Purpose
Achievement Criteria
Explanatory Note 1
Demonstrate understanding of spoken Lea Faka-Tonga related to everyday contexts involves:
- identifying the meaning of relevant aspects of information, ideas, and opinions in spoken Lea Faka-Tonga
- communicating understanding despite inconsistencies.
Demonstrate sound understanding of spoken Lea Faka-Tonga related to everyday contexts involves:
- connecting the meaning of relevant aspects of information, ideas, and opinions in spoken Lea Faka-Tonga with supporting detail
- communicating understanding that is not significantly hindered by inconsistencies.
Demonstrate thorough understanding of spoken Lea Faka-Tonga related to everyday contexts involves:
- interpreting the meaning from a comprehensive selection of relevant information, ideas, and opinions in spoken Lea Faka-Tonga with precision
- communicating understanding that is not hindered by inconsistencies.
Explanatory Note 2
Everyday contexts relate to events or experiences that are familiar and relevant to the student and may reflect Lea Faka-Tonga-speaking communities, te ao Māori, the Pacific, and Aotearoa New Zealand.
Examples include:
- food
- daily routines
- around town
- sports.
Explanatory Note 3
Identifying meaning, connecting meaning, and interpreting meaning all involve applying knowledge of Lea Faka-Tonga vocabulary, grammar, and cultural references to understand the context, audience, and purpose of spoken Lea Faka-Tonga.
Explanatory Note 4
When demonstrating understanding of spoken Lea Faka-Tonga, inconsistencies are points of misunderstanding, omission, or addition which impact the overall meaning or clarity of response.
Examples include:
- misunderstanding or misrepresenting information
- drawing conclusions based on partial evidence
- information that is not linked to the source material.
Shared Explanatory Note
This achievement standard is intended to assess students who are acquiring skill in Lea Faka-Tonga. The level it describes is designed to be accessible to those who only begin formal study of the language in junior secondary school.
Refer to the NCEA glossary for Māori, Pacific, and further subject-specific terms and concepts.
This achievement standard is derived from the Learning Languages Learning Area at Level 6 of The New Zealand Curriculum: Learning Media, Ministry of Education, 2007.
External Assessment Specifications
The External Assessment Specifications are published by NZQA and can be found on their website using this link:
NZQA Lea Faka-Tonga
Unpacking the Standard
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.
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 student’s ability to demonstrate understanding of spoken Lea Faka-Tonga related to everyday contexts. Students will find and combine information, identify key points, and use context to understand texts.
This Achievement Standard calls on students to combine communicative, linguistic, and cultural knowledge with general linguistic strategies to decode texts. Students will demonstrate their understanding of spoken Lea Faka-Tonga developed over the year to make meaning of vocabulary, grammar, and syntax with varying levels of precision.
Students will answer questions in English, te reo Māori, or Lea Faka-Tonga, relating to the information provided. The option of answering questions in Lea Faka-Tonga highlights the importance of Pacific language revitalisation, and acknowledges the language knowledge students may have acquired through their family or community.
Spoken Lea Faka-Tonga refers to short audio text types that the student may encounter in their everyday life. Examples of texts include short conversations, announcements, instructions, advertisements, and voice messages.
Students may respond to a combination of texts, for example, an announcement at a train station and a conversation about a trip, or an announcement at a supermarket and a conversation about shopping.
This Achievement Standard draws on the following Big Ideas:
- Languages express meaning through unique forms of communication
- Language, culture, and identity are inextricably linked
- Learning languages encourages diverse ways of thinking, doing, and being.
This Achievement Standard draws on the following Significant Learning:
- be exposed to, practise, and enjoy experimenting with a wide range of spoken, written, and visual communication in Lea Faka-Tonga
- explore language commonly used to express personal information, ideas, and opinions in everyday contexts with reference to events or experiences in the present, as well as the past or future
- engage with and make meaning of a variety of text types, featuring connected sentence and paragraph-level expression and a range of very high frequency vocabulary
- develop a foundational awareness of and use key linguistic building blocks and patterns of language
- acquire simple linguistic strategies and basic knowledge of how to use resources to make meaning from unfamiliar language.
Making reliable judgements
Students must demonstrate understanding of the context, audience, and purpose of the spoken texts presented in the assessment. At all levels, they need to apply knowledge of Lea Faka-Tonga including vocabulary and grammar specified in the Level 1 Vocabulary List, as well as cultural references, to understand the context, audience, and purpose of spoken Lea Faka-Tonga texts.
