[ File Resource ]
- Title: Draft for Pilot 2023
- Description: Te Reo Māori Kūki ‘Āirani Learning Matrix
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-01/TRMKA%20Learning%20Matrix_0.pdf?VersionId=wckC64XTGmxr7LHl_5Yw2Y8kddCx7SiC
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- File Size: 288KB
Past Matrices:
[ File Resource ]
- Title: Draft for Pilot 2022
- Description: Te Reo Māori Kūki ‘Āirani Learning Matrix
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2022-12/TRMKA%20Learning%20Matrix%20pilot%202022.pdf?VersionId=Nc2aNsKSI5vsDAKLzaKSqqYlekIbdL15
- File Extension: pdf
- File Size: 238KB
[ File Resource ]
- Title: Draft for Pilot 2023
- Description: Te Reo Māori Kūki ‘Āirani Learning Matrix
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-01/TRMKA%20Learning%20Matrix_0.pdf?VersionId=wckC64XTGmxr7LHl_5Yw2Y8kddCx7SiC
- File Extension: pdf
- File Size: 288KB
[ File Resource ]
- Title: Draft for Pilot 2022
- Description: Te Reo Māori Kūki ‘Āirani Learning Matrix
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2022-12/TRMKA%20Learning%20Matrix%20pilot%202022.pdf?VersionId=Nc2aNsKSI5vsDAKLzaKSqqYlekIbdL15
- File Extension: pdf
- File Size: 238KB
What is Te Reo Māori Kūki ‘Āirani about?
[ Video Resource ]
- Title: Pacific Languages
- Description: Pacific Languages Subject Expert Group members discuss their experiences in the Review of Achievement Standards
- Video Duration: 5 minutes
- Video URL: https://player.vimeo.com/video/571921958
- Transcript: In conversation with Fane Ketu'u Teokota'i Tarai Lemoa Henry S Fesulua'i Transcript below: I think the biggest change is probably going to be changing out of the old system and creating this new system. What we've created
In conversation with
Fane Ketu'u
Teokota'i Tarai
Lemoa Henry S Fesulua'i
Transcript below:
I think the biggest change is probably going to be changing out of the old system and creating this new system. What we've created, what education has created, we've generated a generation of credit crunchers, of credit gatherers. And even for us as teachers, because we've been driven by assessment so long that now with these changes:
What does that mean for me as a teacher?
What is that going to mean for our young people?
What is it going to mean for our parents?
Because we've been driving this Talanoa Ako. We've been driving Pasifika achievement for our communities. Now this has all changed. I really think that's going to be this biggest change, adapting to the change.
With the condensed system of only having four Achievement Standards now, it really means that it's not about the assessment. It's not about the final product. But we're looking at the whole process that leads up to the final product, eh? We're trying to make it more user-friendly. We're trying to make it more applicable to our learners, and trying to make... Suitable.
Yeah, suitable, and not make them feel that they're being assessed. But it's part of the learning process for them. The discussion around mātauranga Māori, about having that knowledge about self, about identity, and being open to everyone else is a crucial component for our Pasifika. It's really important that as Pacific, we also value our relationship with Mana whenua, with Tangata whenua.
We also have to try and filter that through, so the next generation can also value that in the terms of a Pacific lens, not a Westernised one. If we do not realise the people that are the basis of where we are, that's when we start to learn and value them as the host. If it wasn't for them, we would not be here.
It's very intense. We are here to do things for everyone else. We are not here for ourselves. We are representing our communities. It's quite a challenge, but I've loved every minute of it. Some of my colleagues think that it's real easy for us. As languages, Pacific languages. But I respond, it's easy, but it's also hard. Because you got to remember that there's diversity amongst us. Yes, we're from the same ocean, we have certain values and we share similar beliefs. But I'm always going to be forefront Samoan. You're always going to be Lea Faka-Tonga.
'Avaiki nui is always going to be at your forefront. That's the difficulties that we have to navigate. So that's the hardest part, because you're going to think about everyone else. What would they want from this? From the online learning, to the small class, right to the bigger class, and right to a community full of Pasifika to a community with no Pasifika.
Sometimes I feel a little bit like the secret service. Because there's things that we talk about here that we can't share outside. We can't go back to school. I'm saying, when I go back to school, I'm going, man, we should be doing more. Just be prepared for changes I suppose, eh?
As part of the team we've tried to create Standards that are at the right level. Just to be open.
That even though, as you've mentioned, these course outlines are designed, it doesn't mean they have to follow them. They still have the element of creativity. They still have that element and the opportunity to think outside the box. Just be prepared for those changes. Changes are there, you just have to have an open mind, and continue to be that teacher that you are.
Creativity. You bring in whatever it is that you can do and do it to the best of your ability. Just remember, you're not the only one in the boat. Because there's much more. There's many of us there, and we can still work together. If there's anything you're stuck with, you call the next person. Because that is what we've been doing. We share, we network, and we work together. That's what has driven us, because you know you're not alone. It's about starting now. It's looking for that information now.
So you know what's coming, and prepare yourself the best way that you can do possible. The other part is informing others. So we're just going to do everything the same, and wait for it to come. But you actually need to prepare now. But, you know, be encouraged, eh?
Knowledge is power.
Subject-specific terms can be found in the glossary.
By engaging with this subject, students develop language skills in listening, speaking, reading, and writing in Te Reo Māori Kūki 'Āirani. Communicating in Te Reo Māori Kūki 'Āirani allows students to connect meaningfully with local and Pacific communities.
Through Te Reo Māori Kūki 'Āirani, students learn how to engage with people and communities in culturally-informed ways, develop cultural and linguistic understanding, and strengthen transcultural and intergenerational relationships and communicative skills. As students acquire the skills of both communicative and intercultural competence, they reflect simultaneously on their own personal identities and explore their own culture(s) from a new perspective.
Students are encouraged to use their own cultural kete to enrich their learning of Te Reo Māori Kūki 'Āirani. They will discover and make connections to the rich histories, customs, and cultures of the communities in which Te Reo Māori Kūki 'Āirani is spoken. For example, students can make linguistic and cultural connections between Māori and Pacific cultures. By engaging in Te Reo Māori Kūki 'Āirani, students learn that each language has its own way of expressing meaning, and that each has intrinsic value and special significance and mana for its users.
