RESOURCES
LEVEL 1 RESOURCE 1.7
RESOURCES
Level 1
ASSESSMENT ACTIVITIES AND SCHEDULES
1.
2.
3.
4.
5.
6.
7.
8.
Tōku Kotahi, Tōku Hoa, Tōku Whānau
Taku Kōrero
Te Taitama Tepetepe
Nō Whea Au? Nō Whea Koe?
Ō tātai rā tēnā e tama e
Tōku kāinga
Ngā Hanga Kōrero
Kua hora te kai
 these assessment activities and schedules have been developed from the
unit standard learning outcomes
 these resources have been pre-moderated
 teachers should be familiar with the unit standards before using the
assessment activities and schedules
 students should have access to the assessment activities at the beginning
of each relevant programme topic
 assessment schedules should not be given to students
 the assessment activities and schedules in this section are designed to
cover all of the unit standard requirements for Level 1
TŌKU KOTAHI, TŌKU HOA, TŌKU WHĀNAU 1.8
HE WHAKAMĀRAMA KI TE KAIAKO
TŌKU KOTAHI, TŌKU HOA, TŌKU WHĀNAU
Paerewa
Tipako
7261
1
3
4
Paerewa
Tīpako
7269
1
Tohu i ngā whakautu (Kaupae 1)
Ka mātau ki ngā mihi.
Ka mātau ki ngā kupu, ki ngā kōrero hanga tahi e kōrerotia a
whanuitia ana.
Ka mātau ki te whakautu i ngā pātai me te whakatutuki tohutohu, tonotono hoki
Whakarite mihi ki te tangata (Kaupae 1)
Ka mihi ki te tangata.
This activity assesses elements 1,
3, 4 of Whakarongo 7261 and
element 1 of Kōrero 7269. Element
2 of 7261 and elements 2, 3, 4 of
7269 must be completed to gain the
standards. Appropriate activities
that cover these elements are:
 Taku Kōrero
 Tōku Kainga
 Ō Tātai Rā E Tama E
the kōrero have been delivered.
Students should be given time to
practise delivery in terms of clarity,
pace and tone.
Students could be encouraged to
record all students kōrero or select
at least 3 to record.
Teaching and Learning
Teachers could deliver their own
kōrero that students MUST record
as a quality model.
The task is set in the context of
delivering a kōrero about oneself
which has been prepared before
delivery.
Students can do the listening
exercise in Tūmahi 2 in pairs and
Tūmahi 3 individually.
The assessment is a listening and
speaking task. Students are
required to deliver a kōrero where
only the opening mihi and closing
farewells are assessed for kōrero.
The content of their kōrero will be
used as a listening activity for other
students in the class.
Students will also need to know
basic directions, instructions and
how to ask and respond to simple
questions in Tūmahi 3. This task
can be completed later on in the
programme if appropriate.
Students should be given the
opportunity to question the speakers
or clarify information after
© New Zealand Qualifications Authority - All rights reserved
Resource Preparation
Papamahi 1 for the students
listening exercise could be
enlarged onto A3 size paper.
Teachers will need to sketch a
scene which covers details of a
persons kōrero, (maunga, awa,
marae, iwi, waka etc). Students will
listen, follow instructions, sketch
and name the details on Papamahi
2.
TŌKU KOTAHI, TŌKU HOA, TŌKU WHĀNAU 1.9
TŌKU KOTAHI, TŌKU HOA, TŌKU WHĀNAU
Paerewa
Tipako
7261
1
3
4
Paerewa
Tīpako
7269
1
Tohu i ngā whakautu (Kaupae 1)
Ka mātau ki ngā mihi.
Ka mātau ki ngā kupu, ki ngā kōrero hanga tahi e kōrerotia a
whanuitia ana.
Ka mātau ki te whakautu i ngā pātai me te whakatutuki tohutohu, tonotono hoki
Whakarite mihi ki te tangata (Kaupae 1)
Ka mihi ki te tangata.
NGĀ TIKANGA:
Individual or group activity to be carried out inside or
outside the classroom
NGĀ RAUEMI:
Picture, collection of pictures.
Ngā mahi takatū
You will prepare and deliver a short kōrero about yourself to a group or the class.
