What to do
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
You will create one video resource that communicates information on your chosen treasured person or place for the Deaf and Hard of Hearing community, using New Zealand Sign Language. This video resource will be approximately 1.5 minutes.
In this Assessment Activity, you will show how well you can:
- communicate information, ideas, and opinions to others
- use relevant language to express information, ideas, and opinions about the concept of taonga
- refer to events or experiences in the present, as well as the past or future
- connect information, ideas, and opinions cohesively
- achieve communication that is not hindered by inconsistencies.
Taonga in the Deaf world
Your teacher has introduced the Māori concept of taonga to your class. In this context, taonga can be a person or place you consider to be of special importance for the Deaf and Hard of Hearing community.
In this Assessment Activity, you will research a treasured person or place (a taonga) for the Deaf and Hard of Hearing community and create a video resource.
If you are researching a treasured place for the Deaf and Hard of Hearing community, you may also visit it. Examples of a treasured place for the Deaf and Hard of Hearing community may include a Deaf club, a Deaf education centre (school for Deaf students), the home of a Deaf person, or an online Deaf space.
If you are researching a treasured person for the Deaf and Hard of Hearing community, you may also interview them. The person may be famous (such as an actor, comedian, or activist) or someone you know (such as a family member, community member, or teacher).
The resource may include information on:
- who the person is (such as their nationality, ethnicity, and age) or what and where the place is
- what the person or place does (such as the person’s job or hobbies or what happens in the place)
- what is important about the person or place (such as any important achievements or goals)
- what important events the person has experienced in the past or what important events have happened in the place
- how the person or place will inspire people in the future
- what you can experience in the place (such as any differences in ways of interacting and communicating)
- what you like about the person or place
- what else you would like to know about the person or place
- why this is a treasured person or place for the Deaf and Hard of Hearing community.
You will create one video resource that communicates information on your chosen treasured person or place for the Deaf and Hard of Hearing community, using New Zealand Sign Language. This video resource will be approximately 1.5 minutes.
In this Assessment Activity, you will show how well you can:
- communicate information, ideas, and opinions to others
- use relevant language to express information, ideas, and opinions about the concept of taonga
- refer to events or experiences in the present, as well as the past or future
- connect information, ideas, and opinions cohesively
- achieve communication that is not hindered by inconsistencies.
Taonga in the Deaf world
Your teacher has introduced the Māori concept of taonga to your class. In this context, taonga can be a person or place you consider to be of special importance for the Deaf and Hard of Hearing community.
In this Assessment Activity, you will research a treasured person or place (a taonga) for the Deaf and Hard of Hearing community and create a video resource.
If you are researching a treasured place for the Deaf and Hard of Hearing community, you may also visit it. Examples of a treasured place for the Deaf and Hard of Hearing community may include a Deaf club, a Deaf education centre (school for Deaf students), the home of a Deaf person, or an online Deaf space.
If you are researching a treasured person for the Deaf and Hard of Hearing community, you may also interview them. The person may be famous (such as an actor, comedian, or activist) or someone you know (such as a family member, community member, or teacher).
The resource may include information on:
- who the person is (such as their nationality, ethnicity, and age) or what and where the place is
- what the person or place does (such as the person’s job or hobbies or what happens in the place)
- what is important about the person or place (such as any important achievements or goals)
- what important events the person has experienced in the past or what important events have happened in the place
- how the person or place will inspire people in the future
- what you can experience in the place (such as any differences in ways of interacting and communicating)
- what you like about the person or place
- what else you would like to know about the person or place
- why this is a treasured person or place for the Deaf and Hard of Hearing community.
How to present your learning
You will communicate in New Zealand Sign Language to complete this Assessment Activity.
In your video resource, you should produce approximately 1.5 minutes of signed evidence. Evidence of your signed language must be clearly visible, and you must be easily identifiable.
You can show your work in a wide range of possible formats, including:
- a digital scrapbook
- a vlog
- a video to share with friends.