Studying Te Reo Māori Kūki 'Āirani contributes to language maintenance and revitalisation, supporting the transfer of cultural knowledge and the wellbeing and identity of its speakers. The ability to understand and communicate using Te Reo Māori Kūki 'Āirani enables exploration, celebration, and deepening of vā through which cultural identity is connected. Heritage language learners of Te Reo Māori Kūki 'Āirani explore the connection to community and cultural identity through language, strengthening their sense of belonging, resilience, and confidence.
Language learning is both an individual and collaborative process. Students are encouraged to foster rangatiratanga by taking ownership of their language learning. Students will work together in collaborative environments. In doing so, students demonstrate their commitment to learning and their willingness to strengthen their linguistic, relational, and cultural skills.
By engaging in Te Reo Māori Kūki 'Āirani, students gain skills and knowledge that can lead to, and support, a wide range of personal and career pathways. The ability to communicate in more than one language helps students stand out. Students with the knowledge of an additional language demonstrate that they are committed to their learning and are interested in the world beyond their own. This is a considerable advantage and enhances employability in any career.
Skills and knowledge gained in Te Reo Māori Kūki 'Āirani include:
- increased cultural competence and global awareness
- communicative capabilities and interactive strategies
- understanding structure in thinking and communication
- enhanced creativity and problem-solving skills
- increased understanding of successful learning methods
- an appreciation of diverse backgrounds, experiences, and perspectives
- an additional context to embed and enhance literacy and numeracy competencies.
Whether being used straight out of school or to enhance tertiary study, the transferable skills, cultural knowledge, and linguistic strategies learnt while engaging in Te Reo Māori Kūki 'Āirani will continue to support and enhance students’ life pathways long after school.
The Learning Area's Whakatauākī is:
Ko tōu reo, ko tōku reo, te tuakiri tangata. Tīhei uriuri, tīhei nakonako.
Your language and my language are expressions of identity. May our descendants live on and our hopes be fulfilled.
The whakapapa and meaning of the Learning Languages Whakatauākī
The Learning Languages whakatauākī came from Tāmaki Makaurau through Rewa Paewai of Auckland College of Education, gifted by the late Tuteira Brightwell Pohatu of Ngāti Porou.
The Learning Languages Whakatauākī brings to life the why and how of language learning.
Communication is a vital aspect of human connection. Language helps us to share our ideas, build relationships, and create communities. There are inextricable connections between language, culture, and identity. Languages carry within them cultural values and practices that have developed over time, including cultural protocols such as tikanga.
Subject-specific terms can be found in the glossary.
By engaging with this subject, students develop language skills in listening, speaking, reading, and writing in Te Reo Māori Kūki 'Āirani. Communicating in Te Reo Māori Kūki 'Āirani allows students to connect meaningfully with local and Pacific communities.
Through Te Reo Māori Kūki 'Āirani, students learn how to engage with people and communities in culturally-informed ways, develop cultural and linguistic understanding, and strengthen transcultural and intergenerational relationships and communicative skills. As students acquire the skills of both communicative and intercultural competence, they reflect simultaneously on their own personal identities and explore their own culture(s) from a new perspective.
Students are encouraged to use their own cultural kete to enrich their learning of Te Reo Māori Kūki 'Āirani. They will discover and make connections to the rich histories, customs, and cultures of the communities in which Te Reo Māori Kūki 'Āirani is spoken. For example, students can make linguistic and cultural connections between Māori and Pacific cultures. By engaging in Te Reo Māori Kūki 'Āirani, students learn that each language has its own way of expressing meaning, and that each has intrinsic value and special significance and mana for its users.
Studying Te Reo Māori Kūki 'Āirani contributes to language maintenance and revitalisation, supporting the transfer of cultural knowledge and the wellbeing and identity of its speakers. The ability to understand and communicate using Te Reo Māori Kūki 'Āirani enables exploration, celebration, and deepening of vā through which cultural identity is connected. Heritage language learners of Te Reo Māori Kūki 'Āirani explore the connection to community and cultural identity through language, strengthening their sense of belonging, resilience, and confidence.
Language learning is both an individual and collaborative process. Students are encouraged to foster rangatiratanga by taking ownership of their language learning. Students will work together in collaborative environments. In doing so, students demonstrate their commitment to learning and their willingness to strengthen their linguistic, relational, and cultural skills.
By engaging in Te Reo Māori Kūki 'Āirani, students gain skills and knowledge that can lead to, and support, a wide range of personal and career pathways. The ability to communicate in more than one language helps students stand out. Students with the knowledge of an additional language demonstrate that they are committed to their learning and are interested in the world beyond their own. This is a considerable advantage and enhances employability in any career.
Skills and knowledge gained in Te Reo Māori Kūki 'Āirani include:
- increased cultural competence and global awareness
- communicative capabilities and interactive strategies
- understanding structure in thinking and communication
- enhanced creativity and problem-solving skills
- increased understanding of successful learning methods
- an appreciation of diverse backgrounds, experiences, and perspectives
- an additional context to embed and enhance literacy and numeracy competencies.
Whether being used straight out of school or to enhance tertiary study, the transferable skills, cultural knowledge, and linguistic strategies learnt while engaging in Te Reo Māori Kūki 'Āirani will continue to support and enhance students’ life pathways long after school.
The Learning Area's Whakatauākī is:
Ko tōu reo, ko tōku reo, te tuakiri tangata. Tīhei uriuri, tīhei nakonako.
Your language and my language are expressions of identity. May our descendants live on and our hopes be fulfilled.
The whakapapa and meaning of the Learning Languages Whakatauākī
The Learning Languages whakatauākī came from Tāmaki Makaurau through Rewa Paewai of Auckland College of Education, gifted by the late Tuteira Brightwell Pohatu of Ngāti Porou.
The Learning Languages Whakatauākī brings to life the why and how of language learning.
Communication is a vital aspect of human connection. Language helps us to share our ideas, build relationships, and create communities. There are inextricable connections between language, culture, and identity. Languages carry within them cultural values and practices that have developed over time, including cultural protocols such as tikanga.
Big Ideas and Significant Learning
This section outlines the meaning of, and connection between, the Big Ideas and Significant Learning, which together form the Learning Matrix. It then explains each Big Idea for Te Reo Māori Kūki 'Āirani.
The Learning Languages Learning Area, including its whakatauākī, inform this subject's Significant Learning – learning that is critical for students to know, understand, and do in a subject by the end of each Curriculum Level. This covers knowledge, skills, competencies, and attitudes. It also includes level-appropriate contexts students should encounter in their Level 6, 7, and 8 learning.
