Level 3: Assessment activities
3.1 Communicate, including comparing and contrasting, about habits and routines
Students could be learning through:
- asking and answering questions about the habits or routines of well-known Māori people, in the context of simulated interviews;
- asking and answering questions about the school timetables of their friends (for example, “Ka aha koe ā te rua karaka?”) and then filling in computer-generated timetable sheets on the basis of the responses;
- interviewing two classmates about their habits or routines in relation, for example, to things they do to take care of Papa-tū-ā-nuku and then writing down the main similarities and differences between the two;
- listening to descriptions of, or reading about, the habits and routines of pupils in different types of school in Aotearoa (or those of well-known people or of friends) and filling in checklists appropriately;
- exchanging emails with learners in another school telling them about themselves – when they get up in the morning, what sports they play, and so on.
3.2 Communicate about events and where they take place
Students could be learning through:
- arranging an outing with a friend, using the telephone or a written message;
- writing letters and emails that include recounts of what various family members or friends are doing in different locations at the time of writing;
- telling a friend or a group of friends what can be seen through binoculars in different locations;
- arranging a visit from another school;
- arranging a cultural performance for local kaumātua.
3.3 Give and follow directions
Students could be learning through:
- tracking a course from A to B on a street map, on the basis of directions given verbally or in writing;
- finding a rural marae on a map on the basis of verbal directions;
- treasure hunting and orienteering;
- relaying directions to someone, using a street map.
3.4 Communicate, including comparing and contrasting, about how people travel
Students could be learning through:
- surveying how members of the class travel to school and comparing, contrasting, and categorising the results;
- preparing a poster designed to persuade people not to travel by car at busy times of the day;
- giving timetable information (for example, about buses or trains) while others fill in timetable blanks and ask questions to clarify and confirm what they hear;
- writing a short report of a class trip.