You will not be assessed on the technical quality of the format in which you communicate. Only the quality of your language will be assessed.
The language that you produce as evidence of your learning must be your own work.
To support your work, you may draw on:
- classroom and community experiences
- reference materials such as class notes
- video text resources
- textbooks
- dictionaries.
You may not:
- copy whole sections from any source without significant modification
- use any digital language tools (for example, translators) other than dictionaries
- have anyone else point out errors, edit, or correct your work before handing it in for assessment.
You will communicate in New Zealand Sign Language to complete this Assessment Activity.
In your video resource, you should produce approximately 1.5 minutes of signed evidence. Evidence of your signed language must be clearly visible, and you must be easily identifiable.
You can show your work in a wide range of possible formats, including:
- a digital scrapbook
- a vlog
- a video to share with friends.
You will not be assessed on the technical quality of the format in which you communicate. Only the quality of your language will be assessed.
The language that you produce as evidence of your learning must be your own work.
To support your work, you may draw on:
- classroom and community experiences
- reference materials such as class notes
- video text resources
- textbooks
- dictionaries.
You may not:
- copy whole sections from any source without significant modification
- use any digital language tools (for example, translators) other than dictionaries
- have anyone else point out errors, edit, or correct your work before handing it in for assessment.
Timeframe
You will have 2-3 weeks to prepare and produce your work for this assessment. Your teacher will provide details of the final submission date.
You will have 2-3 weeks to prepare and produce your work for this assessment. Your teacher will provide details of the final submission date.
Getting started
Before attempting to record your video, think about the range of language you will need to complete the Assessment Activity successfully.
Revise relevant vocabulary, expressions, and grammar you have covered in your classes. Make sure you know how to produce language which refers to events or experiences in the present, as well as the past or future.
Before attempting to record your video, think about the range of language you will need to complete the Assessment Activity successfully.
Revise relevant vocabulary, expressions, and grammar you have covered in your classes. Make sure you know how to produce language which refers to events or experiences in the present, as well as the past or future.
What to do
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
You will create one video resource that communicates information on your chosen treasured person or place for the Deaf and Hard of Hearing community, using New Zealand Sign Language. This video resource will be approximately 1.5 minutes.
In this Assessment Activity, you will show how well you can:
- communicate information, ideas, and opinions to others
- use relevant language to express information, ideas, and opinions about the concept of taonga
- refer to events or experiences in the present, as well as the past or future
- connect information, ideas, and opinions cohesively
- achieve communication that is not hindered by inconsistencies.
Taonga in the Deaf world
Your teacher has introduced the Māori concept of taonga to your class. In this context, taonga can be a person or place you consider to be of special importance for the Deaf and Hard of Hearing community.
In this Assessment Activity, you will research a treasured person or place (a taonga) for the Deaf and Hard of Hearing community and create a video resource.
If you are researching a treasured place for the Deaf and Hard of Hearing community, you may also visit it. Examples of a treasured place for the Deaf and Hard of Hearing community may include a Deaf club, a Deaf education centre (school for Deaf students), the home of a Deaf person, or an online Deaf space.
If you are researching a treasured person for the Deaf and Hard of Hearing community, you may also interview them. The person may be famous (such as an actor, comedian, or activist) or someone you know (such as a family member, community member, or teacher).
The resource may include information on:
- who the person is (such as their nationality, ethnicity, and age) or what and where the place is
- what the person or place does (such as the person’s job or hobbies or what happens in the place)
- what is important about the person or place (such as any important achievements or goals)
- what important events the person has experienced in the past or what important events have happened in the place
- how the person or place will inspire people in the future
- what you can experience in the place (such as any differences in ways of interacting and communicating)
- what you like about the person or place
- what else you would like to know about the person or place
- why this is a treasured person or place for the Deaf and Hard of Hearing community.
You will create one video resource that communicates information on your chosen treasured person or place for the Deaf and Hard of Hearing community, using New Zealand Sign Language. This video resource will be approximately 1.5 minutes.
