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Te Reo Māori in the New Zealand Curriculum: Draft

Suggested learning and assessment activities

Appendix 1 lists suggested learning and assessment activities and ways in which teachers and learners can monitor progress. Teachers should select from learning and assessment activities that relate to the achievement objectives and to the skills described for each of the language modes (listening, speaking, viewing, reading, writing, presenting) at each level. The activities are also intended to relate to the suggested language learning contexts for introducing and revising new language at each curriculum level. When assessing students’ achievement, teachers and students need to consider the students’ fluency and accuracy as they progress towards learning goals based on the achievement objectives and the suggestions for each language mode. Because individual students (and groups of students) vary in their starting points, rates of progress, and interests, teachers usually need to adapt the learning activities to suit individual learners.

Many of the suggested learning and assessment activities are cross-curricular in nature, relating to other areas of the school curriculum. For example, learning and assessment activities relating to achievement objective 6.1 (“give and follow instructions”) might include guidance on making things such as kites, thus relating to the technology curriculum. The learning and assessment activities associated with achievement objective 1.3 (“communicate about number, using days of the week, months, and dates”) might include learning ordinal numbers to describe the days of the week, thus relating to the mathematics curriculum. The table on the next page indicates ways in which teaching and learning te reo Māori can be related to other aspects of the school curriculum.

Examples of the relationship between the learning of te reo Māori and other areas of the school curriculum

Achievement objective Suggested activities Related areas
1.4 communicate about personal information, such as name, age, nationality, and home
  • 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)
 mathematics
2.3 communicate about likes and dislikes, giving reasons where appropriate
  • role-playing an interview in which a Māori television personality or pop star talks about their likes and dislikes
 arts
8.2 develop an argument or point of view, with reasons
  • preparing a computer-assisted presentation on the implications of a particular scenario (for example, the possible consequences if Aotearoa were to become a republic and the Treaty of Waitangi were to be excluded from the constitution)
 social sciences
  • putting forward a proposition (for example, that it is healthier to be a vegetarian than a meat eater) and providing supporting details
 health and physical education
  • reading (or writing) a letter to a newspaper in which the victim of a robbery expresses their opinions about how criminals should be treated, and taking part in a class discussion about those opinions
 English

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