The evidence submitted for this Achievement Standard may not also be submitted for 92093 (1.2) Te Whakapuaki whakaaro e pā ana ki tētahi horopaki e ora nei te reo.

The evidence for this Achievement Standard will be collected over one or more interactions. The interaction must take place in real time and show that the student can use spoken reo Māori to respond to information, ideas, and opinions. 

Students may work in pairs or a group. If students are working in a group, the individual contribution needs to be equal to ensure they contribute enough language to meet the requirements of the Standard. 

The evidence for this achievement standard will be collected from one or more interactions. Students must talk about a context (or events and experiences) and ensure they use sufficient language to meet the requirements for this standard. 

The individual contribution across the interaction/s will be 2-3 minutes. This means, where there are two students, the length of the interaction will be 4-6 minutes. 

As part of a teaching and learning programme, teachers will provide students with opportunities to practice interacting in spoken reo Māori with their classmates to explore the range of language and interactive strategies they have been introduced to. 

Students must not rehearse the exact task with their partner(s) prior to the assessment. This means, they must not pre-plan or be provided the exact order of questions, or the nature of their partners' contributions during conversation. The teacher will either select the partner or names will be drawn out of a hat on the day of the assessment. 

Entirely rote-learned or scripted role plays will not meet the requirements of this achievement standard. However, students may practice the language that is necessary to complete an assessment activity successfully. 

Each interaction submitted as evidence must be:

• a single video recording without any edits
• clearly audible and allow for each student to be identified clearly.

Assessors may:

• provide images or objects which can be used to prompt conversation, as long as they don't include te reo Māori text
• if multiple interactions are submitted, provide general feedback to students after their first interaction, but must not scaffold students’ preparation for further interaction opportunities. 

Students may:

• refer to prompts given by the assessor.

Students may not:

• practise the exact task with their partner(s) prior to the assessment
• rote-learn or script role plays
• be provided with any scaffolding, instruction, teaching, or other forms of guidance during the assessment
• use te reo Māori notes, language learning resources, or dictionaries during the assessment.

Standard-specific Requirements

The evidence submitted for this Achievement Standard may not also be submitted for 92092 (1.1) Te kōrerorero i ngā pārongo, i ngā ariā me ngā whakaaro.   

Submissions should consist of one piece of work. Students will select their chosen format to present their learning. ​

​Their submission may be in spoken reo Māori, written reo Māori, or a combination of both. If spoken is chosen, students may draft written scripts to prepare for the assessment. The drafted written scripts will not be assessed. If a combination of both is chosen, the spoken and written language content must be complementary to each other. Students will not fulfill the criteria for this Achievement Standard by simply reading aloud what is also to be submitted as written evidence.  

To provide sufficient evidence to achieve against this Achievement Standard, students should produce: 

• 200-250 words of written evidence, or 
• approximately 1-1.5 minutes of spoken evidence, or 
• an equivalent combination of both (for example, 120-150 words of written evidence and 40 seconds of spoken evidence). 

Contexts for this Achievement Standard must allow students to communicate information related to a language vitality context. This involves referring to events or experiences within a Māori cultural context that relate to the health or promotion of te reo Māori. 

The submission may consist of evidence involving one or more people, but students will be assessed individually. Where a collaborative approach to collecting evidence is used, assessors must ensure that each student has met the requirements of the Achievement Standard individually. 

Assessor involvement during the assessment event is limited to providing students with feedback on the technical aspects of their work only, for example, formatting, design, or audio, visual, and image quality. Assessors must not provide feedback on student language be it written or spoken. 

Assessors must ensure that students are only assessed based on the quality of language. 

Students may not:

• copy whole sentences or passages from any source without significant modification
• use any digital language tools (for example, translators) other than dictionaries. Students are required to independently produce all of their own language used in the assessment. 
• have anyone else point out errors, edit, or correct their work before handing it in for assessment.