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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 4
Level 4

Achievement objectives

Possible learning and assessment activities

4.1 Request, offer, accept, and
decline things, invitations and suggestions

Students could be learning through:

  • observing and taking part in simulated or actual meal-table dialogues involving requesting, offering, accepting and declining things
  • requesting, offering, accepting, and declining things and giving reasons while role-playing situations such as preparing the tables for a hui
  • identifying invitations and responses in dialogues and then supplying similar invitations and responses where they are omitted in similar dialogues
  • producing a poster to advertise a forthcoming school event
  • reading invitations, acceptances and refusals relating to a social event and then writing their own for a different occasion
  • suggesting an appropriate koha for a specific occasion and discussing tikanga around koha.
4.2 Communicate about plans for the immediate future

Students could be learning through:

  • asking or answering questions about what they will do during an afternoon off school
  • listening to a family talking about what each member plans to do later in the day or during the weekend and preparing a checklist for each person
  • listening to two people discussing their immediate plans and recording on a checklist, what each will or won't do
  • giving information about the itinerary for a school trip and filling in itinerary sheets while asking questions to clarify and confirm what they hear.
4.3 Communicate about bligations and responsibilities

Students could be learning through:

  • making a list of what they are expected to do for their elders, parents, teachers, communities and friends
  • asking friends what they are expected to do at home or at their marae, listing these obligations, and then recording a short radio broadcast in which they interview their friends about these expectations
  • conducting a classroom survey on household tasks and summarising the results as a class
  • asking a teacher or parent what is expected of them during a planned visit to a local marae.
4.4 Give and seek permission or agreement

Students could be learning through:

  • creating a poster listing simple classroom rules or role-play an interaction that clarifies the rules of conduct on a local marae
  • discussing with a partner how they will complete a classroom task
  • role-playing the appropriate way to ask to visit a local marae.
4.5 Communicate about the quality, quantity and cost
of things

Students could be learning through:

  • asking and answering questions about the quality and cost of items while selling and buying items from a classroom-based 'market stall'
  • using a simulation of a market stall to practise requests about quantities and to discuss the quality of goods
  • making a shopping list, including the reasons for their selections, based on information about quality, quantity and cost that has been delivered in a simulated telemarketing broadcast
  • preparing an advertising brochure that states why (in terms of cost and quality) customers should buy each item.

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