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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

Taumata 3
Level 3

Achievement objectives

Possible learning and assessment activities

3.1 Communicate, including comparing and contrasting, about habits, routines and customs

Students could be learning through:

  • asking and answering questions about the habits or routines of well-known Māori people, in the context of simulated interviews
  • asking and answering questions about the school timetables of their friends, for example, “Ka aha koe ā te rua karaka?” “What are you doing at 2 o’clock?” and filling in computer generated timetable sheets on the basis of the responses
  • interviewing two classmates about their habits or routines (for example, in relation to things they do to take care of Papatūānuku) and writing down the main similarities between the two in order to recommend a class programme of action
  • listening to descriptions of, or reading about, the habits and routines of pupils in different types of school in Aotearoa (or those of well-known people or of friends) and filling in checklists appropriately
  • exchanging emails with students in another school telling them about themselves (for example, when they get up in the morning and what sports they play).
3.2 Communicate about events and where they take place

Students could be learning through:

  • arranging an outing with a friend, using the telephone or a written message
  • writing letters and emails that include recounts of what various family members or friends are doing in different places at the time of writing
  • telling a friend or a group of friends what can be seen through binoculars in different locations
  • arranging a visit from another school
  • arranging a cultural performance for local kaumātua.
3.3 Give and follow directions

Students could be learning through:

  • tracking a course from A to B on a street map by following directions given verbally or in writing
  • finding a rural marae on a map on the basis of verbal directions
  • treasure hunting and orienteering
  • relaying directions to someone, using a street map.
3.4 Communicate, including comparing and
contrasting, about how people travel

Students could be learning through:

  • surveying how members of the class travel to school and comparing, contrasting, and categorising the results
  • preparing a poster designed to persuade people not to travel by car at busy times of the day
  • giving timetable information, for example, for buses or trains while others fill in blanks on a timetable and ask questions to clarify and confirm what they hear
  • writing a short report of a class trip.
3.5 Communicate about immediate past activities

Students could be learning through:

  • telling a friend or group of friends about an activity they took part in during the previous weekend
  • writing a letter or email recounting a recent event, such as a trip to a local mountain or river
  • listening to, viewing, or reading a news item in te reo Māori and then explaining what it was about.

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