Level 5: Assessment activities
5.1 Communicate about past activities and events
Students could be learning through:
- making brief diary entries noting the previous week’s activities;
- listening to or reading an interview with somebody like a carver, weaver, or singer about that person’s recent activities (where, when, and how often) and taking notes for a short magazine article;
- telling a story from a series of pictures or other prompts;
- suggesting captions for a series of pictures, relating, for example, to tracing the last movements of a missing person – where several people in the class had sightings (with simulated clues previously distributed).
5.2 Communicate about present and past states, feelings, and opinions
Students could be learning through:
- interviewing friends before and after a significant event (such as a kapa haka competition) and charting their reactions in terms of similarities and differences;
- filling in speech bubbles or crosswords with words that describe the feelings and physical states represented in specific pictures;
- learning to use kīwaha to express feelings and opinions in different contexts.
5.3 Communicate about past habits and routines
Students could be learning through:
- making a chart comparing their daily routines, hobbies, likes, and dislikes at different ages;
- learning karakia appropriate to food gathering and the consumption of food;
- comparing how people’s habits and routines have changed in response to changed circumstances (for example, the habits of a well-known person before they achieved celebrity status).
5.4 Describe, compare, and contrast people, places, and things
Students could be learning through:
- drawing “crazy” pictures of people and things described by the teacher or another student;
- in pairs, writing descriptions of well-known people and then reading descriptions written by other pairs to guess who has been described;
- drawing taniwha (identified by numbers) and writing descriptions of them (identified by letters) on separate pieces of paper, which are then displayed so that everyone can try to match the pictures to the descriptions;
- writing a short entry, for a guidebook, about a favourite Māori visitor attraction;
- searching the Internet for information about two different places in Aotearoa and preparing a holiday brochure about each of them, comparing the two;
- taking part in information-gap activities, such as finding out about a particular place by questioning a class member who has been given the information and then completing a checklist based on the information received;
- creating a bulletin board with pictures and information about two different marae;
- comparing and contrasting whakataukī on different topics from different iwi.