Make notes in the box below to help you in your preparation.
ingoa
mātua
maunga
awa
marae
hapu
iwi
waka
Favourite things …
-food
-sports
-friends
-videos
-books
-leisure activities
© New Zealand Qualifications Authority - All rights reserved
TŌKU KOTAHI, TŌKU HOA, TŌKU WHĀNAU 1.10
Write your kōrero below.
Include:
 mihi
 closing farewells
Check that your kōrero is appropriate to your audience.
Tūmahi 1
Practise delivering your kōrero confidently from memory.
You will be assessed on your opening mihi and closing farewells.
7269 1.1  1.2  1.3 
Tūmahi 2
Listen to students delivering their kōrero.
1.
Record relevant information on the Papamahi 1 sheet.
2.
Ask questions regarding any of the information you hear after the kōrero has
been delivered.
© New Zealand Qualifications Authority - All rights reserved
TŌKU KOTAHI, TŌKU HOA, TŌKU WHĀNAU 1.11
Papamahi 1
Te Pepa Mahi a te Ākonga
Record one mihi used to open any kōrero that you hear.
Tō ingoa :
Kaikōrero
Ingoa
Mātua
Maunga
Awa
Marae
Hapū
Iwi
Waka
Whanaung
a
-tanga
Ngā tino
āhuatanga
Record one closing farewell that you hear.
7261 3.1  3.2 
3.3  3.4  3.5 
TŌKU KOTAHI, TŌKU HOA, TŌKU WHĀNAU 1.12
Papamahi 2
Tūmahi 3
Te Pepa Mahi a te Ākonga
Your teacher will describe a picture to you which will include:
 a person
 maunga
 awa
 iwi
 marae
 waka
Draw pictures in the boxes below.
Name each picture below each box.
2
1
3
5
4
6
7261 4.1  4.2  4.3 
© New Zealand Qualifications Authority - All rights reserved
TŌKU KOTAHI, TŌKU HOA, TŌKU WHĀNAU 1.13
Paerewa 7261, 7269: Tōku Kotahi, Tōku Hoa, Tōku Whānau
Tūmahi
1
2
Ngā Tīpako
me ngā
Paearu
Mahi
7269
1.1
1.2
1.3
7261
1.1
7261
3.1
3.2
3.3
3.4
3.5
Ngā Taunakitanga
(Ko ngā whakautu, ko ngā mahi rānei a te akonga)
Ngā Whakawā
(He tauākī e tāutu ana i te paerewa
kia taea)
Hei tauira
Tēnā koutou e hoa mā
Tēnā koe e te matua
Tēnā koe e te whaea
Ngā mihi ki a koutou katoa aku tungāne/aku
tuahine.
Opening and closing of mihi is
appropriate to the audience.
Ki a koutou e haere ana, haere pai atu.
Noho pai mai.
Noho ora mai.
Kia pai te haere.
Kia ora koutou katoa
1. Ingoa:
Ana Tapiata
At least one example of an opening
and one example of an ending is
recorded.
2. Mātua:
Hoani rāua ko Kahu
3. Maunga:
Hikurangi/Tarawera
4. Awa:
Waiapu me Puarenga
5. Marae:
Iritekura me Wahiao
6. Hapū:
Te Whanau o Iritekura me
Tuhourangi
7. Iwi:
Ngati Porou me Te Arawa
8. Waka:
Horouta me Te Arawa
Whanaungatanga:
Opening and closing of mihi is
accurately recorded.
8 correct answers from the chart are
recorded(reading horizontally)
3 correct answers from the chart are
recorded (reading vertically)
Answers given are appropriate to
information received
Work is accurately recorded.
(Students are given the opportunity
to respond to questions regarding
any clarification of the mihi by
correcting their Papamahi 1 sheets).
Ko taku whaea
Ngā tino
āhuatanga:
3
7261
4.1
4.2
4.3
He reka rawa atu te aihikirimi
Ko Uncle Louis tana tāne
Kei te Mana Tohu Matauranga o
Aotearoa ...
The boxes have drawings or symbols which
represent a person, maunga, waka, iwi marae etc.
Each box is named.
The correct information is recorded
in each box.
The number of the box must
correspond to the appropriate
sketch and name given by the
teacher.
