Level 2 Te Reo Māori Internal Assessment Resource

Internal assessment resource Te Reo Māori 2.5A v2 for Achievement Standard 91288

PAGE FOR TEACHER USE

Internal Assessment Resource

Te Reo Māori Level 2

This resource supports assessment against:
Achievement Standard 91288 version 2
Waihanga tuhinga auaha, i te reo o te ao torotoro
Resource title: ‘Koi te hinengaro’
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 / 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-02-2015-91288-02-5673
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 91288: Waihanga tuhinga auaha, i te reo te ao torotoro

Resource reference: Te Reo Māori 2.5A v2

Resource title: ‘Koi te hinengaro’

Credits: 6

Teacher guidelines

The following guidelines are designed to ensure that teachers can carry out valid and consistent assessment using this internal assessment resource. The resource may be adapted to suit the teaching and learning context where it is to be used.

This resource has been written 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, these activities will be available in te reo Māori at a later date.

Teachers need to be very familiar with the outcome being assessed by Achievement Standard Te Reo Māori 91288. The achievement criteria and the explanatory notes contain information, definitions, and requirements that are crucial when interpreting the standard and assessing students against it.

Context/setting

This assessment activity requires the student to craft three pieces of writing that total approximately 600-700 words in te reo Māori. The standard does not give a word limit and so the inclusion here is for guidance only. Crafting is the systematic process of planning, writing drafts, reshaping, carefully selecting language that will successfully achieve the purpose of the writing.

Conditions

Familiarise yourself with the Conditions of Assessment for this standard. It contains helpful information about how evidence is collected, authenticity and reassessment opportunities.

This assessment activity will take place throughout the year. Each part within the activity is to be completed during class time. It is suggested that students spend the equivalent of 4 hours to complete each part.

Extracts from external sources should not be included without acknowledging the sources. Any extracts from external sources will not be considered in the final achievement judgement.

Part 1

This is an individual assessment that involves the student crafting, re-working and writing in Te Reo Māori with the support of resources. Students will select a text with a strong Māori context or theme to write a review intended to be read by their peers in the school newspaper.

Examples of different text types:

· written text – a short story or novel

· oral/aural – a kaumātua talk

· Visual – a television programme, short film, documentary, film, play, concert, cultural performance such as kapa haka or Manukōrero.

Students will be asked to write a minimum of 200 words. At all times the quality of writing is more important than length.

This will take approximately 4 hours to complete in class time, although this may be varied at the discretion of the teacher according to student needs. All class time is dedicated to planning, writing drafts and completing a final copy for submission.

To complete this activity students will need to understand what is meant by both ‘text’ and ‘review’. This may be an opportunity to work with the English department for technical assistance.

At the end of the pre-teaching, students will select the text they intend to use for this activity with teacher approval. Teacher approval is needed to ensure the text selected will provide the opportunity for the student to reach an excellence grade. There is still the opportunity to change the text if a student changes their mind.

Student writing should reflect both their cultural understanding and language structures and vocabulary from the Guidelines for Teaching and Learning Te Reo Māori in English-medium schools, Taumata 7. It may be necessary to give students a list of suggested vocabulary and list of sentence structures relevant to the assessment activity.

Parts 2/3

These parts of the activity require the student to complete expressive and letter writing.

Resource requirements

Dictionaries

Language texts or grammar reference books

Classroom notes

Internet

Vocabulary lists

Internal assessment resource Te Reo Māori 2.5A v2 for Achievement Standard 91288

PAGE FOR STUDENT USE

Internal Assessment Resource

Achievement Standard Te Reo Māori 91288: Waihanga tuhinga auaha, i te reo te ao torotoro

Resource reference: Te Reo Māori 2.5A v2

Resource title: ‘Koi te hinengaro’

Credits: 6

Achievement / Achievement with Merit / Achievement with Excellence
Waihanga tuhinga auaha, i te reo o te ao torotoro. / Waihanga tuhinga auaha kia whai kiko nga whakaaro, i te reo o te ao torotoro. / Waihanga tuhinga auaha kia whai hua nga whakaaro, i te reo o te ao torotoro.

Student instructions

Introduction

Tēnā koe e te ākonga

This assessment activity requires you to complete three parts over the year. Your three pieces of writing will add up to a combined total of at least six hundred words and are due on the following dates.

