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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 6
Level 6

Achievement objectives

Possible learning and assessment activities

6.1 Give and follow instructions

Students could be learning through:

  • following spoken instructions for performing waiata ā-ringa or a simple task
  • following instructions for finding out specific things about tikanga Māori, using the Internet
  • writing instructions for a teenager who is going to do some housework and care for a child after school
  • leaving an answer phone message to tell a friend where to meet them after school
  • writing a set of negotiated rules for the classroom
  • looking at a series of pictures that show how something is done and recounting the information in the correct order by telephone
  • looking at a picture or map and giving directions to a partner or group for reproducing the picture or map
  • taking part in communicative games, for example, Spot the Difference.
6.2 Communicate about problems and solutions

Students could be learning through:

  • matching cards that describe symptoms of illness or other problems with a second set that suggest remedies or appropriate courses of action
  • leaving an answer phone message that they are unable to meet a friend
  • identifying a problem at school, such as a lack of storage lockers, and listing some possible solutions
  • reading a short report of a disastrous event, such as an earthquake, and writing an account that advises readers about possible precautions
  • discussing a scenario in which a rāhui that has been placed on a river after a drowning, making it tapu, is now to be lifted using karakia, so that the river will become noa again
  • identifying kīwaha relevant to specific problems and solutions
  • selecting appropriate waiata to accompany whaikōrero in different contexts/situations
  • identifying and discussing whakataukī and pepehā associated with different iwi that are relevant to particular problems and solutions.
6.3 Communicate about immediate plans, hopes, wishes and intentions

Students could be learning through:

  • listening to a phone message about arrangements for meeting someone later in the day and taking notes as they listen
  • matching captions (that describe what people are about to do) with appropriate pictures, such as a person carrying a tennis racket, a fishing rod or an empty shopping bag
  • interviewing a partner to find out some of their hopes, wishes and intentions for the immediate future, and introducing that person and their plans to two other people.
6.4 Communicate in formal situations

Students could be learning through:

  • role-playing the part of a young person responding to the questions of a kaumātua who they have just met
  • writing an email asking to reserve a room in a hotel or a youth hostel
  • writing a transcript of a conversation between a chemist and a customer
  • role-playing participants at the opening of a wharenui, at the donation of a taonga to a museum, or at a tangihanga
  • observing and listening for specific features of a whaikōrero recorded on video
  • writing letters asking for information from an information office
  • role-playing a person ringing to make an appointment with a doctor
  • identifying the formal components of karanga and their relationship to particular occasions.

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