Level 2 Te Reo Maori Internal Assessment Resource

Internal assessment resource Te Reo Māori 2.1A v2 for Achievement Standard 91284

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Internal Assessment Resource

Te Reo Māori Level 2

This resource supports assessment against:
Achievement Standard 91284 version 2
Whakarongo kia mōhio ki te reo o te ao torotoro
Resource title: “Āta Whakarongo Mai”
4 credits
This resource:

Clarifies the requirements of the standard
Supports good assessment practice
Should be subjected to the school’s usual assessment quality assurance process
Should be modified to make the context relevant to students in their school environment and ensure that submitted evidence is authentic

Date version published by Ministry of Education / February 2015 Version 2
To support internal assessment from 2015
Quality assurance status / These materials have been quality assured by NZQA.
NZQA Approved number A-A-02-2015-91284-02-5669
Authenticity of evidence / Teachers must manage authenticity for any assessment from a public source, because students may have access to the assessment schedule or student exemplar material.
Using this assessment resource without modification may mean that students’ work is not authentic. The teacher may need to change figures, measurements or data sources or set a different context or topic to be investigated or a different text to read or perform.

Internal Assessment Resource

Achievement Standard Te Reo Māori 91284: Whakarongo kia mōhio ki te reo o te ao torotoro

Resource reference: Te Reo Māori 2.1A v2

Resource title: “Āta Whakarongo Mai”

Credits: 4

Teacher guidelines

The following guidelines are designed to ensure that teachers can carry out valid and consistent assessment using this internal assessment resource.

Teachers need to be very familiar with the outcome being assessed by Achievement Standard Te Reo Māori 91284. The achievement criteria and the explanatory notes contain information, definitions, and requirements that are crucial when interpreting the standard and assessing students against it.

This resource has been provided in English because it is envisaged that most students assessed against this standard will be second language learners who would not yet understand a task written completely in te reo Māori. However, if you feel that your students may be disadvantaged by an English task, you are encouraged to provide a Māori version. The language of the ‘Student Instructions Sheet’ is at the discretion of the teacher and should be considered in accordance with the needs of your students.

Context/setting

Students should have opportunities throughout the year to gather evidence of their learning to listen to, and understand spoken te reo Māori. A single event would not provide enough evidence to adequately assess the skills required to achieve the standard.

This assessment activity has three parts. Each part requires students to identify the main ideas of a spoken text. Students must complete all three parts to show across a range of evidence that they understand spoken Māori.

Students will gather and submit three pieces of evidence. Final grades will be decided by the teacher using professional judgment based on a holistic examination of all three pieces of student evidence.

Conditions

These are individual, in class assessment tasks.

Students will have been exposed to a variety of vocabulary and language structures specific to the chosen theme and relevant to Level 7 of Te Aho Arataki Marau mō te Ako i te reo Māori – Kura Auraki.

Resource requirements

Teacher Resource Sheets Part 1/2/3

Additional information

It is suggested that these tasks are completed in-class; however listening opportunities outside the classroom are just as appropriate.

Note: This resource consists of gathering evidence from three formal assessment tasks. However, evidence can be collected in an informal way if the opportunity arises. Listening opportunities outside the classroom are just as appropriate. These opportunities need to be documented if they are contributing evidence to an overall final grade. Refer to the conditions of assessment for further guidance.

Teacher Resource Sheet - Part 1

This requires students to listen to a passage about future plans, ‘Ōku wawata’ and identify in English information they have heard.

Other contexts could include describing plans for: an overseas holiday; a Saturday social event with friends; a fitness programme in preparation for an approaching sports / cultural competition; a job interview.

Sample Teacher Resource for Part 1

(Read the following instructions aloud to the students)

This is called ‘Ōku Wawata’. I will read three passages to you. Each passage will be read three times. During the first and second readings, just listen carefully, do not write. After the first and second readings, I will pause for thirty seconds. After the third reading, I will pause for two minutes to allow you time to write. You must identify in English the main ideas of each passage against the appropriate headings.

