| Achievement objectives
| Possible learning and assessment activities
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| 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.
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| 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.
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| 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.
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| 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.
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| 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!'
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| 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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