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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 5
Level 5

Achievement objectives

Possible learning and assessment activities

5.1 Communicate about past
activities and events

Students could be learning through:

  • making brief diary entries noting the previous week’s activities
  • listening to or reading an interview with an artist, such as a carver, weaver, or composer, about that person’s recent activities (where, when, what they made, and who taught them) and taking notes for a short magazine article
  • telling a story from a series of pictures or other prompts
  • suggesting captions for a series of pictures. These might relate to tracing the last movements of a missing person who has been sighted by several people in the class. (The teacher could distribute simulated clues to these people before commencing the activity.)
5.2 Communicate about present
and past states, feelings
and opinions

Students could be learning through:

  • interviewing friends before and after a significant event, for example, a kapa haka competition, and discussing their feelings and opinions
  • filling in speech bubbles or crosswords with words that describe the feelings and physical states represented in specific pictures
  • learning to use kīwaha to express feelings and opinions in different contexts.
5.3 Communicate about past
habits and routines

Students could be learning through:

  • making a chart comparing their daily routines, hobbies, likes and dislikes at different ages
  • learning and using karakia appropriate to food gathering and the consumption of food.
5.4 Describe, compare and contrast people, places and

Students could be learning through:

  • drawing 'crazy' pictures of people and things described by the teacher or another student
  • writing descriptions of well-known people and then reading descriptions written by others to guess who has been described (pair work)
  • drawing taniwha (identified by numbers) and writing descriptions of them (identified by letters) on separate pieces of paper, which are then displayed so that everyone can try to match the pictures to the descriptions
  • writing a short entry, for a guidebook, about a favourite attraction for Māori visitors
  • searching the Internet for information about two different places in Aotearoa and preparing a holiday brochure comparing the two
  • creating a bulletin board with pictures and information about two different marae
  • comparing and contrasting whakataukī on different topics from different iwi
  • taking part in information-gap activities. For example, students could find out about a particular place by questioning a class member who has been given the information and could then complete a checklist based on the information received.

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