Te pakaritanga
Levels 7 and 8: Achieving personal independence in te reo Māori

Te tohu tauākī
Proficiency target statement

By the end of level 8, students can take part in general conversation with speakers of te reo Māori, understand most of what is said, and contribute relevant comments. They can explain and discuss many of their own ideas and opinions and may use te reo Māori creatively. They can read a variety of authentic te reo Māori materials and write expressively for a range of purposes. Students use a range of strategies to help them learn te reo Māori effectively, and they demonstrate a high level of fluency for a learner of te reo Māori as a second language.

Taumata 7
Level 7

Ētahi horopaki mō te ako i te reo
Possible language learning contexts

Possible socio-cultural themes

• ahi kā (home fires, preserving one’s connection to the land, conservation)
• taiao (the natural world)
• ngā kōrero tuku iho (transmitting knowledge, spoken histories, the art of storytelling)
• tū whakaiti, tū whakahī (humility and dignity)

Possible topics

• the land wars
• the status of te reo Māori
• Te Taura Whiri i te Reo Māori (the Māori Language Commission)
• urbanisation, assimilation, and resistance
• global travel and exploration
• social work, community service and teaching
• the tourism industry
• working and finding work
• possible text types
• karakia (prayers)
• kīwaha (idioms)
• pepehā (iwi-specific sayings)
• waiata Māori (Māori songs)
• whakataukī (proverbs)
• comics and cartoons
• news items
• poems
• computer-assisted presentations
• conversational exchanges
• electronic communications
• websites
• instruction sheets
• programmes for shows and exhibitions
• formal and informal letters
• graphs and tables
• recipes
• short stories
• talks
• telephone calls and answerphone messages
• classified advertisements
• television and radio programmes
• text messages
• curriculum vitae
• video presentations

Ngā whāinga paetae
Achievement objectives

Students should be able to:
7.1 communicate about future plans
7.2 offer and respond to advice, warnings and suggestions
7.3 express and respond to approval and disapproval, agreement and disagreement
7.4 offer and respond to information and opinions, giving reasons
7.5 read about and recount actual or imagined events in the past.

Ngā ara reo
Language modes

Whakarongo – Listening

By the end of level 7 students can:

• understand much of what other speakers of te reo Māori say about a range of topics across a range of spoken text types, formal and informal
• distinguish between facts and opinions and recognise intentions to persuade and influence.

Pānui – Reading

By the end of level 7 students can:

• understand much of what is written in te reo Māori about a range of topics across a range of written text types intended for different purposes and audiences
• distinguish between facts and opinions and recognise intentions to persuade and influence.

Mātakitaki – Viewing

By the end of level 7 students can:

• understand and respond to visual texts that have been created for a range of purposes and audiences
• describe how visual and verbal features are combined for different purposes and audiences.

Kōrero – Speaking

By the end of level 7 students can:

• use te reo Māori to entertain and persuade as well as to inform
• initiate and sustain conversations in te reo Māori
• give talks on a range of topics in a range of contexts
• use appropriate pronunciation, intonation, rhythm and stress.

Tuhituhi – Writing

By the end of level 7 students can:

• use resources such as dictionaries and glossaries to experiment with new language and to review writing for accuracy
• write in te reo Māori about a range of topics, using words and expressions that are appropriate for the purpose and intended audience
• begin to use language to entertain and persuade as well as to inform.

Whakaatu – Presenting

By the end of level 7 students can:

• use visual language effects in a range of texts for different audiences and purposes
• combine features of visual and verbal language in a range of texts for different audiences and purposes
• create new visual texts to express their own information and ideas.

Taumata 8
Level 8

Ētahi horopaki mō te ako i te reo
Possible language learning contexts

Possible socio-cultural themes

• ngā kōrero tuku iho (transmitting knowledge, spoken histories, the art of storytelling)
• whaikōrero (the art of oratory)
• tau utuutu, pāeke (delivering and responding to speeches)
• ihi, wehi (qualities seen and felt that evoke emotion)
• ngā toi (the creative arts)
• rangatiratanga (the qualities of leadership, authority)
• mana (authority, integrity)

Possible topics

• Bastion Point
• land marches
• Māori media
• the representation of Māori in the media
• the foreshore and seabed situation
• The Waitangi Tribunal and Treaty settlements
• environmental issues
• natural resources
• significant events, past and present
• significant people, past and present
• social cohesion and social justice in Aotearoa

Possible text types

• karakia (prayers)
• kīwaha (idioms)
• mōteatea (traditional Māori songs and chants)
• pepehā (iwi-specific sayings)
• whakataukī (proverbs)
• classified advertisements
• comics, graphic novels, cartoons
• computer-assisted presentations
• debates
• dramatic texts
• films and video presentations
• formal and informal letters
• formal and informal conversational exchanges
• graphs and tables
• magazines and newspapers
• novels
• poems
• promotional and advertising material, for exampple, videos, CDs, book covers, posters
• questionnaires
• reports
• short stories
• songs
• talks
• television, film, theatre, book and exhibition reviews
• television and radio programmes

Ngā whāinga paetae
Achievement objectives

Students should be able to:
8.1 communicate about certainty and uncertainty, possibility and probability
8.2 develop an argument or point of view, with reasons
8.3 recount a series of events to inform, persuade or entertain
8.4 communicate the same information in different ways for different audiences
8.5 respond to selected and adapted texts in te reo Māori that are about te reo and tikanga Māori, for example, texts from recorded speeches, literature, film, newspapers, magazines, television, video, DVD and radio.

Ngā ara reo
Language modes

Whakarongo – Listening

By the end of level 8 students can:

• understand much of what other speakers of te reo Māori say about a range of topics
• distinguish between facts, opinions and hypotheses and recognise intentions to persuade and influence in different contexts.

Pānui – Reading

By the end of level 8 students can:

• understand much of what is written by other users of te reo Māori about a range of topics
• distinguish between facts, opinions and hypotheses and recognise intentions to persuade and influence in different contexts.

Mātakitaki – Viewing

By the end of level 8 students can:

• understand the ways in which artists, speakers and writers combine visual and verbal features to present ideas and information to achieve particular effects for a range of purposes and audiences
• understand and respond to visual features used to present information and ideas for particular effects for a range of purposes and audiences.

Kōrero – Speaking

By the end of level 8 students can:

• initiate and sustain conversations
• give talks on a range of topics in a wide range of contexts
• produce a wide range of spoken text types, formal and informal
• adapt spoken texts to suit different audiences and purposes
• use te reo Māori to entertain and to persuade as well as to inform.

Tuhituhi – Writing

By the end of level 8 students can:

• use resources such as dictionaries and glossaries to experiment with new language and to review writing for accuracy
• write about a range of topics across a wide range of text types, selecting words and expressions that are appropriate for the purpose and intended audience
• adapt written texts to suit different audiences and purposes
• use te reo Māori to entertain and to persuade as well as to inform.

Whakaatu – Presenting

By the end of level 8 students can:

• combine visual and verbal features to present ideas and information to achieve particular effects for a range of purposes and audiences
• use visual language in a range of text types for different audiences, purposes and effects
• create new visual texts to express their own information and ideas.