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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)

Te hanga koronga ako me ngā paearu angitū
Constructing learning outcomes and success criteria

An essential step in monitoring achievement is to develop clear learning outcomes and success criteria that provide students with a picture of what they are going to be learning (see Assessment).

For example, achievement objective 3.1 is “communicate, including comparing and contrasting, about habits, routines and customs”. This could be broken into three learning outcomes:

I am learning to:
• talk about about my daily school routines
• ask a friend about their daily school routines
• compare and contrast my daily school routines with my friends.

Each of these outcomes may be broken down further to construct success criteria that clarify for students what they will be learning and how they will know if they are working successfully. These criteria become the focus of conversations between students and their teachers as they monitor students’ progress. For example, the learning outcome 'to talk about my daily school routines' might be associated with four success criteria:

I can:
• use vocabulary associated with morning routines
• construct simple sentences about my routines
• use 'ka' to relate a series of events
• use words and phrases to join sentences.8

It is important to keep a focus on the success criteria throughout each sequence of learning.

Te Whakaipurangi Rauemi provides examples of how the achievement objectives in these curriculum guidelines can be broken down into one or more 'learner can do' tasks (go to www.tki.org.nz/r/maori_mainstream/teacher_resources/checklists/index_e.php).

Footnotes

    8 These two examples are adapted from an online workshop 'Getting to grips with learning intentions and success criteria', which was developed by the Team Solutions ATOL and published by TKI (no date).




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