Teacher note: Teacher to insert dates here.

All work must be your own. You are not allowed to ask for assistance from other students or the teacher. You will be required to sign an authenticity statement. The teacher will also provide dictionaries and language texts for you to use.

You may not take any of the resources or drafts with you at the end of each period. This means you will not be able to work on it at home and you may not bring in any additional written material.

You have (insert number) periods in class to complete each part. This assessment activity involves a systematic process of planning, drafting, reworking and reshaping your writing. Evidence of planning and drafting must be handed in with each final piece of writing.

All of your writing will be based on the topics and language you are studying at the time. You will have the opportunity throughout the year to write a variety of text types for a range of purposes.

Your teacher will also give you regular feedback about your writing. They will regularly give feedback and feed forward to support your learning.

To successfully complete this activity:

· understand the requirements of each task

· brainstorm and gather appropriate ideas

· list appropriate vocabulary needed, consult a dictionary if required

· each piece of writing fits its intended purpose

· a variety of language structures are used, 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 7

· use language without including inconsistencies that interfere with communication.

Part 1 - A review

You have been asked to write a review for your school’s online magazine on a text with a strong Māori context or theme.

Here are some examples of texts that you might like to review:

· Written text - a short story or novel;

· Visual – a television programme or film

Features of a review could contain:

· a brief summary of the content (capturing the most important points or ideas);

· opinions about the text with reasons and examples to support your point of view;

· aspects you enjoyed or did not enjoy with reasons;

· a recommendation as to the most appropriate target audience and reasons why you think they would enjoy it.

The finished review will be a minimum length of 200 words in te reo Māori. The focus of this assessment is on how you craft written language to express your ideas and point of view. The final grade will reflect the overall quality of your writing and not the quantity.

You have the equivalent of (insert) hours in class time to complete this task.

You will be assessed on the quality of your writing.

Quality writing:

· Uses language to communicate information, ideas and opinions effectively;

· Uses appropriate format and style;

· Uses appropriate language to the task and intended audience

· Has a clear sequence in the context of the writing;

· Develops and connects ideas, information and opinions to produce an integrated whole;

· Gives explanations and /or examples where appropriate, makes comparisons to illustrate points;

· Makes comparisons to illustrate points;

· Write language that is easily understood with very few errors.

The crafting process

PLANNING

· read the requirements of the task again to make sure you fully understand all you are required to do

· brainstorm each part of the task and gather appropriate ideas or information on paper

· make a list of appropriate vocabulary needed for your topic and consult a dictionary if required

· decide on the grammar structures you will need to express your ideas

· plan an outline on paper.

DRAFTING

· use the outline plan start to write your review

· use conventions for setting out an essay, such as an introduction, paragraphing, and a conclusion.

EDITING – checking over work

· Articles? (te/ngā/ he/ tētahi/ētahi)

· Spelling, capital letters

· Setting out of your ideas is clear.

You may not take any of the resources or drafts with you at the end of each period. This means you will not be able to work on it at home and you may not bring in any additional written material or previously marked work.

You have approximately (insert) hours in class to complete the final copy of your review. The assessment requires you to plan ideas and craft language through a series of drafts to complete the final copy of the review. All draft material will be clearly marked and handed in with the final copy.

Part 2 - Expressive writing

For this task you will select ONE topic from the list below to complete a piece of creative writing.

1. Write a modern tale fable. A fable is a story that tells a moral tale.

2. An embarrassing experience that made you laugh until you cried.

3. An experience that changed your life.

4. Write an event from two different points of different people’s perspective.

5. Write an article on a topic that you are passionate about.

Part 3 - Letter writing

1. Write a letter to the principal of the school outlining why you would like to be a student leader in Year 13.

2. Write a letter to applying for a part time job. You do not have to include a curriculum vitae but in your letter you could outline your suitability for the job.

3. Write a letter of application to a Student Exchange programme outlining the reasons you would like to do an overseas exchange.

Teacher note: these topics could be changed to align with the teaching programme as long as they meet the Achievement objectives of Level 7.

Resources

Classroom notes, grammar reference material, internet, vocabulary lists, and dictionaries.

