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.
“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.
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.
Big Idea Body:
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 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.
Big Idea Body:
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 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.
Big Idea Body:
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 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.
Big Idea Body:
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.
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 Māorix language and culture revitalisation within their communities.
- 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 Māorix language and culture revitalisation within their communities.
Pathways
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.
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.
More Support
Introduction to Sample Course Outlines
Sample Course Outlines are intended to help teachers and schools understand the new NCEA Learning and Assessment Matrices. An example of how a year-long Te Reo Māori course could be constructed using the new Learning Matrix and Achievement Standards is provided here. It is indicative only and does not mandate any particular context or approach.
Introduction to Sample Course Outlines
Sample Course Outlines are intended to help teachers and schools understand the new NCEA Learning and Assessment Matrices. An example of how a year-long Te Reo Māori course could be constructed using the new Learning Matrix and Achievement Standards is provided here. It is indicative only and does not mandate any particular context or approach.
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- Sample Course Outline.docx
- Description: Te Reo Māori - Level 1
Sample Course Outline
A Grammar Progression Guide
This grammar progression guide for teachers includes grammatical structures and sample topics that may be explored up to Level 6 of the New Zealand Curriculum. It aims to aid teachers in providing a scaffolded learning approach to grammatical structures in te reo Māori.
A Grammar Progression Guide
This grammar progression guide for teachers includes grammatical structures and sample topics that may be explored up to Level 6 of the New Zealand Curriculum. It aims to aid teachers in providing a scaffolded learning approach to grammatical structures in te reo Māori.
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[ Video Resource ]
- Title: Te Reo Māori Journey video
- Description: This is the development journey video for TRM NZC
- Video Duration: 7 minutes
- Video URL: https://player.vimeo.com/video/570137935
- Transcript: This video does not yet have closed captions. These are coming soon.
This video does not yet have closed captions. These are coming soon.
Assessment Matrix
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.