Five of the six boxes must be
correct.
© New Zealand Qualifications Authority - All rights reserved
TAKU KŌRERO 1.14
HE WHAKAMĀRAMA KI TE KAIAKO
TAKU KŌRERO
Paerewa
Tipako
7269
2
3
4
Whakarite mihi ki te tangata (Kaupae 1)
Ka tika, ka marama te whakahua i ngā oro o te reo.
Ka kōrero mōna, mō te tangata, mō te taonga hoki.
Ka hanga pātai, ka hanga whakautu hoki.
Paerewa
Tipako
7257
1
Whakamahi i ngā tikanga tuhituhi (Kaupae 1)
Ka mōhio ki te tuhituhi rārangi kōrero mō te tangata, mō ngā kaupapa e taunga
ana ia.
Ka mōhio ki te tuhi rerenga kōrero me ngā tikanga tuhituhi o te reo.
Ka mōhio ki te whakamahi i ngā tauira hanga kōrero.
Ka mōhio ki te tuhituhi i ngā pātai, ngā tohutohu me ngā tonotono.
2
3
4
This activity assesses Tīpako 2, 3, 4
of Kōrero 7269 and all of Tuhituhi
7257. Tīpako 1 of Kōrero 7269
must be completed to gain the
standard. Activity “Ngā Kupu o Ngā
Waiata would fulfil this requirement.
Resource preparation
Teaching and Learning
The pictures could be photocopied
onto labels for the students to stick
onto the final copy.
Students are required to write and
speak about a selection of pictures.
Students should be given time to
prepare good stories using a variety
of stimulus (video, field trip,
experience of a hui etc) before
attempting this assessment.
Students should be able to describe
people, places, objects and location.
They also need to be able to edit
work for spelling and punctuation
errors.
Teachers can intervene at the draft
stage to diagnose any writing
difficulties that can be taught during
this assessment as part of the class
programme to improve the final
product.
Students are encouraged to proof
and edit each others work.
© New Zealand Qualifications Authority - All rights reserved
Tūmahi 1 can be enlarged on to A3
size paper and the finished good
copy could be displayed as a
storyboard on the wall.
Students can select own pictures
based on the current topic they are
studying in the class programme.
Students should have access to
dictionaries.
The students selection of pictures
should be photocopied in sets for
the class in order to complete
Tūmahi 3. Alternatively, students
could describe their chosen
pictures and the class could draw
the pictures.
TAKU KŌRERO 1.15
TAKU KŌRERO
Hei aromatawai tēnei ngohe i te:
Paerewa
Tipako
7269
2
3
4
Whakarite mihi ki te tangata (Kaupae 1)
Ka tika, ka marama te whakahua i ngā oro o te reo.
Ka kōrero mōna, mō te tangata, mō te taonga hoki.
Ka hanga pātai, ka hanga whakautu hoki.
Paerewa
Tīpako
7257
1
Whakamahi i ngā tikanga tuhituhi (Kaupae 1)
Ka mōhio ki te tuhituhi rārangi kōrero mō te tangata, mō ngā kaupapa e taunga
ana ia.
Ka mōhio ki te tuhi rerenga kōrero me ngā tikanga tuhituhi o te reo.
Ka mōhio ki te whakamahi i ngā tauira hanga kōrero.
Ka mōhio ki te tuhituhi i ngā pātai, ngā tohutohu me ngā tonotono.
2
3
4
NGĀ TIKANGA:
Hei mahi takitahi rānei , hei kōrerorerotanga rānei i
waenganui i te ākonga me te kaiako, hei mahi rānei mā
ngā ākonga katoa.
NGĀ RAUEMI:
He kakati pikitia.
NGĀ TOHUTOHU:
In this activity you will:





discuss pictures or photographs
create a story for each of the pictures
orally discuss your pictures with the teacher
retell a story using some of the pictures to the class
write instructions
He mahi takatu
Select at least 5 pictures.
In pairs, discuss each picture including all of the following:





he aha ngā mahi i roto i ngā pikitia?
kei hea tēnei wāhi?
kōrero mō tōna āhua.
ko wai mā ngā tāngata?
tuhia ētahi kōrero mō ō rātou āhua.
Tūmahi 1
Write a draft story for each of the pictures.