Internal assessment resource Te Reo Māori 2.5A v2 for Achievement Standard 91288

PAGE FOR TEACHER USE

Assessment schedule: Te Reo Māori 91288 ‘Koi te hinengaro’

Evidence/Judgements for Achievement / Evidence/Judgements for Achievement with Merit / Evidence/Judgements for Achievement with Excellence
Waihanga tuhinga auaha i te reo o te ao torotoro.
The student has produced a magazine review, an express writing piece and a formal letter in te reo Māori.
These texts may have been drafted and reworked over time.
Across the three pieces of writing, there is evidence of the student:
· using writing conventions accurately. For example: spelling, punctuation, paragraphing and grammar
· selecting and using a range of vocabulary and language features that are generally appropriate to the purpose and audience of the writing. developing of ideas (e.g. explanation, relevant details or examples)
· using appropriate vocabulary and language features are used up to and including level 7 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.
For example (note this is a partial extract only)
He kiriata rawe “Te kaieke tohorā”. Nā Niki Caro te kaiwhakahaere.....
Ki taku titiro he kiriata pai tēnei mō ngā tamariki. Nā te mea ka tū a Pai hei kaiārahi mō tōna iwi....
Ki a au ko te wahanga pai rawa atu o te kiriata te kitenga o Pai, tana koro me tōna pāpā i runga i te waka. He pai tēnei ki ahau nā te mea kua whai oranga te whānau me te iwi. / Waihanga tuhinga auaha kia whai kiko ngā whakaaro, i te reo o te ao torotoro.
The student has produced a magazine review, an express writing piece and a formal letter in te reo Māori.
These texts may have been drafted and reworked over time to produce a convincing planned product.
Across the three pieces of writing, there is evidence of the student:
· using writing conventions accurately. For example: spelling, punctuation, paragraphing and grammar
· selecting and using a range of vocabulary and language features that are generally appropriate to the purpose and audience of the writing
· developing ideas and linking them in a clear and convincing manner. Explanations and examples provide depth to the writing. The student is able to select from a repertoire of language features and use them with accuracy
· using appropriate vocabulary and language features are used up to and including level 7 of the Curriculum for Teaching and Learning Te Reo Māori in English-medium schools.
Communication is achieved and any errors do not significantly affect the clarity of the writing.
For example (note this is a partial extract only)
Kua whakakiriatatia te pukapuka rongonui o Witi Ihimaera. Nā Niki Caro i tuhi anō te pukapuka hei kiriata. ...
Ki ahau nei ko tēnei te tino kiriata o te tau. Ahakoa he taiohi, he pakeke rānei e ōrite ana ngā whakaaro. Ahakoa ngā raruraru ka tū tōtika a Pai, he tauira tēnei mō mātou ngā taiohi. / Waihanga tuhinga auaha kia whai hua ngā whakaaro, i te reo o te ao torotoro.
The student has produced a magazine review, an express writing piece and a formal letter in te reo Māori.
These texts may have been drafted and reworked over time to produce a coherent and planned product.
Across the three pieces of writing, there is evidence of the student:
· using writing conventions accurately. For example: spelling, punctuation, paragraphing and grammar
· selecting and using a range of vocabulary and language features that are generally appropriate to the purpose and audience of the writing
· developing ideas and linking them in a confident and effective way. Explanations and examples provide depth to the writing. The student is able to select from a repertoire of language features and use them with accuracy
· using appropriate vocabulary and language features are used up to and including level 7 of the Curriculum for Teaching and Learning Te Reo Māori in English-medium schools.
Communication is achieved and any errors do not significantly affect the clarity of the writing.
For example (note this is a partial extract only)
Kātahi anō ka puta mai tēnei kiriata ki ngā whare pikitia o Aotearoa, puta noa i te ao whānui hoki. Ka roa mātou e tatari ana mō te putanga mai o tēnei taonga.
E pupū ake ana te aroha i te kitenga atu ki ngā kanohi Māori i roto i te kiriata. Ki tōku whakaaro he kiriata whakamiharo tēnei. He nui ngā take e pēnei ana ōku whakaaro. Ka kitea ngā tohungatanga o ngā kaiwhakaari matua ki te mau i te wairua o te pukapuka a Witi Ihimaera.

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