The subject's Big Ideas and Significant Learning are collated into a Learning Matrix for Curriculum Level 6 and indicative learning for Levels 7 and 8. Teachers can use the Learning Matrix as a tool to construct learning programmes that cover all the not-to-be-missed learning in a subject.
There is no prescribed order to the Learning Matrix within each Level. A programme of learning might begin with a context that is relevant to the local area of the school or an idea that students are particularly interested in. This context must relate to at least one Big Idea and may also link to other Big Ideas.
There are six Big Ideas in Te Reo Māori Kūki 'Āirani. The nature of this subject as a discipline means aspects of Significant Learning often cross over multiple Big Ideas, and vice versa.
This section outlines the meaning of, and connection between, the Big Ideas and Significant Learning, which together form the Learning Matrix. It then explains each Big Idea for Te Reo Māori Kūki 'Āirani.
The Learning Languages Learning Area, including its whakatauākī, inform this subject's Significant Learning – learning that is critical for students to know, understand, and do in a subject by the end of each Curriculum Level. This covers knowledge, skills, competencies, and attitudes. It also includes level-appropriate contexts students should encounter in their Level 6, 7, and 8 learning.
The subject's Big Ideas and Significant Learning are collated into a Learning Matrix for Curriculum Level 6 and indicative learning for Levels 7 and 8. Teachers can use the Learning Matrix as a tool to construct learning programmes that cover all the not-to-be-missed learning in a subject.
There is no prescribed order to the Learning Matrix within each Level. A programme of learning might begin with a context that is relevant to the local area of the school or an idea that students are particularly interested in. This context must relate to at least one Big Idea and may also link to other Big Ideas.
There are six Big Ideas in Te Reo Māori Kūki 'Āirani. The nature of this subject as a discipline means aspects of Significant Learning often cross over multiple Big Ideas, and vice versa.
Big Idea Body:
Changes in Te Reo Māori Kūki 'Āirani use have been caused by economic, social, and political factors such as colonisation and globalisation. Learners of Te Reo Māori Kūki 'Āirani contribute to the language's revitalisation and maintenance, ensuring continuity of intergenerational transmission.
Language revitalisation and maintenance is correlated with the wellbeing of heritage speakers and the communities in which the language is spoken. By protecting the ongoing vitality of Te Reo Māori Kūki 'Āirani, students are able to learn about, and revive, cultural traditions, behaviours, and ways of relating to family, friends, and community members. All people have the right to know their heritage language, reclaim or build upon their sense of identity and belonging, and strengthen intergenerational relationships.
Students learn the importance of the vitality of Te Reo Māori Kūki 'Āirani from different perspectives, leading to reflection on their own identity and heritage language(s). As they explore Te Reo Māori Kūki 'Āirani, and encounter the information and ideas it conveys, students recognise how unique, irrecoverable knowledge is embedded within language. Through this, students understand the significance of preventing language loss for present communities and future generations.
Learning a language contributes to its ongoing vitality and integrity and the wellbeing of the community in which it is spoken
Changes in Te Reo Māori Kūki 'Āirani use have been caused by economic, social, and political factors such as colonisation and globalisation. Learners of Te Reo Māori Kūki 'Āirani contribute to the language's revitalisation and maintenance, ensuring continuity of intergenerational transmission.
Language revitalisation and maintenance is correlated with the wellbeing of heritage speakers and the communities in which the language is spoken. By protecting the ongoing vitality of Te Reo Māori Kūki 'Āirani, students are able to learn about, and revive, cultural traditions, behaviours, and ways of relating to family, friends, and community members. All people have the right to know their heritage language, reclaim or build upon their sense of identity and belonging, and strengthen intergenerational relationships.
Students learn the importance of the vitality of Te Reo Māori Kūki 'Āirani from different perspectives, leading to reflection on their own identity and heritage language(s). As they explore Te Reo Māori Kūki 'Āirani, and encounter the information and ideas it conveys, students recognise how unique, irrecoverable knowledge is embedded within language. Through this, students understand the significance of preventing language loss for present communities and future generations.
Big Idea Body:
The ability to communicate in an additional language is a rewarding experience. It allows students to engage in effective and appropriate communication with people from different cultures and communities, and the world around us. It also broadens their opportunities to travel, study, and work in Te Reo Māori Kūki 'Āirani-speaking communities within and outside of Aotearoa New Zealand.
Each student brings their own unique linguistic and cultural repertoires to their learning. Students learn to acknowledge the mana of Te Reo Māori Kūki 'Āirani-speaking cultures, protocols, and language. They will make connections with the rich history and ways of doing things in Te Reo Māori Kūki 'Āirani-speaking cultures and communities. In doing so, students are able to reflect on their own personal identities and explore their own culture(s) from a new perspective.
Ultimately, communication in an additional language is an important step towards global citizenship.
Learning languages is about connecting and communicating within and across cultures and communities
The ability to communicate in an additional language is a rewarding experience. It allows students to engage in effective and appropriate communication with people from different cultures and communities, and the world around us. It also broadens their opportunities to travel, study, and work in Te Reo Māori Kūki 'Āirani-speaking communities within and outside of Aotearoa New Zealand.
Each student brings their own unique linguistic and cultural repertoires to their learning. Students learn to acknowledge the mana of Te Reo Māori Kūki 'Āirani-speaking cultures, protocols, and language. They will make connections with the rich history and ways of doing things in Te Reo Māori Kūki 'Āirani-speaking cultures and communities. In doing so, students are able to reflect on their own personal identities and explore their own culture(s) from a new perspective.
Ultimately, communication in an additional language is an important step towards global citizenship.
Big Idea Body:
Languages create and represent meaning by employing unique systems of linguistic building blocks that give rise to endless possibilities for expression and exchange. These building blocks are inclusive of oral features, vocabulary, grammar, and syntax.
Students who learn Te Reo Māori Kūki 'Āirani get to explore its unique linguistic workings by comparing and connecting it with their own language or languages. They learn how speakers adjust their language when negotiating meaning in different contexts and for different purposes, and how different types of text are organised. This helps them to communicate with greater clarity, creativity, and confidence.
Like te reo Māori, Te Reo Māori Kūki 'Āirani is a Polynesian language and shares many commonalities, as well as clear points of divergence, with other languages in that group. Similarities in vocabulary and in the structure of possessives and personal pronouns are two such examples. English, while belonging to a very different language family, has also had historical impacts on Te Reo Māori Kūki 'Āirani.
