TKI - Level 7: Assessment activities

Level 7: Assessment activities

Students could be learning through:

writing letters to Māori correspondents about plans for the future;
listing their plans for the next holiday period and giving a short talk on the basis of the list;
writing a letter to a friend, describing their fitness programme in preparation for an approaching sports competition;
telling a careers adviser about what they plan to do when they leave school;
preparing a curriculum vitae;
writing a letter applying for a position;
finding and consulting Māori-language websites relating to potential employment.

Students could be learning through:

creating captions for cartoons warning about danger or advising about a problem;
writing letters to magazine problem pages and reading and commenting on the letters written by others;
role-playing a discussion in which a parent or caregiver complains about a teenager’s behaviour, attitude, and performance at school and asks for improvement;
choosing furniture from a catalogue for their new bedroom, with the advice of a friend and within a budget;
role-playing discussing a problem with a friend;
following a recipe, sharing the food, and discussing how it could be improved;
interviewing a teacher, health worker, or similar professional about that person’s chosen profession.

Students could be learning through:

role-playing a situation in which one student expresses their disapproval, and asks for an explanation, after another’s failure to meet as arranged for an outing;
reading short articles and responding to them orally or in writing, expressing approval or disapproval, agreement or disagreement;
role-playing being with friends who try to persuade them to do a range of things, some of which they want to do and some of which they don’t, and expressing and discussing their reactions;
listening to a talk about what someone (for example, a sportsperson in training) does to try to achieve their goal and discussing their reactions to the talk;
debating issues relating to urbanisation, assimilation, and resistance;
checking whether a generalisation (for example, that young people have poor work ethics) applies to all members of a given group of students and using any exceptions as the basis for a short talk about why the generalisation is debatable.

Students could be learning through:

reading a letter or email from a friend and passing on the content in a telephone conversation with another friend;
preparing a questionnaire to survey their friends’ views on a range of social issues (for example, marriage, drug use, teenage pregnancy) and using the results as the basis for a short newspaper article about young people’s opinions on these issues;
viewing an exhibition, show, or performance and, with attention to visual as well as verbal presentation, writing reports for a free community newspaper and a national Māori magazine;
listening to a debate on a health issue (for example, healthy eating and cigarette smoking) and identifying facts and opinions;
listing some of the things they do now and commenting on how they think they might feel about their own children doing these things and why;
planning a new school website and responding to suggestions about what it could include;
designing a questionnaire to find out what a group of people their own age think about a range of topics relating to health and well-being and analysing their findings to create a table of responses;
viewing Aotearoa New Zealand tourist videos and commenting on the ways in which Māori are presented in them.

Students could be learning through:

doing a cloze activity using the text of a myth or legend;
writing an imaginative narrative;
listening to a historical story and retelling it to a friend;
researching a historical event and adapting the material for a radio play;
researching and discussing the experiences of people who have moved from rural to city life and using the information as the basis for a short song or poem.