Level 1 Te Reo Māori Internal Assessment Resource

Internal assessment resource Te Reo Māori 1.5A 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: He tuhituhinga
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-02-2015-91089-02-4613
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 1.5A 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 Māori 1.5A v3

Resource title: He tuhituhinga

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 may provide them in Māori.

Context/setting

This assessment activity requires students to produce two pieces of crafted writing (at least 300 words in total) in te reo Māori, each of a different text type.

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

Students must write at least 300 words in total to provide sufficient evidence of their ability to craft writing in te reo Māori.

Before assigning this task, ensure that your students have had sufficient opportunity to acquire and practise the vocabulary and language structures that they will require.

This is an individual assessment activity.

It is recommended that the two pieces of writing be completed at different points in the year, following relevant teaching and learning. Allow a time for students to complete each piece of work that ensures they have every reasonable opportunity to demonstrate their skills. All writing is to be done in class.

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: http://tereomaori.tki.org.nz/Teacher-tools/Te-Whakaipurangi-Rauemi/Grammar-Progression-Table

Internal assessment resource Te Reo Māori 1.5A 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 Māori 1.5A v3

Resource title: He tuhituhinga

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 produce two pieces of crafted writing (together, the two pieces must total at least 300 words.) in te reo Māori, each of a different text type.

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.

You have <insert number> class periods in which to complete each piece of writing. The two pieces are due on the following dates <insert dates.

Teacher note: Insert dates and time allowed here. If necessary adjust the time allocation so that students have every reasonable opportunity to produce quality writing. It is recommended that the two pieces of writing be completed at different points in the year, following relevant teaching and learning.

The expectation is that you will write on familiar topics.

Writing will be done entirely at school, during regular class time. Dictionaries and language reference texts will be available for you to refer to. You may also bring your own resources (for example, class notes and reference texts) to the first writing session. Leave these resources and your draft writing with your teacher at the end of the period. After the first session you may not bring any new written materials to class.

All work must be your own. You may not ask for assistance from other students or your teacher.

Teacher note: If computers and/or electronic media are to be used, adjust the student instructions accordingly.

When you hand in your two pieces of finished writing, they must be accompanied by evidence of planning and crafting (for example, drafts).

Task

Complete two pieces of crafted writing, each of a different text type. Together the two pieces should have a total length of not fewer than 300 words.

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).

Blog entry

· A blog post on a topic that interests you (for example, a sport, a hobby, a social issue, a movie, 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.

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.

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

PAGE FOR TEACHER USE

Assessment schedule: Te Reo Māori 91089 He tuhituhinga

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 two written texts in te reo Māori, each of a different text type, 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.
Indicative example:
Kaua e mau hū hākinakina tētahi ture o te kura. Me mau hū pango anake. Kaua e kai i roto i te akomanga he ture. He koretake tēnei. Tino roa ngā wāhanga kura, ka matekai te tauira. / Waihanga tuhinga kia whai kiko i te reo o tōna ao.
The student submits two written texts in te reo Māori, each of a different text type, 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:
Ko ngā ture o te kura taku kaupapa tuhinga. He nui ngā ture mō ngā tauira o tēnei kura. Ka mea ngā kaiako, “kaua e mau tīhate i raro i te hāte kura.” Engari he tino makariri i te takurua. / Waihanga tuhinga kia whai hua i te reo o tōna ao.
The student submits two written texts in te reo Māori, each of a different text type, 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.
Indicative example:
Ko te ture kino rawa atu ki ahau ko te ture e pā ana ki te mau taonga. Kāore e whakaaetia. Mehemea ka kite te kaiako i a koe e mau whakakai ana, ka tangohia tae noa ki te mutunga o te tau kura. He koretake nē?

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