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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 7
Level 7

Achievement objectives

Possible learning and assessment activities

7.1 Communicate about future plans

Students could be learning through:

  • writing letters to Māori correspondents about plans for the future
  • listing their plans for the next holiday period and giving a short talk on the basis of the list
  • writing a letter to a friend describing their fitness programme in preparation for an approaching sports competition
  • telling a careers adviser about what they plan to do when they leave school
  • preparing a curriculum vitae
  • writing a letter applying for a position
  • finding and consulting Māori language websites relating to potential employment.
7.2 Offer and respond to advice, warnings and suggestions

Students could be learning through:

  • creating captions for cartoons, warning about danger or advising about a problem
  • writing letters to magazine problem pages and reading and commenting on the letters written by others
  • discussing a problem with a friend
  • following a recipe, sharing the food and discussing how it could be improved
  • interviewing a teacher, health worker or similar professional about that person’s chosen profession.
7.3 Express and respond to
approval and disapproval, agreement and disagreement

Students could be learning through:

  • reading short articles and responding to them orally or in writing, expressing approval ordisapproval, agreement or disagreement
  • role-playing being with friends who try to persuade them to do a range of things, some of which they want to do and some of which they don’t, and expressing and discussing their reactions
  • listening to a speech about what someone (for example, a sportsperson in training) does to try to achieve their goal and discussing their reactions to the speech
  • debating issues relating to urbanisation, assimilation and resistance
  • checking whether a generalisation (for example, that young people are are expected to do the dishes every evening) applies to all members of a given group of students and using any exceptions as the basis for a short talk about why the generalisation is debatable.
7.4 Offer and respond to information and opinions,
giving reasons

Students could be learning through:

  • reading a letter or email from a friend and passing on the content in a telephone conversation with another friend
  • preparing a questionnaire to survey their friends’ views on a range of social issues, for example, marriage, drug use, teenage pregnancy, and using the results as the basis for a short newspaper article about young people’s opinions on these issues
  • viewing an exhibition, show, or performance and, with attention to visual as well as verbal presentation, writing reports for a free community newspaper and a national Māori magazine
  • listening to a debate on a health issue, for example, healthy eating or cigarette smoking and identifying facts and opinions
  • listing some of the things they do now and commenting on how they think they might feel about their own children doing these things and why
  • planning a new school website and responding to suggestions about what it could include
  • designing a questionnaire to find out what a group of people their own age think about a range of topics relating to health and well-being and analysing their findings to create a table of responses
  • viewing Aotearoa New Zealand tourist videos and commenting on how Māori are presented in them.
7.5 Read about and recount
actual or imagined events
in the past

Students could be learning through:

  • creating a drama to retell a myth or legend that they have read or heard
  • writing an imaginative narrative
  • listening to a historical story and retelling it to a friend
  • researching a historical event and adapting the material for a radio play
  • researching and discussing the experiences of people who have moved from a rural to an urban area and using the information as the basis for a short song or poem.



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