Draft internal assessment resource Te Reo Māori 1.5B v3 for achievement standard 91089

PAGE FOR TEACHER USE

Internal Assessment Resource

Te Reo Māori Level 1

This resource supports assessment against:
Achievement Standard 91089 version 2
Waihanga tuhinga i te reo o tōna ao
Resource title:Ngā momo tuhinga
6 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
  • Should be modified to ensure that submitted evidence is authentic

Date version published by Ministry of Education / February 2015 Version 3
To support internal assessment from 2015
Quality assurance status / These materials have been quality assured by NZQA.
NZQA Approved number A-A-02-2015-91089-02-4614
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.

This resource is copyright © Crown 2015Page 1 of 8

Draft internal assessment resource Te Reo Māori 1.5B v3 for achievement standard 91089

PAGE FOR TEACHER USE

Internal Assessment Resource

Achievement Standard: Te Reo Māori 91089: Waihanga tuhinga i te reo o tōna ao

Resource reference: Te Reo Māori1.5B v3

Resource title: Ngā momotuhinga

Credits: 6

Teacher guidelines

The following guidelines are supplied to enable teachers to 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 91089. 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 to ensure that all students, including second-language learners, understand the instructions. If you feel that your students should have the instructions in Māori, you mayprovide them in Māori.

Context/setting

This activity requires students to collect examples of crafted writing in te reo Māori during the course of the year, and to submit the three best pieces for assessment.

Crafted writing involves carefully creating, reviewing, editing and using appropriate language features to produce a written text relevant to the purpose, text type (genre) and audience.

Select text types that are a good fit with your learning programme and the interests and needs of your students.

The expectation is that students will be writing on familiar topics.

Your students’ writing should reflect their cultural understanding as well as language structures and vocabulary from level 6 of Te Aho Arataki Marau mō te Ako i Te Reo Māori – Kura Auraki/Curriculum Guidelines for Teaching and Learning Māori in English-medium Schools: Years 1–13.

Conditions

At the beginning of the year it should be clearly explained to students that, over a set period, for example; during terms 1–3, they are going to be given a variety of tasks that require crafted writing, and that they will file their drafts and finished pieces in a portfolio. From this body of evidence, they will select the three best examples and submit them for assessment. Together, the three pieces must total at least 300 words.

The students should be given clear guidance on success criteria. They should also be given a schedule of formal writingopportunities. If they wish to do other writing and include this in their portfolio, this is fine, provided they also include evidence of the crafting of these pieces.

Like the pieces they submit for assessment, all writing that students file in their portfolios must be entirely their own work.

Resource requirements

  • Class notes
  • Reference books
  • Word lists,dictionaries,grammar text
  • Computers.

Additional information

Follow your school’s internal guidelines for storing student work for moderation purposes.

Grammar progression tables for each curriculum level of Te Reo Māori are available on TKI at:

This resource is copyright © Crown 2015Page 1 of 8

Draft internal assessment resource Te Reo Māori 1.5B v3 for achievement standard 91089

PAGE FOR STUDENT USE

Internal Assessment Resource

Achievement Standard: Te Reo Māori 91089: Waihanga tuhinga i te reo o tōna ao

Resource reference: Te Reo Māori1.5B v3

Resource title: Ngā momo tuhinga

Credits: 6

Paetae / Kaiaka / Kairangi
Waihanga tuhinga i te reo o tōna ao. / Waihanga tuhinga kia whai kiko i te reo o tōna ao. / Waihanga tuhinga kia whai hua i te reo o tōna ao.

Student instructions

Introduction

This assessment activity requires you to create a portfolio of crafted writingin te reo Māori.

Crafted writing involves carefully creating, reviewing, editing and using appropriate language features to produce a written text relevant to the purpose, text type (genre) and audience.

The expectation is that you will write on familiar topics.

As you complete pieces of writing, file them carefully in your portfolio, together with your drafts (to show evidence of the crafting process). You can come back to them at any stage and rework them further at school.

Later in the year, in consultation with your teacher, you will select your three best pieces of writing, each of a different text type and/or written for a different purpose, and submit them for assessment. Together, the three pieces must total at least 300 words.

Teacher note: Insert checkpoints, deadlines, and submission date here.

All writing must be your own.

Task

Create a portfolio of crafted writing, in a variety of different text types.

Suggested text types and topics

Possible text types include (but are not limited to):

Formal letter

  • A letter of complaint about an issue or a problem (for example, to the BOT requesting a change to a school rule).
  • A letter of thanks (for example, to a school that hosted your school at a regional event such as Ngā Manu Kōrero).
  • A letter to introduce yourself to a family who will be hosting you on an exchange programme.
  • A letter to the editor on, for example, a current community issue (maybe one that is of particular interest to young people).

Informal letter or email

  • Write a letter to an elderly relative, catching her up on family news and what you have been doing, in and out of school.
  • Write an email to a friend, describing how your sports team has done this season, or how your learning of te reo is going, or about an interesting or surprising thing that has happened recently.

Blog entry

  • A blog post on a topic that interests you (for example, a sport, a hobby, a social issue, a movie, a book, a celebrity, or an event).

Narrative

  • Write about a family celebration.
  • Write about a memorable trip.
  • Write a short history of your school or a place of significance
  • Write a short biography.

