Te Kete Ipurangi Navigation:

Te Kete Ipurangi

Te Kete Ipurangi user options:

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

Taumata 2
Level 2

Achievement objectives

Possible learning and assessment activities

2.1 Communicate about
relationships between

Students could be learning through:

  • discussing and/or labelling photographs of whānau
  • talking about whakapapa
  • asking questions about relationships indicated in classmates’ family trees
  • completing information-gap activities.
2.2 Communicate about possessions

Students could be learning through:

  • listening to short dialogues in which possessions are identified and then drawing lines on a page to join the names of owners and pictures of their possessions
  • asking and answering questions about ownership of things in the classroom, using the a and o categories
  • preparing, or helping to prepare, posters where words are associated with pictures of things belonging to a marae community
  • guessing the contents of someone’s bag (made up especially for the purpose), using only questions that can be answered with āe or kāo.
2.3 Communicate about likes and dislikes, giving reasons where appropriate

Students could be learning through:

  • guessing the likes and dislikes of friends or well-known Māori people
  • sending an email to a new email friend, telling that friend what they like and don’t like
  • observing an artist’s work or listening to a piece of music and expressing their likes and dislikes, describing their responses to particular aspects of the work
  • interviewing friends about their likes and dislikes, recording the responses on a form, and then giving the friends the forms to check
  • role-playing an interview in which a Māori television personality or pop star talks about their likes and dislikes
  • listening to, or reading about, the likes and dislikes of various people and then completing a checklist to show who has likes or dislikes in common
  • playing adaptations of commercially produced games (using words on one set of cards and pictures on another), where the goal is to collect as many sets as possible
  • surveying the class to find out which foods or sports are popular or unpopular with the group. (Class surveys provide useful ways for students to reinforce learning and practise speaking, listening, co-operating and using numeracy skills.)
2.4 Communicate about time, weather and seasons

Students could be learning through:

  • role-playing asking and answering questions in appropriate contexts, for example, a parent teaching a child how to tell the time
  • creating a simple school timetable
  • drawing the hands on clock faces according to what time the teacher says it is or saying, in te reo Māori, the times shown on completed clock faces
  • ticking dates on a calendar as the teacher names those days or saying, in te reo Māori, the dates shown on specified calendar locations
  • sorting weather conditions into groups relating to different seasons
  • labelling pictures of seasons with the appropriate word, for example, raumati (summer)
  • ticking pictures or words as appropriate in relation to the weather conditions described in a weather report
  • following weather descriptions read out by the teacher or a student.
2.5 Communicate about physical characteristics, personality and feelings

Students could be learning through:

  • labelling pictures of people and things with the words for different feelings, personal qualities and characteristics
  • matching descriptions with what they see in pictures
  • creating a 'wanted' ad on the basis of a description
  • in pairs, using a computer to write descriptions of well-known people and then moving to the computers used by other pairs to guess who has been described
  • filling in speech bubbles or crosswords from the clues provided
  • selecting pictures of people, describing how they look and/or feel and comparing the descriptions
  • playing mime games, for example, students could listen to a dialogue involving feelings and then work with partners to act out the dialogue and dramatise the feelings referred to.

Site map