Languages express meaning through unique forms of communication
Languages create and represent meaning by employing unique systems of linguistic building blocks that give rise to endless possibilities for expression and exchange. These building blocks are inclusive of oral features, vocabulary, grammar, and syntax.
Students who learn Te Reo Māori Kūki 'Āirani get to explore its unique linguistic workings by comparing and connecting it with their own language or languages. They learn how speakers adjust their language when negotiating meaning in different contexts and for different purposes, and how different types of text are organised. This helps them to communicate with greater clarity, creativity, and confidence.
Like te reo Māori, Te Reo Māori Kūki 'Āirani is a Polynesian language and shares many commonalities, as well as clear points of divergence, with other languages in that group. Similarities in vocabulary and in the structure of possessives and personal pronouns are two such examples. English, while belonging to a very different language family, has also had historical impacts on Te Reo Māori Kūki 'Āirani.
Big Idea Body:
Language and culture continuously evolve together, influencing one another in the process. Language encodes culture and provides the means through which culture is shared and passed from one generation to the next – contributing to personal, community, national, and global identities.
Learning an additional language gives students the richest possible access to another culture because it enables them to communicate with the people that live it and allows them to explore the authentic spoken and written expressions of it. In that way, students gain an understanding of that culture which provides a strong foundation for intercultural respect and acceptance as well as an appreciation for diversity.
Students gain an insight into how their own 'cultural lens' shapes their perceptions and ways of doing things. This helps to deconstruct cultural stereotypes and allows them to appreciate the rich knowledge each individual brings to the learning environment.
Heritage learners of Te Reo Māori Kūki 'Āirani have a unique opportunity to develop an understanding of how language, culture, and identity are linked. Learning about culture through Te Reo Māori Kūki 'Āirani, students develop awareness of their own identity – how it is formed and how it continues to evolve. As students’ prior knowledge of the language and culture will vary, however, no two journeys will be the same. Regardless of these differences, continued learning in a subject that values and celebrates their identity, language, and culture will support wellbeing of the individual, their whānau, and their community.
Language, culture, and identity are inextricably linked
Language and culture continuously evolve together, influencing one another in the process. Language encodes culture and provides the means through which culture is shared and passed from one generation to the next – contributing to personal, community, national, and global identities.
Learning an additional language gives students the richest possible access to another culture because it enables them to communicate with the people that live it and allows them to explore the authentic spoken and written expressions of it. In that way, students gain an understanding of that culture which provides a strong foundation for intercultural respect and acceptance as well as an appreciation for diversity.
Students gain an insight into how their own 'cultural lens' shapes their perceptions and ways of doing things. This helps to deconstruct cultural stereotypes and allows them to appreciate the rich knowledge each individual brings to the learning environment.
Heritage learners of Te Reo Māori Kūki 'Āirani have a unique opportunity to develop an understanding of how language, culture, and identity are linked. Learning about culture through Te Reo Māori Kūki 'Āirani, students develop awareness of their own identity – how it is formed and how it continues to evolve. As students’ prior knowledge of the language and culture will vary, however, no two journeys will be the same. Regardless of these differences, continued learning in a subject that values and celebrates their identity, language, and culture will support wellbeing of the individual, their whānau, and their community.
Big Idea Body:
"Another language opens up a whole new window on the world. It might be small and difficult to see through at first, but it gives you a different perspective, and it might make you realise that your first window could do with a bit of polishing and even enlarging."
(Hone Tuwhare, Die deutsche Sprache und ich, NZCTE, Goethe-Institut, circa 1997)
Language and thought are intricately intertwined. Our language(s) can direct our thoughts and influence our perspectives without us always being aware of it.
By learning an additional language, students can compare and connect their own linguistic and cultural repertoires with people from different backgrounds. In doing so, they gain an appreciation for the ways that people from other linguistic and cultural backgrounds see and approach the world. Students are given the opportunity to navigate different perspectives and gain a deeper insight into how languages influence the way we think and engage with not only each other but also the world around us.
The ability to critically examine diverse cultural and personal points of view, which is facilitated by developing proficiency in another language, is an invaluable skill in our increasingly diverse and globally connected world.
Language learning is a powerful way to exercise the brain. Engaging with another language gives us new metacognitive tools to think about languages as systems, improving overall creativity and problem-solving capabilities.
Learning languages encourages diverse ways of thinking, doing, and being
"Another language opens up a whole new window on the world. It might be small and difficult to see through at first, but it gives you a different perspective, and it might make you realise that your first window could do with a bit of polishing and even enlarging."
(Hone Tuwhare, Die deutsche Sprache und ich, NZCTE, Goethe-Institut, circa 1997)
Language and thought are intricately intertwined. Our language(s) can direct our thoughts and influence our perspectives without us always being aware of it.
By learning an additional language, students can compare and connect their own linguistic and cultural repertoires with people from different backgrounds. In doing so, they gain an appreciation for the ways that people from other linguistic and cultural backgrounds see and approach the world. Students are given the opportunity to navigate different perspectives and gain a deeper insight into how languages influence the way we think and engage with not only each other but also the world around us.
The ability to critically examine diverse cultural and personal points of view, which is facilitated by developing proficiency in another language, is an invaluable skill in our increasingly diverse and globally connected world.
Language learning is a powerful way to exercise the brain. Engaging with another language gives us new metacognitive tools to think about languages as systems, improving overall creativity and problem-solving capabilities.
Big Idea Body:
The process of acquiring an additional language requires regular commitment, practice, and repetition. It fosters perseverance and supports students to take ownership of their own learning. By doing so, they demonstrate and foster rangatiratanga, which encompasses student agency, leadership, and self-determination.
Students are made aware of the processes of language acquisition and gain some insight into the most helpful strategies for communication. These can include pattern recognition, trial and error, techniques to memorise vocabulary, and effective use of tools like dictionaries, verb conjugators, and digital translators. Students are encouraged to find modes of learning that work best for them and to begin thinking like a linguist.
As students build resilience and continually negotiate situations with emerging communicative competence, they feel safe to take the risk of being misunderstood. This encourages them to reframe 'mistakes' as rich opportunities for learning and development. It gives them the confidence to seek out opportunities to use Te Reo Māori Kūki 'Āirani outside the classroom where language learning truly flourishes.