Ngā Wawata o Anahera

Tēnā koutou katoa, ko Mauao te maunga, ko Tauranga te moana, ko Ngāti Ranginui te iwi, ko Pirirākau te hapū, ko Anahera tōku ingoa, tekau ma rima ōku tau. He kōrero poto tēnei mō ōku wawata mō ngā tau kei te heke mai, arā, hei te wā ka wehe atu au i te kura.

Ko tōku tūmanako ka whakawhiwhia ki ahau tōku Taumata Mātauranga ā-Motu Kua Taea mō te Taumata Tuatoru i te tuatahi, kātahi ka taea e au te uru atu ki tētahi whare wānanga. Tērā pea, ko taua whare wānanga ko tērā o Waikato, nā te mea, he piri tata mai ki tōku ake kāinga noho, kia kore ai au e mokemoke, ka taea hoki au te hoki mai ki te kāinga inā e hiahiatia ana.

Mehemea, ka haere au ki taua whare wānanga rā, ka ako au, ka whakapau kaha au ki te whai tohu mātauranga mō te whakaako tamariki. Tino kaingākautia ana au ki tēnei tūmomo mahi arā te mahi o te kaiako, nā tōku aroha nui ki ngā tamariki nohinohi. Ko tōku tumanako, kia whai tohu au, ā, ka puta mai hei kaiwhakaako, kātahi ka rapu mahi. Tērā pea ka whai tūranga ki tētahi Kura Kaupapa Māori, kātahi ka whakaako i te reo me ngā tikanga Māori ki ngā tamariki kia ora ai te reo mō ake tonu atu.

Teacher Resource Sheet - Part 2

This requires students to view and listen to a scene about ‘He Kōrero Aroha’ – ‘A Love Story’ and to identify in English the main ideas of what they have heard by preparing an introductory overview of the scene for a non-Māori speaking audience for them to read prior to viewing / listening to the scene.

Other contexts could include a conversation between friends about: why a friend has been absent from school; what they plan to do when they leave school; what they liked about a recent school trip; their views on a social issue (marriage, drug use, teenage pregnancy, healthy eating etc). The contexts should be drawn from the teaching and learning programme so students are familiar with the language being listened to.

Sample Teacher Resource for Part 2

(Read the following instructions aloud to the students)

This activity is called ‘He Kōrero Aroha’. I will show you a DVD scene about a love story. The DVD will be played in two segments. Each segment will be played three times. During the first viewing, just watch and listen carefully, do not write. After this viewing, I will pause for thirty seconds. After the second viewing, I will pause for two minutes to allow you time to write. You must identify in English the main ideas of the scene and write an introductory overview of the scene for a non-Māori speaking audience for them to read prior to viewing / listening to the scene.

He Kōrero Aroha

(Transcript of ‘Ka Mau te Wehi’ Unit 16, Scenes 1 & 2)

Source (scene 1):Scene 1: In the wharepuni at night

Source (scene 2):Scene 2: Anaru tells a story

Aunty Peti / Pō mārie tamariki mā. E moe.
Tamariki / Āe. Pō mārie, Whaea.
Anaru / Haami, kei te pēwhea tō kura?
Haami / Kei te pai.
Anaru / I kī mai a Waka he whaiāipo tāu. Kei te tika tēnā?
Haami / Kāo. He rūkahu noa iho! Kāhore ahau e mōhio nō Ngāti Raukawa hoki tātou?
Anaru / Kei te tika. E mōhio ana hoki koe nga kōrero mō Raukawa?
Haami / Kāhore.
Anaru / Whakarongo mai …
Anaru / Tērā tētehi tupuna, ko Tūrongo tōna ingoa, nō te waka o Tainui. Ka rongo a Tūrongo mō te ātaahua o tētahi wahine o te waka o Takitimu. Ko Māhinaarangi tōna ingoa. I haere a Tūrongo ki te rohe o Takitimu. Ka hanga whare tērā iwi. Ka āwhina a Tūrongo i a rātou. Ka kitea a Tūrongo e Māhina-a-rangi, Auē, ka mau a Māhina-a-rangi! Ka whai ia i a Tūrongo i te pō. Ka ninihi atu ia ki a Tūrongo, “E te tau pūmau, …”
Ka rongo atu a Tūrongo i te kakara o Māhina-a-rangi. Ao ake, nā taua kakara ka mōhio a Tūrongo ko wai te whaiāipō. Ka kī atu, “Ā, ko koe tērā i te pō.”
Ka moe a Tūrongo i a Māhina-a-rangi. Ka puta mai ko Raukawa. Nā te kakara tōna ingoa a Raukawa. He maha ngā mokopuna. Arā te iwi o Ngāti Raukawa.
I rongo koe ki āku kōrero?
Haami / Āe.