Instructions/rules

  • Write about your school rules, suggesting why they are there, and your view on their effectiveness.
  • Write a recipe in Māori, describing equipment, ingredients, and method
  • Write detailed clues and instructions for someone to find a hidden treasure.

Report

  • Write a report of an event you have attended/participated in (for example, a marae trip, kapa haka festival/competition, sports or cultural exchange, local school or community event).
  • Write a newspaper report on an event that has just happened in either New Zealand or overseas.
  • Choose a photo that holds a lot of interest for you, and write a newspaper article about it.

Craft your writing

Before you start writing, make sure that you fully understand what is required in terms of process and outcomes.

Ensure you:

  • brainstorm and gather appropriate ideas
  • list appropriate vocabulary needed, consult a dictionary if required
  • use a variety of language structures, consult a grammar text if required
  • show development of ideas by adding comments, explanations, details and examples appropriate to the selected text type
  • follow writing conventions e.g. grammar, paragraphing, spelling and punctuation
  • use appropriate language features e.g. kīwaha, kīrehu, whakataukī, kupu whakarite
  • use language and vocabulary up to and including level 6 of Te Aho Arataki Marau mō te Ako i Te Reo Māori – Kura Auraki/Curriculum Guidelines for Teaching and Learning Māori in English-medium Schools: Years 1–13.
  • take steps to eliminate inconsistencies that may interfere with communication
  • keep evidence of correcting, editing and re-working your text.

Select and submit

In consultation with your teacher, select the three best pieces in your portfolio. Together, they must total at least 300 words. Each must be of a different text type and/or written for a different purpose.

Give the three selected pieces to your teacher for assessment, together with drafts and any other evidence of the crafting process.

This resource is copyright © Crown 2015Page 1 of 8

Internal assessment resource Te Reo Māori 1.5B v3 for Achievement Standard 91089

PAGE FOR TEACHER USE

Assessment schedule: Te Reo Māori 91089Ngā momo tuhinga

Evidence/Judgements for achievement / Evidence/Judgements for achievement with merit / Evidence/Judgements for achievement with excellence
Waihanga tuhinga i te reo o tōna ao.
The student submits three written texts in te reo Māori, each of a different text type and/or written for a different purpose, total words 300 or more.
In their writing, the student shows some evidence of basic planning and crafting.
Writing conventions such as macrons, grammar and punctuation are evident.
Simple ideas/opinions, relevant to the topic, are provided.
Some explanations and/or examples are given.
The reader will be able to understand what the writer is trying to say, though inconsistencies/errors hinder communication at times.
Indicativeexample:
He tohutao tēnei mō ngā panikeke panana.
Anei ngā taputapu:
he ipu, he pune nui, he parai
Anei ngā kīnaki:
he puehu parāoa kia kotahi te kapu. / Waihanga tuhinga kia whai kiko i te reo o tōna ao.
The student submits three written texts in te reo Māori, each of a different text type and/or written for a different purpose, total words 300 or more.
In their writing, the student shows sound evidence of incremental planning and crafting.
Utilises writing conventions such as macrons, with consistent grammar and punctuation.
Most ideas/opinions are developed in a logical manner to create writing that extends beyond the basic.
Explanations and/or examples are included in the writing in relevant places.
Language is used effectively, so that communication is achieved overall. Errors are only minor, and they do not significantly affect the reader’s understanding.
Indicative example:
Panikeke panana
Ngā taputapu:
  • parai
  • pune
  • kumete
  • ipu.
Ngā kīnaki:
  • puehuparāoa
  • tote
  • hēki.
Ngā tohutohu
Tuatahi: purua kia rua ngā hēki ki roto i tētahi ipu nui.
Tuarua: Tāpiritia kia kotahi te kapu puehu parāoa, te tote kia haurua pune. / Waihanga tuhinga kia whai hua i te reo o tōna ao.
The student submits three written texts in te reo Māori, each of a different text type and/or written for a different purpose, total words 300 or more.
In their writing, the student shows ample evidence of consistent and extensive planning and crafting.
Demonstrates a comprehensive understanding of writing conventions such as macrons, correct grammar, and punctuation, despite minor errors.
The key information is substantially developed, with ideas/opinions linked, so that the writing is well structured and informative.
Explanations and/or examples are used through the writing with impact, to elaborate on certain aspects.
The language flows and is accurate. It meets the objective of communicating information in a highly effective way.
Indicativeexample:
Panikeke panana
Ngā taputapu:
  • parai
  • pune
  • kumete
  • ipu.
Ngā kīnaki:
  • puehuparāoa (kia kotahi te kapu)
  • tote (1/2 pune iti)
  • hēki (kia 2).
Ngā tohutohu
Tuatahi: Purua kia rua ngā hēki ki roto i tētahi ipu nui, kātahi ka kaurorihia..
Tuarua: Tāpiritia kia kotahi te kapu puehu parāoa me te tote. Whāranuhia ngā kīnaki.
Tuatoru: Ringihia ngā kīnaki ki roto i te parai wera. Tunua kia parāone te āhua. Kātahi hurihia ngā panīkeke.

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

This resource is copyright © Crown 2015Page 1 of 8