Through language learning, students become better equipped to communicate competently and meaningfully not only in Te Reo Māori Kūki 'Āirani, but the language(s) they already know. The attributes gained such as resilience, self-determination, a commitment to improvement, and increased problem-solving capabilities, will continually support students in every aspect of their life. It is in this way, that the language learning process empowers the learner throughout their life.
Language learning is an empowering process that involves risk-taking and fosters resilience and perseverance
The process of acquiring an additional language requires regular commitment, practice, and repetition. It fosters perseverance and supports students to take ownership of their own learning. By doing so, they demonstrate and foster rangatiratanga, which encompasses student agency, leadership, and self-determination.
Students are made aware of the processes of language acquisition and gain some insight into the most helpful strategies for communication. These can include pattern recognition, trial and error, techniques to memorise vocabulary, and effective use of tools like dictionaries, verb conjugators, and digital translators. Students are encouraged to find modes of learning that work best for them and to begin thinking like a linguist.
As students build resilience and continually negotiate situations with emerging communicative competence, they feel safe to take the risk of being misunderstood. This encourages them to reframe 'mistakes' as rich opportunities for learning and development. It gives them the confidence to seek out opportunities to use Te Reo Māori Kūki 'Āirani outside the classroom where language learning truly flourishes.
Through language learning, students become better equipped to communicate competently and meaningfully not only in Te Reo Māori Kūki 'Āirani, but the language(s) they already know. The attributes gained such as resilience, self-determination, a commitment to improvement, and increased problem-solving capabilities, will continually support students in every aspect of their life. It is in this way, that the language learning process empowers the learner throughout their life.
Key Competencies in Te Reo Māori Kūki ‘Āirani
Developing Key Competencies through Te Reo Māori Kūki 'Āirani
Learning languages is inherently about extending the ability to relate to, and interact appropriately with, others in more than one cultural setting through the fine-tuning of linguistic skills. The language learning process itself requires students to manage self, participate, and contribute. The new ways of thinking about the world they will be exposed to will encourage students to think about their place in it as well as how they can use those skills to participate in, and contribute to, their communities and the wider world around them.
Thinking
Students of Te Reo Māori Kūki 'Āirani will:
- deduce rules, recognise patterns, and use their problem-solving abilities to make meaning with an imperfect set of linguistic skills
- evaluate and choose from a range of vocabulary, structures, and communicative strategies to engage with different audiences, sometimes having to think on their feet to improvise and adapt for different contexts and purposes
- explore and reflect on the many ways language, culture, and thinking influence each other
- compare their own language(s), culture(s), and ways of thinking to those of Te Reo Māori Kūki 'Āirani language and culture and critically reflect on their assumptions and identities in a way that fosters intercultural competence and global citizenship.
Using language, symbols, and texts
This competency being at the core of language learning, students of Te Reo Māori Kūki 'Āirani will:
- develop increased proficiency in using language, symbols, and texts effectively to communicate information, opinions, and ideas, not just in the additional language they are learning, but also in their own language(s)
- recognise how choices of language, symbols, or text work together and affect people’s understanding of and responses to communications and how they work together in different languages
- think about the type of language which is appropriate to use in a range of contexts and formats and for different purposes and audiences
- expand their ability to express themselves in increasingly independent and imaginative ways and improvise and adapt in a range of communicative situations.
Relating to others
As communication and understanding are prerequisites of relating to others and the very essence of what language learning is about, students of Te Reo Māori Kūki 'Āirani will:
- build upon their listening skills, recognise different points of view, negotiate, and share ideas, embracing different cultural practices
- explore how language, culture, and identity are interrelated and thereby develop the ability to relate to people, both from other cultures but also their own, with more empathy and insight
- develop an appreciation of diverse backgrounds, experiences, and perspectives in Aotearoa New Zealand and the Pacific
- experience how a curious, open-minded, and respectful engagement with the values and identities of others can lead to valuable insights into their own identity and offer opportunities for self-development.
Managing self
Students of Te Reo Māori Kūki 'Āirani will:
- be encouraged to take ownership of their own learning process and find ways of learning and practising that work for them
- use their understanding of how language acquisition works, for example, lots of input, lots of output, making mistakes as part of the process, and so on, to actively engage in the practice necessary to make steady progress
- build on their own strengths and address their own identified learning needs, setting and meeting their own learning goals
- be involved in reporting processes
- participate actively and responsibly in group activities.
Participating and contributing
Students of Te Reo Māori Kūki 'Āirani will:
- be encouraged to take risks, learn from mistakes, and take responsibility for initiating and maintaining communication; through this they will gain confidence to participate and contribute in and outside of the classroom with the skills they have
- mature as local and global citizens by getting to know the worldviews and needs of other people
- recognise the interconnected nature of societies and communities in Aotearoa New Zealand and the Pacific.
Key Competencies
This section of The New Zealand Curriculum Online offers specific guidance to school leaders and teachers on integrating the Key Competencies into the daily activities of the school and its Teaching and Learning Programmes.
Developing Key Competencies through Te Reo Māori Kūki 'Āirani
Learning languages is inherently about extending the ability to relate to, and interact appropriately with, others in more than one cultural setting through the fine-tuning of linguistic skills. The language learning process itself requires students to manage self, participate, and contribute. The new ways of thinking about the world they will be exposed to will encourage students to think about their place in it as well as how they can use those skills to participate in, and contribute to, their communities and the wider world around them.
Thinking
Students of Te Reo Māori Kūki 'Āirani will:
- deduce rules, recognise patterns, and use their problem-solving abilities to make meaning with an imperfect set of linguistic skills
- evaluate and choose from a range of vocabulary, structures, and communicative strategies to engage with different audiences, sometimes having to think on their feet to improvise and adapt for different contexts and purposes
- explore and reflect on the many ways language, culture, and thinking influence each other
- compare their own language(s), culture(s), and ways of thinking to those of Te Reo Māori Kūki 'Āirani language and culture and critically reflect on their assumptions and identities in a way that fosters intercultural competence and global citizenship.
Using language, symbols, and texts
This competency being at the core of language learning, students of Te Reo Māori Kūki 'Āirani will:
- develop increased proficiency in using language, symbols, and texts effectively to communicate information, opinions, and ideas, not just in the additional language they are learning, but also in their own language(s)
- recognise how choices of language, symbols, or text work together and affect people’s understanding of and responses to communications and how they work together in different languages
- think about the type of language which is appropriate to use in a range of contexts and formats and for different purposes and audiences
- expand their ability to express themselves in increasingly independent and imaginative ways and improvise and adapt in a range of communicative situations.