You should aim to write at least 5 sentences per picture.
Use Papamahi 1 to check your draft.
Get one other student to check your draft and sign it before writing your good copy.
© New Zealand Qualifications Authority - All rights reserved
TAKU KŌRERO 1.16
Papamahi 1
Use the following checklist as a guide when writing your story.
He rārangi arowhai (Checklist)
He kōrero mō te āhua o tētahi tangata
mō te āhua o tētahi wāhi
mō te āhua o tētahi taonga
mō te wāhi e tau ana tētahi taonga
mō te wāhi e tū/noho/mahi ana tētahi tangata
Me āta pānui āno kia kite mēna kei te tika:
te tuhi i ngā kupu (spelling)
te tuhi i ngā tohu kōrero (punctuation - comma’s, fullstops, exclamation marks, speech marks, question marks)
te wehewehe i ngā kupu (separation of words)
© New Zealand Qualifications Authority - All rights reserved
TAKU KŌRERO 1.17
Tūmahi 1
Insert the pictures into the boxes.
Write your good copy beside each box.
© New Zealand Qualifications Authority - All rights reserved
Ingoa: ____________________________________________________
TAKU KŌRERO 1.18
© New Zealand Qualifications Authority - All rights reserved
TAKU KŌRERO 1.19
Me āta pānui anō koe i ō mahi i mua i te tukunga ki te kaiako.
Check your work carefully before handing it in to the teacher.
© New Zealand Qualifications Authority - All rights reserved
TAKU KŌRERO 1.20
Tūmahi 2
Write questions about each picture that cover:
 people
 places
 objects
 location
You should write at least 2 questions per picture.
Write the good copy of your questions below:
In pairs, practise asking and answering questions about your pictures.
Tūmahi 3
Talk to your teacher about your pictures.
Your teacher will ask similar questions to the ones you have written.
You will be expected to ask your own questions about the pictures to your
teacher.
Be prepared!
© New Zealand Qualifications Authority - All rights reserved
TAKU KŌRERO 1.21
Tūmahi 4
Select at least 3 pictures.
Do not show your pictures to the class.
Retell a story using all of the pictures.
The class will listen and select the pictures you are talking about from a set or
draw the pictures on their own paper.
You need to say at least 3 sentences per picture.
You may be asked questions about your pictures.
Tūmahi 5
Select at least ONE picture and write clear instructions and directions that will
allow another student to read your work and draw a similar picture.
Number your instructions and directions.
Check your work carefully yourself and with the teacher before handing to
another student to complete.
© New Zealand Qualifications Authority - All rights reserved
TAKU KŌRERO 1.22
Select a student and allow them to read your written instructions.
They should draw a picture in the box below according to your instructions.
Assess their picture with the one you have selected.
Paerewa 7269, 7257: Taku Kōrero
Tūmahi
Ngā Tīpako
me ngā
Ngā Taunakitanga
(Ko ngā whakautu, ko ngā mahi rānei a te akonga)
© New Zealand Qualifications Authority - All rights reserved
Ngā Whakawā
(He tauākī e tāutu ana i te paerewa
TAKU KŌRERO 1.23
1
Paearu
Mahi
7257
1.1
1.2
1.3
1.4
1.5
2.1
2.2
2.3
3.1
3.2
2
7257
4.1
3
7269
4.1
4.2
7269
2.1
2.2
2.3
3.1
3.2
3.3
3.4
4.3
4
kia taea)
1. Kei te hikoi tētahi tāngata ki ngā maunga hei
whakapakari i tōna tinana. He tino taumaha
tana tueke i runga i tōna tuarā. Kua tino
kōroua ia.
2. I te tīmatanga o tōna haere he rangi pai, he
huka i runga i nga tihi maunga, engari he
makariri hoki.
Kua tika te tuhi i te kupu.
Kua tika te wehewehe i ngā kupu.
Kia kaua e iti ake i te rua ngā hiahia
o te tangata me tuhi.
3. I a ia e hikoi ana ka ngaro ia i roto i te ngahere.
Ka tino mataku ia. Ko tana pātai, “Kei hea hoki
au?”