In this Assessment Activity, you will show how well you can:
- communicate information, ideas, and opinions to others
- use relevant language to express information, ideas, and opinions about the concept of taonga
- refer to events or experiences in the present, as well as the past or future
- connect information, ideas, and opinions cohesively
- achieve communication that is not hindered by inconsistencies.
Taonga in the Deaf world
Your teacher has introduced the Māori concept of taonga to your class. In this context, taonga can be a person or place you consider to be of special importance for the Deaf and Hard of Hearing community.
In this Assessment Activity, you will research a treasured person or place (a taonga) for the Deaf and Hard of Hearing community and create a video resource.
If you are researching a treasured place for the Deaf and Hard of Hearing community, you may also visit it. Examples of a treasured place for the Deaf and Hard of Hearing community may include a Deaf club, a Deaf education centre (school for Deaf students), the home of a Deaf person, or an online Deaf space.
If you are researching a treasured person for the Deaf and Hard of Hearing community, you may also interview them. The person may be famous (such as an actor, comedian, or activist) or someone you know (such as a family member, community member, or teacher).
The resource may include information on:
- who the person is (such as their nationality, ethnicity, and age) or what and where the place is
- what the person or place does (such as the person’s job or hobbies or what happens in the place)
- what is important about the person or place (such as any important achievements or goals)
- what important events the person has experienced in the past or what important events have happened in the place
- how the person or place will inspire people in the future
- what you can experience in the place (such as any differences in ways of interacting and communicating)
- what you like about the person or place
- what else you would like to know about the person or place
- why this is a treasured person or place for the Deaf and Hard of Hearing community.
How to present your learning
You will communicate in New Zealand Sign Language to complete this Assessment Activity.
In your video resource, you should produce approximately 1.5 minutes of signed evidence. Evidence of your signed language must be clearly visible, and you must be easily identifiable.
You can show your work in a wide range of possible formats, including:
- a digital scrapbook
- a vlog
- a video to share with friends.
You will not be assessed on the technical quality of the format in which you communicate. Only the quality of your language will be assessed.
The language that you produce as evidence of your learning must be your own work.
To support your work, you may draw on:
- classroom and community experiences
- reference materials such as class notes
- video text resources
- textbooks
- dictionaries.
You may not:
- copy whole sections from any source without significant modification
- use any digital language tools (for example, translators) other than dictionaries
- have anyone else point out errors, edit, or correct your work before handing it in for assessment.
You will communicate in New Zealand Sign Language to complete this Assessment Activity.
In your video resource, you should produce approximately 1.5 minutes of signed evidence. Evidence of your signed language must be clearly visible, and you must be easily identifiable.
You can show your work in a wide range of possible formats, including:
- a digital scrapbook
- a vlog
- a video to share with friends.
You will not be assessed on the technical quality of the format in which you communicate. Only the quality of your language will be assessed.
The language that you produce as evidence of your learning must be your own work.
To support your work, you may draw on:
- classroom and community experiences
- reference materials such as class notes
- video text resources
- textbooks
- dictionaries.
You may not:
- copy whole sections from any source without significant modification
- use any digital language tools (for example, translators) other than dictionaries
- have anyone else point out errors, edit, or correct your work before handing it in for assessment.
Timeframe
You will have 2-3 weeks to prepare and produce your work for this assessment. Your teacher will provide details of the final submission date.
You will have 2-3 weeks to prepare and produce your work for this assessment. Your teacher will provide details of the final submission date.
Getting started
Before attempting to record your video, think about the range of language you will need to complete the Assessment Activity successfully.
Revise relevant vocabulary, expressions, and grammar you have covered in your classes. Make sure you know how to produce language which refers to events or experiences in the present, as well as the past or future.
Before attempting to record your video, think about the range of language you will need to complete the Assessment Activity successfully.
Revise relevant vocabulary, expressions, and grammar you have covered in your classes. Make sure you know how to produce language which refers to events or experiences in the present, as well as the past or future.