Relating to others
As communication and understanding are prerequisites of relating to others and the very essence of what language learning is about, students of Te Reo Māori Kūki 'Āirani will:
- build upon their listening skills, recognise different points of view, negotiate, and share ideas, embracing different cultural practices
- explore how language, culture, and identity are interrelated and thereby develop the ability to relate to people, both from other cultures but also their own, with more empathy and insight
- develop an appreciation of diverse backgrounds, experiences, and perspectives in Aotearoa New Zealand and the Pacific
- experience how a curious, open-minded, and respectful engagement with the values and identities of others can lead to valuable insights into their own identity and offer opportunities for self-development.
Managing self
Students of Te Reo Māori Kūki 'Āirani will:
- be encouraged to take ownership of their own learning process and find ways of learning and practising that work for them
- use their understanding of how language acquisition works, for example, lots of input, lots of output, making mistakes as part of the process, and so on, to actively engage in the practice necessary to make steady progress
- build on their own strengths and address their own identified learning needs, setting and meeting their own learning goals
- be involved in reporting processes
- participate actively and responsibly in group activities.
Participating and contributing
Students of Te Reo Māori Kūki 'Āirani will:
- be encouraged to take risks, learn from mistakes, and take responsibility for initiating and maintaining communication; through this they will gain confidence to participate and contribute in and outside of the classroom with the skills they have
- mature as local and global citizens by getting to know the worldviews and needs of other people
- recognise the interconnected nature of societies and communities in Aotearoa New Zealand and the Pacific.
Key Competencies
This section of The New Zealand Curriculum Online offers specific guidance to school leaders and teachers on integrating the Key Competencies into the daily activities of the school and its Teaching and Learning Programmes.
Connections
Te Reo Māori Kūki 'Āirani sits within, and is connected to all subjects within the Learning Languages Learning Area of the New Zealand Curriculum. Students in Learning Languages are all connected through their exploration of language and culture. Subjects in the Learning Area include:
New Zealand Sign Language (NZSL)
Asian Languages
- Chinese (Mandarin)
- Korean
- Japanese
European Languages
- French
- German
- Spanish
Pacific Languages
- Lea Faka-Tonga
- Gagana Sāmoa
- Gagana Tokelau
- Vagahau Niue
Te Reo Māori Kūki 'Āirani is also connected to subjects outside of the Learning Languages Learning Area. This includes the Learning Areas and subjects of:
Social Sciences
Religious Studies – shared topics include exploration of different systems of thought and belief. Both subjects are multi-disciplinary and allow students to explore and understand issues from a range of perspectives, equipping students to operate globally and develop critical thinking skills.
Geography – shared topics include exploration of regions and significant geographical features. Students also explore the relationship between people, culture, and their environments.
Social Studies – shared topics include research and exploration into values, cultures, and social concerns. Students consider the diversity of identities, cultures, and shared experiences in Aotearoa New Zealand and make connections with the world. Additionally, students learn to understand and be responsive to Aotearoa New Zealand’s diverse cultures and identities. Students will learn to understand, respect, and value different bodies of knowledge.
History – shared competencies include developing insight into the forces that have shaped our world and ourselves. Additional shared topics include studying different cultures, regions, indigenous histories, and languages.
Tourism – shared topics include describing and comparing the social and cultural aspects of tourism.
Media Studies – shared topics and skills include exploring different cultural forms and expressions, and developing analytical thinking alongside communicative skills.
English – shared competencies include developing productive and receptive skills. English, like language learning, provides excellent training in critical thinking, analytical skills, grammar, and organising and expressing ideas.
The Arts
Visual Arts – shared topics include exploring visual expressions of creativity. Stories shape our culture and enrich our society, students can explore their ideas and experiment with a wide range of creative mediums.
Dance – shared exploration and comparison of different cultures, art, custom, and styles of dance across communities.
Music – shared exploration of different musical genres and styles across cultures and communities. Through music, students can develop a deeper understanding of themselves and explore different contexts, developing confidence in their ability to express themselves creatively and emotionally.
Art History – shared topics include exploring art across cultures and communities during different periods. For example, different forms of calligraphy across different periods of time. Students can also explore how language and culture shapes art, and vice versa. Both subjects encourage different ways of seeing and provide unique entry points into different worldviews and perspectives.
Health and Physical Education
Food and Nutrition – shared topics include exploration of cultural and staple foods, lifestyles, and celebrations across cultures. For example, exploring the values and beliefs underpinning why people eat what they eat, and practise what they practise in relation to food.
Health – shared topics include discussing the complex interconnections between the physical, mental, emotional, social, and spiritual dimensions of people’s lives.
Physical Education – shared topics include discussions into popular sports in Cook Islands culture, key sports personalities, and events.
Te Reo Māori Kūki 'Āirani sits within, and is connected to all subjects within the Learning Languages Learning Area of the New Zealand Curriculum. Students in Learning Languages are all connected through their exploration of language and culture. Subjects in the Learning Area include:
New Zealand Sign Language (NZSL)
Asian Languages
- Chinese (Mandarin)
- Korean
- Japanese
European Languages
- French
- German
- Spanish
Pacific Languages
- Lea Faka-Tonga
- Gagana Sāmoa
- Gagana Tokelau
- Vagahau Niue
Te Reo Māori Kūki 'Āirani is also connected to subjects outside of the Learning Languages Learning Area. This includes the Learning Areas and subjects of:
Social Sciences
Religious Studies – shared topics include exploration of different systems of thought and belief. Both subjects are multi-disciplinary and allow students to explore and understand issues from a range of perspectives, equipping students to operate globally and develop critical thinking skills.
Geography – shared topics include exploration of regions and significant geographical features. Students also explore the relationship between people, culture, and their environments.
Social Studies – shared topics include research and exploration into values, cultures, and social concerns. Students consider the diversity of identities, cultures, and shared experiences in Aotearoa New Zealand and make connections with the world. Additionally, students learn to understand and be responsive to Aotearoa New Zealand’s diverse cultures and identities. Students will learn to understand, respect, and value different bodies of knowledge.
History – shared competencies include developing insight into the forces that have shaped our world and ourselves. Additional shared topics include studying different cultures, regions, indigenous histories, and languages.
Tourism – shared topics include describing and comparing the social and cultural aspects of tourism.
