Level 3 Te Reo Maori Internal Assessment Resource

Internal assessment resource Te Reo Māori 3.5A for Achievement Standard 91654

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Internal Assessment Resource

Te Reo Māori Level 3

This resource supports assessment against:
Achievement Standard 91654
Waihanga tuhinga whai take i te reo Māori o te ao whānui
Resource title: Whakapuaki whakaaro
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 and ensure that submitted evidence is authentic

Date version published by Ministry of Education / March 2013
To support internal assessment from 2013
Quality assurance status / These materials have been quality assured by NZQA. NZQA Approved number A-A-03-2013-91654-01-6262
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 Te Reo Māori 3.5A for Achievement Standard 91654

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Internal Assessment Resource

Achievement Standard Te Reo Māori 91654: Waihanga tuhinga whai take i te reo Māori o te ao whānui

Resource reference: Te Reo Māori 3.5A

Resource title: Whakapuaki whakaaro

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 91654.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 may provide them in Māori.

Context/setting

This assessment activity requires the student to craft three pieces of writing in te reo Māori. Each piece is to be of a different text type.

The contexts for the writing may be regional, national or international. They must link clearly to the programme of learning. Adapt them as necessary, ensuring that they align with the achievement objectives for level 8.

Together, the three pieces should total approximately 750 words.

Conditions

The three pieces will be written over the course of the year. All writing is to be done during class time. It is suggested that students be given2 hours to create their first draft of each piece, and that they be given opportunities from time to time to come back to, and refine (craft) their drafts. The standard is about crafting quality, not speed, so your students should be given every reasonable opportunity to demonstrate their best writing skills.

If students wish to include extracts from external sources, they must acknowledge the sources. Extracts are notto be included in the word count, nor are they to be considered when determining the student’s final grade.

Resource requirements

Classroom notes
Grammar reference material
Internet
Vocabulary lists
Dictionaries.

Internal assessment resource Te Reo Māori 3.5A for Achievement Standard 91654

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Internal Assessment Resource

Achievement Standard Te Reo Māori 91654: Waihanga tuhinga whai take i te reo Māori o te ao whānui

Resource reference: Te Reo Māori 3.5A

Resource title: Whakapuaki whakaaro

Credits: 6

Paetae / Kaiaka / Kairangi
Waihanga tuhinga whai take i te reo Māorio te ao whānui / Waihanga tuhinga whai kiko i te reo Māori o te ao whānui. / Waihanga tuhinga whai hua i te reo Māorio te ao whānui.

Student instructions

Introduction

Tēnā koe e te ākonga.

This assessment activity requires you to craft three pieces of writing in te reo Māori. Each will be based on topics/contexts and language that you have been studying, and each will be of a different text type.

You will havetwoperiods of class time in which to draft each piece. From time to time you will be able to come back to your writing and further refine (craft) it.

Teacher note: Add details here on time and dates.

In your writing, you should aim to:

link all ideas coherently
develop ideas by adding comments, explanations, details and examples appropriate to the genre and text type
use a variety of language structures (consult a grammar text if required)
follow writing conventions (grammar, paragraphing, spelling and punctuation)
use appropriate language features (e.g. metaphor, imagery, simile, personification, idiom, whakataukī and pepeha)
use language and vocabulary up to and including level 8 of Te Aho Arataki Marau mō te Ako i Te Reo Māori – Kura AurakiCurriculum Guidelines for Teaching and Learning Te Reo Māori in English-medium Schools: Years 1–13
avoid inconsistencies that interfere with communication.

All work must be your own:

You may not ask for assistance from other students or your teacher.
You may not take resources or drafts with you at the end of writing periods.
You may not work on the writing at home or bring additional written material into class with you.

Teacher note: Add details here on process. For example, you may want students to handwrite their various drafts and file them in folders that you will keep. If you plan to use computers, you will need to specify a process by which drafts are filed systematically and kept secure until retrieved for another in-class writing period.

You will have access to dictionaries and language texts.

Your teacher will give you feedback on your writing.

The combined length of the three pieces will be at least 750 words.

In addition to your three completed pieces of writing, you will hand in your drafts as evidence of the crafting process.

Task

Craft three pieces of writing in te reo Māori:

1:Research an issue or event

See Student resource 1

2: Persuade or give a point of view

See Student resource 2

3: Creative writing

See Student resource 3

Internal assessment resource Te Reo Māori 3.5A for Achievement Standard 91654

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Student resource 1

Research an issue or event

Select ONE topic from the list below. Research the topic and present your findings.

Māori broadcasting (select either radio or television)

What factors/steps contributed to its emergence?
Identify what you consider to be the most successful strategy used.
Describe and explainone successful strategy.
What impact has Māoriradio (or television) had on the revitalisation of te reo Māori? Support your answer with evidence.

A significant event that had an impact on Māori in the 19th or 20th century

Write a brief outline of the event.
What impact did the event have on Māori?
Explain why you selected this event.

A significant Māori leader of the 19th or 20th century

Write a brief summary of important biographical information.
Select one example of an action that showed this leader’s quality.
Explain why you selected this leader.

The Waitangi Tribunal

Why was the Waitangi Tribunal set up?
What is its function?
Briefly summarise the findings of a report or comment on a settlement.

