• Te Reo Māori.pdf
What is Te Reo Māori about?
“Ko te reo te taikura o te whakaao mārama”
Language is the key to understanding
-Te Wharehuia Milroy
Te reo Māori is the key to understanding the Māori world. Te Reo Māori lays the foundation of communicative skills and cultural knowledge to enable students to be bilingual and bicultural with an appreciation and consideration of a Māori worldview.
In line with the government’s commitment to ensure that all New Zealanders have an opportunity to learn and speak te reo Māori as expressed in the Maihi Karauna, “Audacious Goal 2: By 2040, one million New Zealanders (or more) will have the ability and confidence to talk about at least basic things in te reo Māori", there is a strong emphasis on the acquisition and improvement of oral language competence in Te Reo Māori as a subject area.
Te Reo Māori is taught to a highly diverse group of students, in many different contexts, including Māori students who are taking the opportunity to reclaim their heritage language and culture and non-Māori beginning their journey into the Māori world that will strengthen the bicultural and bilingual fabric of Aotearoa New Zealand.
Big Ideas and Significant Learning
The following four big ideas serve as a foundation for learning and assessment of NCEA Te Reo Māori. These elements were crafted by Sir Tīmoti Kāretu and others as a motto for Te Kōhanga Reo, and later adopted by Te Māngai Pāho and Te Panekiretanga o Te Reo (The Institute of Excellence in the Māori Language) in the belief that the combination of these elements provides an avenue for a learner to reach a level of excellence.
The five main language skills necessary for effective communication, namely listening, speaking, reading, writing and cultural awareness, are interrelated, and this will be reflected in the teaching and learning programme for Te Reo Māori.
It is vital that students demonstrate contextual understanding of Te Reo Māori with accuracy, fluency and cultural integrity.
It is also important that students contribute to the revitalisation of the language for the good of the collective.
Te Tika o te Reo - Language Accuracy
The significant learning within this big idea is language features that focus on structures and correct application of vocabulary, as well as on punctuation, which are all encompassed by grammar that ensures quality communication. This is an area at the foundation level in learning te reo Māori that needs further development.
Te Rere o te Reo - Language Fluency
The significant learning contained within this big idea includes aspects of pronunciation, stress, intonation and the rhythm of the language, with an aim to be fluid and fluent in these respects. This big idea also involves a wide range of phrases and strategies for organising ideas for communication.
Te Māori o te Reo - Cultural integrity of the Language
The significant learning within this big idea relates to aspects of Māori worldview that reflect the way Māori perceive their environment, such as practising customs and upholding values and expressing ideas to maintain cultural integrity of the language.
Te Ora o te Reo - Language Vitality
The significant learning within this big idea involves progressive thinking about the sustainability of the language into the future through engaging in critical analysis of language change and the implementation of language revitalisation strategies to ensure the language continues to thrive throughout the upcoming generations.
Key Competencies in Te Reo Māori
- Students will apply a range of communicative skills in a variety of contexts that will enable them to express their thoughts in te reo Māori with accuracy, fluency, cultural integrity and gain an understanding of language revitalisation.
- Students of Te Reo Māori will develop self-managing skills and strategies that will enable them to know when to lead or follow, and when and how to act independently or collectively for the benefit of te ao Māori.
- Students of Te Reo Māori will apply creative and critical thinking, as well as metacognitive processes to make sense of information, experiences and ideas which will inspire them to be lifelong learners of te reo Māori.
- Students of Te Reo Māori, in tandem with learning tikanga Māori, will strengthen their own identity, therefore, providing a strong foundation for them to create and nurture relationships with others and the environment.
- The ideas, values and attitudes developed from a Māori worldview expressed through te reo Māori will enable students of Te Reo Māori to be culturally confident and competent to participate in and contribute to Māori language and culture revitalisation within their communities.
Learning Pathway
Te Reo Māori provides students with a foundation of communicative skills and cultural knowledge to develop confidence through strong self-identity that will enable them to engage in quality bilingual/bicultural relationships with others.
Te Reo Māori supports further learning and promotes the normalisation of te reo Māori in the areas of: broadcasting, journalism, education, arts, entertainment, business, tourism, hospitality, local and central government, health, languages, sports administration, marketing, management, law, corrections, public speaking, iwi development, volunteering, community services, farming and agriculture, primary industries, Treaty settlements, translating and interpreting services.
Introduction to Sample Course Outlines
• TRM Course Outline.docx
More Support
Different Focus
Why are the new standards the way they are?
We believe in order to develop a bilingual nation we must ensure all New Zealanders have access to good quality teaching in te reo Māori. The overarching goal is to ensure that more students have the confidence to speak te reo Māori and feel comfortable doing so in everyday natural situations. To this end, the revised standards emphasise te reo Māori as a spoken language.
This video does not yet have closed captions. These are coming soon.
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.
Tātari Kounga
Me matua whakamana ngā Kaituku Akoranga me ngā Whakahaere Whakangungu Ahumahi e te Mana Tohu Mātauranga o Aotearoa, ka rēhita ai ngā hua ka puta mai i ngā aromatawaitanga ki ngā paerewa paetae.
Ko ngā Kaituku Akoranga me ngā Whakahaere Whakangungu Ahumahi kua mana, ā, e aromatawai ana ā rātou hōtaka ki ngā paerewa paetae, me uru rātou ki ngā pūnaha whakarite e tika ana mō aua paerewa paetae.
Ko te tohutoro ki te Mahere Whakatutuki i te Whakamanatanga me te Whakaōritenga.
The evidence for this Achievement Standard will be one student-generated piece which may be presented in spoken or written te reo Māori. The volume of evidence submitted should allow the student to demonstrate the best of their ability and knowledge. Some students may require more time or scope to produce sufficient evidence.
This assessment will be completed individually.
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, video clips, audio recordings
- textbooks
- online or paper dictionaries.
Students should not:
- copy whole sentences or passages from any source
- use online translators or other digital resources
Teachers should ensure the outcome is appropriate for Level 6 of the New Zealand Curriculum.
Evidence may be submitted in one of the following two ways:
- audio/video recordings of student responses
- written responses
The evidence for this Achievement Standard will be one student-generated piece in spoken or written te reo Māori. The total amount of evidence should be 2 minutes for spoken evidence, or 200 words written evidence.
- The interactions must take place in real time and show that the student can respond momentarily using te reo 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 the teacher as it happens. Students should then submit a hard or digital copy of the interaction.
Students may not:
- copy/paste materials into any written evidence
- use any notes, resources, or dictionaries during their interactions.
Students may work in groups of more than two, but are assessed individually. 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.
Oral presentations may be given with or without an audience.
Teachers should ensure that the outcome is appropriate for Level 6 of the New Zealand Curriculum.
Evidence may be presented by the student in a range of forms, for example:
- a formal acknowledgement (mihi) and response
- a conversation
- to give & follow instructions