Mātauranga Māori constitutes concepts and principles that are richly detailed, complex, and fundamental to Māoridom. It is important to remember that the practice of these are wider and more varied than their use within the proposed NCEA Achievement Standards and supporting documentation.

We also recognise that the cultures, languages, and identities of the Pacific Islands are diverse, varied, and unique. Therefore the Pacific concepts, contexts, and principles that have been incorporated within NCEA Achievement Standards may have wide-ranging understandings and applications across and within the diversity of Pacific communities. It is not our intention to define what these concepts mean but rather offer some ways that they could be understood and applied within different subjects that kaiako and students alike can explore.

The intent of the Standard

This Achievement Standard assesses the way in which verbal language adapts and changes, and is shaped by and for context. How we use verbal language changes depending on where we are, who we are with, or how we are trying to communicate.

People use language differently, depending on the context of where and to whom the language is being expressed. Who people are, their relationship to each other, and the purpose of their communication or exchange will determine what kind of language usage is typical, acceptable, appropriate, or not typical, unacceptable, or inappropriate. This will be reflected in the vocabulary choices, tone, register of formality, language structure, and devices used, whether consciously or unconsciously.

The whakataukī, he iti te kupu, he nui te kōrero is an example of this in an Aotearoa New Zealand context. Depending on where in Aotearoa New Zealand you are, this whakataukī may take a different form. Some might know this whakataukī as iti te kupu, nui te kōrero or as iti te kupu, nui te kōrero, hohonu te whakaaro. Translated, we can understand this as meaning that although the words seem small, there is a depth of meaning behind them. The whakataukī itself illustrates the spirit of this Achievement Standard.

This Achievement Standard aligns with the following items of Significant Learning:

• identify and understand the features of language use in particular contexts
• show a developed understanding of how writers position their intended audience through using the language conventions and techniques, point of view, structure, contexts, and intended purpose that shape a range of texts.

Context shapes verbal language in many ways. For example, in a halftime team-talk, a coach must effectively build the feeling of being in a team, instil confidence, and boost morale, while also communicating their tactical messages. In a press conference, however, the same coach may make some of the same reflections on the team and tactics, but in a different way, reflecting the change in context. The coach’s awareness of the different context influences the use of language. Learning about how different contexts shape language use will empower ākonga to better understand how they can use language with control and ownership, to strengthen their identity, and to participate in society. They will learn to recognise how verbal language is used in media, advertising, and literary texts. They will develop understanding of how any of the myriad contexts in which they are engaged in language as readers, writers, listeners, and speakers can position, influence and, in some cases, manipulate them.

The learning this Achievement Standard assesses makes a link between what influences language and how it is received by an audience, and draws attention to changes in language use according to circumstances.

Making reliable judgements

Ākonga will be able to accurately describe the function of verbal language in context. This could include making statements around the way the language is typical or atypical of context. The descriptions of verbal language will demonstrate accuracy in the identification and description of verbal language use.

At higher levels of achievement, ākonga will clearly explain the context and how it influences language use. Connecting the explanation of context to specific examples of verbal language is needed. A thorough understanding of context, including thoughtful consideration of the situation, time, place, purpose, and audience that they are using for their assessment, will help ākonga draw conclusions about the interaction of context and language. This could include examining reasons for typical or atypical usage.

Collecting evidence

Ākonga will be ready for this assessment when they are able to independently identify and describe the verbal language used. Kaiako should check that context and source material (text) chosen by students provide sufficient verbal language, at an appropriate level. If a context and source material (text) has been selected for the student, the assessment event should not include any examples that have previously been taught. The expectation is that students are to demonstrate their own understanding of context and verbal language use.

Ākonga will need to include either a transcript of an event, or a link to the source material they are using for their chosen context. If including a transcript, ākonga will need to be mindful of any cultural protocols or sensitivities with generating this transcript. Ākonga will need to support their ideas with specific examples of verbal language use at all levels of achievement.

Possible contexts

Kaiako and ākonga are encouraged to spend time looking at the characteristics of everyday verbal language and how these may change depending on context. For example, ākonga may look at how language is used in social media posts, in sporting commentary, in principals’ addresses at school assemblies, at a marae, or in church.

Contexts such as topical issues in society or the media, or historical, social, and political events can also provide a rich environment to consider how context has shaped the use of verbal language.

Literacy and Numeracy Requirements

This Achievement Standard has been approved for literacy in the transition period (2024-2027). 

Full information on the co-requisite during the transition period: Standards approved for NCEA Co-requisite during the transition period (2024-2027).