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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 8
Level 8

Achievement objective

Possible learning and assessment activities

8.1 Communicate about
certainty and uncertainty,
possibility and probability

Students could be learning through:

  • role-playing an interview on Māori television about a political and/or environmental issue, for example, how best to protect the local foreshore
  • writing three statements, each describing a belief that a major event will take place this century (two of these statements genuinely reflecting their own beliefs, the other not) and giving reasons why the statements in other people’s lists are or aren’t genuine beliefs
  • reading a short fiction story that predicts future events, listing those events and explaining how likely they are to happen
  • writing about how society might change if a given scenario took place, for example, if a Māori parliament were established
  • debating the probable and possible effects of a given scenario on people’s way of life, for example, the effects of global warming on the availability of resources such as native flora and fauna
  • describing to a first-time visitor to Aotearoa what they could do during their visit.
8.2 Develop an argument or
point of view with reasons

Students could be learning through:

  • putting forward a proposition, for example, that it is healthier to be a vegetarian than a meat eater and providing supporting details
  • planning a package holiday within a particular region of Aotearoa and presenting the package to the class, attempting to persuade the audience of its merits
  • writing to a local firm to apply for a weekend job, explaining why they are suitable and including promises (for example, of punctuality)
  • interviewing friends about what they would do to improve society if they were in positions of power and why they would choose these actions rather than others
  • reading, listening to, or viewing a recent news item about an environmental issue and writing a newspaper editorial on the basis of it
  • preparing a computer-assisted presentation on the implications of a particular scenario, for example, the possible consequences if Aotearoa were to become a republic or if the Treaty of Waitangi were removed from legislation
  • reading or viewing advertisements for products that the manufacturer claims will solve specific problems and creating their own advertisements for similar products
  • examining how a character in a story responds to a problem and talking or writing about different possible responses
  • researching an important social topic, for example, genetic engineering, identifying the central issues, and listing the arguments on either side
  • role-playing a television discussion of a problem that has contemporary relevance
  • looking through job advertisements, identifying jobs they would like or dislike, and discussing their reasons in te reo Māori
  • conducting an Internet search of old Māori newspapers to find specific information.
8.3 Recount a series of events to inform, persuade or entertain

Students could be learning through:

  • competing in groups to reassemble a short narrative that has been cut into sections, with a different section being given to each student in the group
  • preparing a radio broadcast for the anniversary of a significant event and discussing in the broadcast the consequences of the event, for example, the events surrounding Bastion Point
  • downloading from the Internet some Māori songs, for example, mōteatea that describe a sequence of events, performing them in groups and writing a summary of the events recounted in each song
  • analysing and discussing some of the imagery and symbolism in selected mōteatea
  • preparing a multimedia presentation on an issue of significance to Māori, for example, attitudes towards the foreshore and seabed situation.
8.4 Communicate the same
information in different ways
for different audiences

Students could be learning through:

  • researching Māori public figures and using the information to: (a) create a profile of one of them for inclusion in a national newspaper, (b) write up an imaginary interview with that person and (c) prepare a fictional diary entry for an important day in his or her life
  • reading several newspaper reports about a series of events that has happened in a small community and writing an eyewitness account of the events
  • reading part or all of an article written in te reo and published online and then rewriting the material to make it suitable for a magazine for young teenagers
  • selecting newspaper headlines and preparing alternative headlines in te reo Māori that would be appropriate for different types of publications
  • describing events in which they participated to: (a) the principal of their school, (b) their grandmother, and (c) their best friend, while a partner lists the differences in the accounts
  • discussing the food in the school canteen with friends and writing a letter of complaint or praise, summarising the views presented in the discussion.
8.5 Respond to selected and
adapted texts in te reo Māori
that are about te reo and
tikanga Māori, for example, texts from recorded speeches, literature, film, newspapers, magazines, television, video, DVD and

Students could be learning through:

  • designing a cover for a book, compact disc, or video
  • writing a book or film review
  • retelling the story from a poem or song in the idiom of today and presenting it as if it had been written for a different context, for example, a newspaper report
  • using a picture of people as the basis for creating a dialogue between them
  • using a picture as a starting point for a description
  • telling a friend about a book they have read and reviewing it for a magazine
  • researching a major political event in Māori history and writing a story based on the event and the leading figures involved
  • preparing and acting out a short radio play based on a photograph, painting or historical event
  • exploring Māori websites and writing a report on two of them for a magazine that advises Internet users about interesting websites
  • visiting Māori websites that provide information about entertainment opportunities, such as films, television, or radio plays, and discussing which websites appeal to them and why
  • reading a newspaper account of a recent political or social event and preparing a talk about the central issues
  • listening to a short narrative, which is then divided into sections for pairs or groups to dramatise
  • preparing a short news item for Māori television.

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