A contemporary issue

Write about a significant contemporary issue affecting Māori.
Identify the different viewpoints of the people involved.
Which viewpoint do you support and why?

Mōteatea

Select three different types of mōteatea and write an explanation of each type in your own words (i.e. waiata tangi, waiata aroha, pātere, etc.).
From the three you have chosen, select two to compare and contrast. You could consider, for example, language features, themes, purpose, and the way they were sung.

Student resource 2

Persuade or give a point of view

Select ONE statement from the following list. Develop an argument or express a point of view, agreeing or disagreeing with the statement.Support your argument with reasons.

“It’s hard to be Māori living in the city.”
“Social networking sites (such as Facebook) devalue real friendship.”
“Only Māori should have traditional tā moko”.
“Kapa haka should be done outside of school hours.”
“This generation of teenagers is lazier and less healthy than previous generations.”
“You don’t need school qualifications for a professional sporting career.”
“There is no value in learning traditional Māori myths and legends.”
“The marae is no longer the place where Māori learn language and tikanga.”

Student resource 3

Creative writing

Select ONE of the following suggestions as the basis for a piece of crafted creative writing.

Write your own original story involvingpatupaiarehe or taniwha, observing the traditional conventions for this type of kōrero.
Write a prequel or sequel to a well-known myth or legend.
Choose a significant event in New Zealand history and imagine that you were there at the time. Write about it using first-person narration.
You’ve got a great idea for a New Zealand film. Write a summary of the story to send to a Māori moviemaking company.
Imagine you are living in a different time (past or future). Write about your daily life.
Write an original story in a particular genre or mode (for example, humorous, scary and/or supernatural, or fable).

Internal assessment resource Te Reo Māori 3.5A for Achievement Standard 91654

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Assessment schedule: Te Reo Māori 91654Whakapuaki whakaaro

Evidence/Judgements for Achievement / Evidence/Judgements for Achievement with Merit / Evidence/Judgements for Achievement with Excellence
Waihanga tuhinga whai take i te reo Māori o te ao whānui.
The student has submitted three pieces of writing in te reo Māori. The three pieces have a total word count of approximately 750.

The student’s work shows evidence of crafting (planning, creating, reviewing and reworking) to create a written text that is relevant to the purpose, text type (genre) and audience.
The student uses some writing conventions accurately (e.g. spelling, punctuation, paragraphing and grammar).
The student selects and uses somelanguage features (e.g. metaphor, imagery, simile, personification, idiom, whakataukī and pepeha) that are generally appropriate for the purpose and audience.
There is evidence of the development of ideas (e.g. explanation, relevant details or examples).
The student uses appropriate vocabulary and language features up to and including level 8 of the Curriculum for Teaching and Learning Te Reo Māori in English-medium schools.

Communication is achieved overall, although understanding may be hindered in some places by inconsistencies.
Hei tauira
Ko te marae he wāhi whakahirahira, me kī te tūrangawaewae o ngāi tāua. He nui ngā take i pēnei ai. Tuatahi ... / Waihanga tuhinga whai kiko i te reo Māori o te ao whānui.
The student has submitted three pieces of writing in te reo Māori. The three pieces have a total word count of approximately 750.

The student’s work shows clear evidence of crafting (planning, creating, reviewing and reworking) to create a coherent written text that is relevant to the purpose, text type (genre) and audience.
The student uses most writing conventions accurately (e.g. spelling, punctuation, paragraphing and grammar).
The student selects and uses in a deliberate and controlled manner a range of language features (e.g. metaphor, imagery, simile, personification, idiom, whakataukī and pepeha) that are appropriate for the purpose and audience.

Ideas are developed through the use of explanation, addition of relevant details or examples, or by the making of connections.

The student uses appropriate vocabulary and language features up to and including level 8 of the Curriculum for Teaching and Learning Te Reo Māori in English-medium schools.

Communication is achieved, and understanding is not significantly hindered by inconsistencies.
Hei tauira
Ko te marae te whatumanawa o te reo rangatira me ōna tikanga, he taonga tuku iho. E tika ana te whakataukī,‘e kore au e ngaro te kākano i ruia mai i Rangiātea’ ... / Waihanga tuhinga whai hua i te reo Māori o te ao whānui.
The student has submitted three pieces of writing in te reo Māori. The three pieces have a total word count of approximately 750.

The student’s work shows clear evidence of confident, deliberate crafting (planning, creating, reviewing and reworking) to create a result that is exceptional.
The student uses writing conventions accurately (e.g. spelling, punctuation, paragraphing and grammar).
The student confidently and successfully selects and uses a range of language features(e.g. metaphor, imagery, simile, personification, idiom, whakataukī and pepeha) that are appropriate for the purpose and audience to create a desired effect and command attention.

The student’s writing shows sustained development of ideas through the use of explanation, addition of relevant details or examples, or by the making of connections.

The student uses appropriate vocabulary and language features up to and including level 8 of the Curriculum for Teaching and Learning Te Reo Māori in English-medium schools.

Communication is achieved, and understanding is not hindered by inconsistencies.
Hei tauira
Ko wai te taurekareka i kōrero pēnei ai? He tangata kore mōhio, kāore e kore, he tangata e noho ana i te ao Pākehā. Kua tae atu tēnei tangata heahea ki te marae kia kite ai i ngā āhuatanga i reira …

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