Teacher Resource Sheet - Part 3

This requires students to listen to the in-class kōrero presentation of another student and to identify in English the main ideas of the presentation they have heard.

Other contexts could include; Manu Kōrero speeches; whaikōrero at the marae; the opening speech of a major cultural event; an exert from a television programme; or a short film in te reo Māori

Sample Teacher Resource for Part 3

(Read the following instructions aloud to the students)

This activity is called ‘He Whakaaturanga’. I will show you a DVD of a presentation. The presentation will be played in three segments. Each segment will be played three times. You are able to make notes while you are listening. After the first and second viewings, I will pause for thirty seconds. After the third viewing, I will pause for two minutes to allow you time to write. You must identify in English the main ideas of the presentation on the answer sheet I have given you under the appropriate headings.

Note: No DVD is provided with this activity. It is envisaged that the recording would be selected from teacher resources.

Internal assessment resource Te Reo Māori 2.1A v2 for Achievement Standard 91284

PAGE FOR STUDENT USE

Internal Assessment Resource

Achievement Standard Te Reo Māori 91284: Whakarongo kia mōhio ki te reo o te ao torotoro

Resource reference: Te Reo Māori 2.1A v2

Resource title: “Āta Whakarongo Mai”

Credits: 4

Achievement / Achievement with Merit / Achievement with Excellence
Whakarongo kia mōhio ki te reo o te ao torotoro. / Whakarongo kia mārama ki te reo o te ao torotoro. / Whakarongo kia mātau ki te reo o te ao torotoro.

Student instructions

Introduction

Tēnā koe e te akonga,

This assessment activity requires you to complete three parts throughout the year. Each will be an individual, in class activity. You will be listening to passages of te reo Māori and completing a range of parts that may include identifying the main ideas or answering questions.

At the completion of each your marked work which will include feedback comments will be kept in a folder held by your teacher. The evidence collected from all listening parts will be used to make a holistic judgement on your overall grade.

Successful listening involves:

understanding what you have listened to
identifying the main information / ideas of what you have listened to
recognising the meaning of vocabulary and language features
selecting the correct information to answers if required
giving examples if required to show understanding.

Part 1

This requires you to listen to a passage about future plans, ‘Ōku wawata’ and identify in English the main ideas of the presentation you have heard under the appropriate headings.

Ngā Wawata o Anahera

Your teacher will read the passage three times. After the first and second reading your teacher will pause for thirty seconds. After the third reading, your teacher will pause for two minutes to allow you time to write your responses to the following.

Teacher note: You may choose to provide preformatted response sheets for your students to use.

He kōrero mō Anahera

(What information is given about Anahera?)

Ngā wawata o Anahera

(What are Anahera’s plans for the future?)

Ngā tino take kia pēnei ai ōna wawata

(What reasons does Anahera give for wanting to pursue these goals?)

Part 2

This requires you to view a scene about ‘He Kōrero Aroha’ – ‘A Love Story’ – and to identify in English the main ideas of what you have heard and then prepare an introductory overview of the scene for a non-Māori speaking audience for them to read prior to viewing / listening to the scene.

Part 3

This task requires you to listen to the kōrero presentation of a fellow student about ‘Tōku Whānau’ and to identify in English the main ideas of the presentation you have heard under the appropriate headings below.

He kōrero mō …

(What key information is given about (insert context)?)

He kōrero mō…

(What key information is given about (insert relevant information)

He kōrero mō te kaikōrero…

(What key information is given about (insert relevant information)?