Media Studies – shared topics and skills include exploring different cultural forms and expressions, and developing analytical thinking alongside communicative skills.
English – shared competencies include developing productive and receptive skills. English, like language learning, provides excellent training in critical thinking, analytical skills, grammar, and organising and expressing ideas.
The Arts
Visual Arts – shared topics include exploring visual expressions of creativity. Stories shape our culture and enrich our society, students can explore their ideas and experiment with a wide range of creative mediums.
Dance – shared exploration and comparison of different cultures, art, custom, and styles of dance across communities.
Music – shared exploration of different musical genres and styles across cultures and communities. Through music, students can develop a deeper understanding of themselves and explore different contexts, developing confidence in their ability to express themselves creatively and emotionally.
Art History – shared topics include exploring art across cultures and communities during different periods. For example, different forms of calligraphy across different periods of time. Students can also explore how language and culture shapes art, and vice versa. Both subjects encourage different ways of seeing and provide unique entry points into different worldviews and perspectives.
Health and Physical Education
Food and Nutrition – shared topics include exploration of cultural and staple foods, lifestyles, and celebrations across cultures. For example, exploring the values and beliefs underpinning why people eat what they eat, and practise what they practise in relation to food.
Health – shared topics include discussing the complex interconnections between the physical, mental, emotional, social, and spiritual dimensions of people’s lives.
Physical Education – shared topics include discussions into popular sports in Cook Islands culture, key sports personalities, and events.
Learning Pathway
Students of Te Reo Māori Kūki 'Āirani will gain experience and knowledge that enriches every aspect of their pathways. Language learning provides a space for students to understand who they want to be and explore their interests and aspirations. Engaging in Te Reo Māori Kūki 'Āirani enhances students’ cultural awareness and understanding, supporting them to navigate culturally diverse societies like Aotearoa New Zealand. The knowledge of an additional language demonstrates resilience, a commitment to learning, and an openness to understanding different cultures and perspectives.
No matter what students choose to do beyond school, the knowledge and skills developed through Te Reo Māori Kūki 'Āirani will be carried with them throughout life. Students will develop the ability to engage locally and globally with people of varying languages and worldviews, rather than move past each other culturally. This is a valuable process not only to understand others but to better understand oneself.
Students of Te Reo Māori Kūki 'Āirani gain a number of skills that are applicable across all potential pathways. Any job that requires interaction with a diverse range of people will greatly benefit from enhanced linguistic proficiency and awareness of cultural differences. In Aotearoa New Zealand, cultural competency is becoming increasingly sought after by employers and, in some cases, has been established as a pre-requisite for roles in particular sectors and industries.
Learning a Pacific language strengthens historical, cultural, and community understanding. As Aotearoa New Zealand’s identity as a Pacific nation develops, students of Te Reo Māori Kūki 'Āirani are increasingly sought for work related to advocacy, education, journalism, health, and government. Further study of Te Reo Māori Kūki 'Āirani beyond NCEA can lead to a career as a translator or interpreter. More broadly, further study of human language is available at tertiary level and includes degrees related to linguistics and speech language therapy.
Learners of languages will be able to experience the pleasure of being able to access the art and literature of another culture at a deeper level. This includes being able to enjoy Te Reo Māori Kūki 'Āirani songs, literature, and media in the original language. They will be able to break down language barriers to extend their own social sphere and grow close personal relationships with a wider range of people.
By engaging in Te Reo Māori Kūki 'Āirani, students will learn to be open-minded and curious, and understand that who they want to be is just as important as what they want to be.
Students of Te Reo Māori Kūki 'Āirani will gain experience and knowledge that enriches every aspect of their pathways. Language learning provides a space for students to understand who they want to be and explore their interests and aspirations. Engaging in Te Reo Māori Kūki 'Āirani enhances students’ cultural awareness and understanding, supporting them to navigate culturally diverse societies like Aotearoa New Zealand. The knowledge of an additional language demonstrates resilience, a commitment to learning, and an openness to understanding different cultures and perspectives.
No matter what students choose to do beyond school, the knowledge and skills developed through Te Reo Māori Kūki 'Āirani will be carried with them throughout life. Students will develop the ability to engage locally and globally with people of varying languages and worldviews, rather than move past each other culturally. This is a valuable process not only to understand others but to better understand oneself.
Students of Te Reo Māori Kūki 'Āirani gain a number of skills that are applicable across all potential pathways. Any job that requires interaction with a diverse range of people will greatly benefit from enhanced linguistic proficiency and awareness of cultural differences. In Aotearoa New Zealand, cultural competency is becoming increasingly sought after by employers and, in some cases, has been established as a pre-requisite for roles in particular sectors and industries.
Learning a Pacific language strengthens historical, cultural, and community understanding. As Aotearoa New Zealand’s identity as a Pacific nation develops, students of Te Reo Māori Kūki 'Āirani are increasingly sought for work related to advocacy, education, journalism, health, and government. Further study of Te Reo Māori Kūki 'Āirani beyond NCEA can lead to a career as a translator or interpreter. More broadly, further study of human language is available at tertiary level and includes degrees related to linguistics and speech language therapy.
Learners of languages will be able to experience the pleasure of being able to access the art and literature of another culture at a deeper level. This includes being able to enjoy Te Reo Māori Kūki 'Āirani songs, literature, and media in the original language. They will be able to break down language barriers to extend their own social sphere and grow close personal relationships with a wider range of people.
By engaging in Te Reo Māori Kūki 'Āirani, students will learn to be open-minded and curious, and understand that who they want to be is just as important as what they want to be.
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Introduction to Sample Course Outlines
Sample Course Outlines are being produced to help teachers and schools understand the new NCEA Learning and Assessment Matrices. Examples of how a year-long teaching and learning course could be constructed using the new Learning Matrix and Achievement Standards are provided here. They are indicative only and do not mandate any particular context or approach.
Sample Course Outlines are being produced to help teachers and schools understand the new NCEA Learning and Assessment Matrices. Examples of how a year-long teaching and learning course could be constructed using the new Learning Matrix and Achievement Standards are provided here. They are indicative only and do not mandate any particular context or approach.
Assessment Matrix
Conditions of Assessment for internally assessed standards
This section provides guidelines for assessment against internally assessed Standards. Guidance is provided on:
- appropriate ways of, and conditions for, gathering evidence
- ensuring that evidence is authentic
- any other relevant advice specific to an Achievement Standard.
