'
1.7 Use and respond to simple classroom language (including asking for the word to express something in te reo Maori)

Students could be learning through:

  • responding physically to classroom instructions, for example, 'Haere mai'
  • using the question 'He aha te kupu Māori mō … ?' ('What is the Māori word for … ?') to find out new vocabulary from their environment
  • taking responsibility for leading classroom routines, for example, starting waiata or beginning karakia 'Me karakia tātou'.



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