Pai ki ahau… (One aspect I liked about the presentation)

Internal assessment resource Te Reo Māori 2.1A v2 for Achievement Standard 91284

PAGE FOR TEACHER USE

Assessment schedule: Te Reo Māori 91284 “Āta Whakarongo Mai”

Evidence/Judgements for Achievement / Evidence/Judgements for Achievement with Merit / Evidence/Judgements for Achievement with Excellence
Whakarongo kia mōhio ki te reo o te ao torotoro.
The student submits evidence from the three tasks from different contexts and for different purposes from the explorative world.
The student demonstrates a general understanding of spoken te reo Māori. Overall, the message being conveyed is understood.
For example, the student:

may identify some main ideas despite some errors or gaps in knowledge that show they have a general meaning of the text
is able to give responses to questions in either English or te reo Māori as required
responses to questions in te reo Māori are rephrased in the student’s own language where appropriate (text is not just lifted from passage)
is developing active listening strategies to process information to select the most appropriate response
can distinguish between facts and opinions and recognise intentions to persuade and influence
is gaining confidence in being able to cope with listening to spoken te reo Māori for sustained lengths of time
demonstrates understanding of Curriculum Guidelines level 7 language.

For example: (note this is a partial extract only)
Part 1
Her Pepeha – Mauao her mountain, Tauranga is her sea, Pirirakau is her hapu, Ngati Ranginui is her tribe
Get NCEA level 3.
Go to Waikato university because it is close to seek and education
to teach children as she loves them/ loves small children / Whakarongo kia mārama ki te reo o te ao torotoro.
The student submits evidence from the three tasks from different contexts and for different purposes from the explorative world.
The student demonstrates a clear understanding of the spoken te reo Māori. The main ideas and the majority of specific details are correctly identified.
For example, the student:

understands the meaning of L7 vocabulary and language
is able to give responses to questions which may include evidence from the text as support
responses to questions in te reo Māori are rephrased in the student’s own language where appropriate (text is not just lifted from passage)
is developing active listening strategies to process information to select the most appropriate response
can distinguish between facts and opinions and recognise intentions to persuade and influence
is gaining confidence in being able to cope with listening to spoken te reo Māori for sustained lengths of time
demonstrates understanding of Curriculum Guidelines level 7 language.

For example: (note this is a partial extract only)
Part 1
Her name is Anahera and she wants to talk about herself.
She is a direct descendant of Ngāti Ranginui.
Her Pepeha – Mauao her mountain, Tauranga is her sea, Pirirakau is her hapu.
She is 15 years of age.
She is hoping to gain NCEA L3 and go to Waikato university.
Waikato University because it is close to her home.
To get an education qualification to learn to become a teacher
To become a teacher at a Kura Kaupapa Māori (Māori language school)
She likes to work in unison with children, especially teaching them Māori culture. / Whakarongo kia mātau ki te reo o te ao torotoro.
The student submits evidence from the three tasks from different contexts and for different purposes from the explorative world.
The student demonstrates a comprehensive understanding of the spoken te reo Māori. Accurate and detailed responses are consistently given.
For example, the student:

confidently understands the passage
is able to give responses to questions which may include evidence from the text as support
responses to questions in te reo Māori are rephrased in the student’s own language where appropriate (text is not just lifted from passage)
is developing active listening strategies to process information to select the most appropriate response
can distinguish between facts and opinions and recognise intentions to persuade and influence
is gaining confidence in being able to cope with listening to spoken te reo Māori for sustained lengths of time
demonstrates understanding of Curriculum Guidelines level 7 language.

For example: (note this is a partial extract only)
Part 1
Anahera is from Ngāti Ranganui. Mauao is her mountain, Tauranga is her sea.
She is 15 and her name is Anahera.
She wants to achieve her L3 NCEA certificate and go to Waikato University which is near. She will not be lonely as she can return home if she wishes to. At university she would like to get a teaching degree.
She wants to be a teacher because of her love for little kids. She wants to be a teacher at a Māori school to share her knowledge. A job at a Kura Kaupapa will allow her to teach our language and keep it going for the future.

Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.