Level 1: Assessment activities
1.1 Greet, farewell, and thank people and respond to greetings and thanks
1.2 Introduce themselves and others and respond to introductions
Students could be learning through:
- observing greetings, introductions, and leave-taking (for example, on video) in different contexts and taking turns to role-play;
- filling in gaps in a familiar oral or written dialogue to complete the message;
- cutting up a dialogue into two segments (one for the first speaker and one for the second speaker) and, in pairs, each saying their part of the dialogue so that it is reconstructed;
- cutting up a dialogue into individual utterances, jumbling them up, and reconstructing the dialogue from the pieces;
- singing waiata about greetings and responses to greetings;
- filling in labels on pictures to indicate appropriate greetings, for example, tēnā kōrua;
- playing a pronunciation-based board game involving picking up cards on which sentences are written and then saying these sentences as naturally as possible;
- reciting pepeha and identifying the iwi and/or hapū they are associated with.
1.3 Communicate about number, using days of the week, months, and dates
Students could be learning through:
- playing number games involving adding, subtracting, and/or number patterning;
- singing simple number songs and songs about days and months;
- playing lotto or bingo;
- making calendars.
1.4 Communicate about personal information, such as name, age, nationality, and home
Students could be learning through:
- simple role playing;
- conducting surveys, for example, asking one another about their age and other personal details and then filling these details in on computer-generated forms, or asking and answering questions using completed forms (one student role-playing the person named on the form);
- creating a form (for example, an ID card) with spaces for personal information details.
1.5 Communicate about location
Students could be learning through:
- locating things according to the teacher’s directions;
- playing location games, such as identifying the location of assorted classroom objects located in various places around the room;
- ticking vocabulary items on a list or holding up word cards to show that they recognise Māori vocabulary spoken by the teacher;
- filling in the words on picture-based crossword puzzles;
- designing a code.
1.6 Understand and use simple politeness conventions (for example, ways of thanking people, apologising, excusing themselves, and complimenting people)
Students could be learning through:
- listening to informal dialogues and identifying when participants are thanking someone, apologising, excusing themselves, or complimenting someone;
- filling in gaps in a familiar dialogue by providing appropriate expressions;
- wishing someone a safe journey, a happy Matariki, and so on, and making greetings cards for special occasions;
- learning and using appropriate kīwaha to praise others.
1.7 Use and respond to simple classroom language (including asking for the word to express something in te reo Māori)
Students could be learning through:
- responding physically to classroom instructions (for example, “Haere mai”).