Students achieving at higher levels will submit evidence containing more detail and showing a higher level of understanding by engaging more comprehensively with the spoken texts to connect information, ideas, and opinions. Students will also demonstrate increasing levels of precision in their communication, with fewer inconsistencies impacting overall communication.
Collecting evidence
The method of this assessment is an examination administered during the end-of-year examination period. The provision of the tasks and grading of evidence will be carried out by NZQA.
Refer to the External Assessment Specifications for further information.
Possible contexts
Everyday contexts relate to events or experiences that are familiar and relevant to the student and may reflect Lea Faka-Tonga-speaking communities, te ao Māori, the Pacific, and Aotearoa New Zealand.
Examples include:
- food
- daily routines
- around town
- sports.
The intent of the Standard
This Achievement Standard assesses the student’s ability to demonstrate understanding of spoken Lea Faka-Tonga related to everyday contexts. Students will find and combine information, identify key points, and use context to understand texts.
This Achievement Standard calls on students to combine communicative, linguistic, and cultural knowledge with general linguistic strategies to decode texts. Students will demonstrate their understanding of spoken Lea Faka-Tonga developed over the year to make meaning of vocabulary, grammar, and syntax with varying levels of precision.
Students will answer questions in English, te reo Māori, or Lea Faka-Tonga, relating to the information provided. The option of answering questions in Lea Faka-Tonga highlights the importance of Pacific language revitalisation, and acknowledges the language knowledge students may have acquired through their family or community.
Spoken Lea Faka-Tonga refers to short audio text types that the student may encounter in their everyday life. Examples of texts include short conversations, announcements, instructions, advertisements, and voice messages.
Students may respond to a combination of texts, for example, an announcement at a train station and a conversation about a trip, or an announcement at a supermarket and a conversation about shopping.
This Achievement Standard draws on the following Big Ideas:
- Languages express meaning through unique forms of communication
- Language, culture, and identity are inextricably linked
- Learning languages encourages diverse ways of thinking, doing, and being.
This Achievement Standard draws on the following Significant Learning:
- be exposed to, practise, and enjoy experimenting with a wide range of spoken, written, and visual communication in Lea Faka-Tonga
- explore language commonly used to express personal information, ideas, and opinions in everyday contexts with reference to events or experiences in the present, as well as the past or future
- engage with and make meaning of a variety of text types, featuring connected sentence and paragraph-level expression and a range of very high frequency vocabulary
- develop a foundational awareness of and use key linguistic building blocks and patterns of language
- acquire simple linguistic strategies and basic knowledge of how to use resources to make meaning from unfamiliar language.
Making reliable judgements
Students must demonstrate understanding of the context, audience, and purpose of the spoken texts presented in the assessment. At all levels, they need to apply knowledge of Lea Faka-Tonga including vocabulary and grammar specified in the Level 1 Vocabulary List, as well as cultural references, to understand the context, audience, and purpose of spoken Lea Faka-Tonga texts.
Students achieving at higher levels will submit evidence containing more detail and showing a higher level of understanding by engaging more comprehensively with the spoken texts to connect information, ideas, and opinions. Students will also demonstrate increasing levels of precision in their communication, with fewer inconsistencies impacting overall communication.
Collecting evidence
The method of this assessment is an examination administered during the end-of-year examination period. The provision of the tasks and grading of evidence will be carried out by NZQA.
Refer to the External Assessment Specifications for further information.
Possible contexts
Everyday contexts relate to events or experiences that are familiar and relevant to the student and may reflect Lea Faka-Tonga-speaking communities, te ao Māori, the Pacific, and Aotearoa New Zealand.
Examples include:
- food
- daily routines
- around town
- sports.
Standard Exclusions
This Standard has exclusion(s). Standards that recognise the same or similar learning outcomes as other Achievement or Unit Standards need to be excluded to prevent ‘double dipping’. Where two or more Standards assess the same learning outcome, those Standards are specified in the Exclusions List. You can only use credits gained from one of these Standards towards your NCEA qualification.
Click here for the exclusions list for the new NCEA Level 1 pilot Standards.
Standard Exclusions
This Standard has exclusion(s). Standards that recognise the same or similar learning outcomes as other Achievement or Unit Standards need to be excluded to prevent ‘double dipping’. Where two or more Standards assess the same learning outcome, those Standards are specified in the Exclusions List. You can only use credits gained from one of these Standards towards your NCEA qualification.
Click here for the exclusions list for the new NCEA Level 1 pilot Standards.