NB: Information on additional generic guidance on assessment practice in schools is published on the NZQA website. It would be useful to read in conjunction with these Conditions of Assessment.
The school's Assessment Policy and Conditions of Assessment must be consistent with the Assessment Rules for Schools With Consent to Assess. These rules will be updated during the NCEA review. This link includes guidance for managing internal moderation and the collection of evidence.
For all Achievement Standards
Internal assessment provides considerable flexibility in the collection of evidence. Evidence can be collected in different ways to suit a range of teaching and learning styles, and a range of contexts. Care needs to be taken to offer students opportunities to present their best evidence against the Standard(s) that are free from unnecessary constraints.
It is recommended that the design of assessment reflects and reinforces the ways students have been learning. Collection of evidence for the internally assessed Standards could include, but is not restricted to, an extended task, an investigation, digital evidence (such as recorded interviews, blogs, photographs, or film), or a portfolio of evidence.
It is also recommended that the collection of evidence for internally assessed Standards should not use the same method that is used for any external Standards in a course, particularly if that method is using a time-bound written examination. This could unfairly disadvantage students who do not perform well under these conditions.
A separate assessment event is not needed for each Standard. Often assessment can be integrated into one activity that collects evidence towards two or three different Standards from a programme of learning. Evidence can also be collected over time from a range of linked activities (for example, in a portfolio). This approach can also ease the assessment workload for both students and teachers.
Effective assessment should suit the nature of the learning being assessed, provide opportunities to meet the diverse needs of all students, and be valid and fair.
Authenticity of student evidence needs to be assured regardless of the method of collecting evidence. This needs to be in line with school policy. For example: an investigation carried out over several sessions could include teacher observations or the use of milestones such as a meeting with the student, a journal, or photographic entries recording progress etc.
This section provides guidelines for assessment against internally assessed Standards. Guidance is provided on:
- appropriate ways of, and conditions for, gathering evidence
- ensuring that evidence is authentic
- any other relevant advice specific to an Achievement Standard.
NB: Information on additional generic guidance on assessment practice in schools is published on the NZQA website. It would be useful to read in conjunction with these Conditions of Assessment.
The school's Assessment Policy and Conditions of Assessment must be consistent with the Assessment Rules for Schools With Consent to Assess. These rules will be updated during the NCEA review. This link includes guidance for managing internal moderation and the collection of evidence.
For all Achievement Standards
Internal assessment provides considerable flexibility in the collection of evidence. Evidence can be collected in different ways to suit a range of teaching and learning styles, and a range of contexts. Care needs to be taken to offer students opportunities to present their best evidence against the Standard(s) that are free from unnecessary constraints.
It is recommended that the design of assessment reflects and reinforces the ways students have been learning. Collection of evidence for the internally assessed Standards could include, but is not restricted to, an extended task, an investigation, digital evidence (such as recorded interviews, blogs, photographs, or film), or a portfolio of evidence.
It is also recommended that the collection of evidence for internally assessed Standards should not use the same method that is used for any external Standards in a course, particularly if that method is using a time-bound written examination. This could unfairly disadvantage students who do not perform well under these conditions.
A separate assessment event is not needed for each Standard. Often assessment can be integrated into one activity that collects evidence towards two or three different Standards from a programme of learning. Evidence can also be collected over time from a range of linked activities (for example, in a portfolio). This approach can also ease the assessment workload for both students and teachers.
Effective assessment should suit the nature of the learning being assessed, provide opportunities to meet the diverse needs of all students, and be valid and fair.
Authenticity of student evidence needs to be assured regardless of the method of collecting evidence. This needs to be in line with school policy. For example: an investigation carried out over several sessions could include teacher observations or the use of milestones such as a meeting with the student, a journal, or photographic entries recording progress etc.
The evidence for this Achievement Standard will be a minimum of two student-generated pieces. One piece must be a spoken interaction, the second piece may be spoken or written. Teachers who have students who require special dispensation from the requirement for a compulsory spoken interaction may contact NZQA for permission to do so.
The overall individual contribution of each student to the interactions must be:
- 2-3 minutes for spoken evidence only
or
- approximately 1.5 minutes spoken and 150 words written evidence.
The inclusion of written evidence will be trialled with only the European and Pacific languages during the pilot year (due to the immediacy of the required interaction and the fact that the writing systems involved are the same as for English.) This decision will be reviewed at the end of the pilot once we have sufficient evidence to judge the feasibility and credibility of the innovation.
The interactions must take place in real time and show that the student can respond immediately using Cook Islands Māori, whether in spoken or written form.
- Any spoken language submitted as evidence must be video recorded. The student must be easily identifiable and clearly audible in the video recording.
- Any written interaction submitted as evidence must be witnessed by a teacher as it happens. Students should then submit a hard or digital copy of the interaction.
Students may not:
- script or rehearse the assessment interactions
- copy or paste materials into any written evidence
- use any notes, resources, or dictionaries during their interactions
- use the predictive text function on any device during written interactions
- discuss the same topic more than once across their evidence.
Assessment Activities which allow the presentation of entirely rote-learned exchanges or scripted role plays would not meet the requirements of the Achievement Standard.
If working in a group of more than two people, it is essential that each learner ensures they contribute enough appropriate language to meet the Standard.
Teachers should ensure the outcome is appropriate for Level 6 of the New Zealand Curriculum.
The evidence for this Achievement Standard will be one student-generated piece related to a cultural context which may be presented in spoken or written Cook Islands Māori, or a mixture of the two.
The total amount of evidence should be:
- about 300 written words, or
- approximately 1.5 minutes of spoken evidence, or
- an equivalent combination of both.
Students should:
- produce work that is their own
- record their evidence for authenticity purposes.
In the preparation of the assessment activity, students may use:
- reference materials such as class notes
- textbooks
- dictionaries.
Students should not:
- copy whole sentences or passages from any source without significant modification
- use online or digital translators of any kind
- have anyone else point out errors, edit, or correct their work before handing it in for assessment
- be assessed on the technical quality of their presentation or design, only the quality of the language will be assessed.
Students may submit evidence which involves one or more other people, but students are assessed individually.
Evidence may be presented by the student in a range of forms, for example:
- a game or quiz
- an infographic or slideshow (with or without voiceover)
- a digital or paper-based scrapbook
- a video recording.
Teachers should ensure the outcome is appropriate for Level 6 of the New Zealand Curriculum.