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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

Tā te ākonga aromatawai
Student assessment

Students can monitor their own progress by:

  • keeping a portfolio of their work, including a range of spoken, written, and visual language work (some of which could be recorded on audio- or videotape) so that they can monitor various aspects of their language learning as they compare later entries with earlier ones (levels 1–8)
  • discussing the contents of their portfolio with the teacher or their peers (levels 1–8)
  • using checklists of success criteria that reflect the achievement objectives, themes and topics at levels 1–8; for example, the checklists might include items like these:

I can greet people (level 1)

I can tell people my name (level 1)

I can write vowels with macrons (level 1)

I can correctly say the Māori names for people and places I know well (level 1)

I can write the date at the beginning of my work (level 1)

I can describe a member of my whānau (level 2)

I can tell people who my tuakana, teina, tungane, and tuahine are (level 2)

I can say what I like and dislike (level 2)

I can give and follow directions (level 3)

I can prepare and give a short talk about my whānau (level 3)

I can tell someone what I did yesterday or at the weekend (level 3)

I can accept and decline invitations (level 4)

I can write a letter to my grandmother telling her my plans (level 4)

I can say grace (level 4)

I can talk about how I felt last week (level 5)

I can discuss a familiar topic with my friend (level 5)

I can talk about what I plan to do (level 6)

I can write about a problem and propose solutions for it (level 6)

I can give my opinion on a topic of current interest (level 7)

I can deliver a short, computer-assisted presentation on a topic I have studied (level 7)

I can put forward an argument, giving reasons for what I believe (level 8)

I can view a reo Māori television documentary and analyse it in te reo Māori (level 8)

  • setting long-term langage learning goals and later checking progress towards these goals (levels 1–8)
  • completing crossword puzzles and checking them against answer keys (levels 1–8)
  • keeping vocabulary notebooks and checking their ability to remember and use the words included in them (levels 1–8)
  • matching words with pictures illustrating the various themes and topics covered, for example, (level 1) classroom objects like he pene, he tēpu; (level 2) pictures of people, places, and things
  • creating, in te reo Māori, definitions of Māori words and comparing them with actual dictionary definitions (levels 4–8)
  • writing sentences that include new words to show their understanding of how the words can be used (levels 6–8)
  • completing computer-based language extension work with a partner (levels 1–8)
  • checking that they are following instructions carefully and accurately as they carry out a range of increasingly complex tasks and activities related to the current themes and topics (levels 1–8)
  • finding their way around on the basis of directions given by a partner (levels 3–7)
  • selecting appropriate language for specific contexts (levels 3–8)
  • working in pairs or groups to search for information, to prepare presentations, and to seek feedback from peers and the teacher (levels 7–8).

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