Kia kaua e iti ake i te kotahi te
tangata, te wāhi, te taonga i
whakaahuatia tikatia ā i
whakaahua tikatia hoki te wāhi e tū
ana, e tau ana rānei.
4. He maha ngā rangi i a ia e ngaro ana
Ko ngā tāngata ō te Papa Atawhai kei te
rapu i a ia i runga i tō ratou waka rererangi.
Kia kaua e iti ake i te rua ngā mahi
a te tangata e kōrerotia ana i
whakaahuatia tikatia.
5. Ko tōna whakaaro me karakia ia ki te atua mo
tētahi āwhina. Ana, ka āwhinatia ia e tōna
manu kaitiaki me kore ake, kua hemo ia.
Questions are written for each picture.
E mārama ana te kōrero.
Questions are asked and answered about selected
pictures with the kaiako.
Kua tika te tuhi i ngā tohu kōrero
At least 5 questions are accurate.
At least 5 questions are asking
about different things in the
pictures. (e.g people, places,
objects etc)
At least 3 questions are accurately
asked and answered.
Oral description of chosen pictures.
Ko tōku kuia tēnā
I ngā whakautu ki ngā pātai a te
kaiako:
Ko Mane tēnā
Kia kaua e iti ake i te rua ngā hiahia
o te ākonga i kōrerotia.
He tokotoko tōna
Kei te haere ia …….
E haere ana ia …….
Ko te iti rawa, kotahi te tangata, te
wāhi, te taonga i kitea, ā, i
whakaahuatia,
Ko te iti rawa, kotahi te mahi i
whakaahuatia tikatia.
5
7257
4.2
4.3
Instructions and directions are written to create a
picture.
© New Zealand Qualifications Authority - All rights reserved
Kua hāngai ngā whakautu ki ngā
pātai. Maringi noa ana ngā kōrero.
Kua tika te whakahua i ngā oro.
Mō ngā whakaahua e toru:
Kua tika te whiriwhiri a te ākonga
Kua tika te whakaraupapa
Ka tika tā rātou kōwhiri i ngā
whakaahua kia kaua e iti ake i ngā
ākonga e toru.
Written instructions and directions
are consistently clear and accurate.
(Correct drawing of the picture
could be used as evidence of clear
instruction and direction).
TE TAITAMA TEPETEPE 1.24
HE WHAKAMĀRAMA KI TE KAIAKO
TE TAITAMA TEPETEPE
Paerewa
Tipako
7265
1
2
3
4
Pānui tuhinga hei whakaatu i ngā hanga kōrero. (Kaupae 1)
Ka mārama haere ki ngā whakaaro pū o ngā whiti kōrero hangatahi.
Ka mārama ki ngā rerenga kōrero.
Ka mārama ki ngā tuhinga, me ngā hanga kōrero mō ngā
āhuatanga e mōhio ana ia.
Ka mārama ki ngā tohutohu.
I mua i te aromatawaitanga mō
tēnei ngohe me taunga te ākonga
ki:
 te pānui-ā-waha
 ngā tikanga tuhituhi
 te tautohu i te whakaaro pū o
tētahi whiti kōrero
E rima ngā Tūmahi o tēnei ngōhe.
Ko te kaupapa he pakiwaitara.
I mua hoki i te mahi Tūmahi 1, ka
whai wāhi ngā ākonga ki te pānui i
tētahi kōrero. He mea hou tēnei ki a
rātou, me pānui ki a rātou anō me te
matapaki ki te kaiako. Kātahi ka
whakauruuru kupu rātou ki te kōrero
kia tika ai tōna rere, ko Tūmahi 1
tēnei.
© New Zealand Qualifications Authority - All rights reserved
Ko te hiahia o Tūmahi 3, me
whakaatu ngā ākonga mā te tā
pikitia, ō rātou māramatanga ki ngā
tohutohu.
Ko te hiahia o Tūmahi 5, me pānui
te ākonga i tētahi kōrero kia kitea e
ia te whakaaro pū o roto. Inā, e
kitea ana, ka rūritia e te ākonga.
Ka taea tēnei ngohe te mahi i roto i
tētahi kaupapa nui, arā tētahi
pakiwaitara.
Students will be required to write a
childrens book with illustrations to
be read aloud to a selected
audience.
Teachers could arrange a visit for a
reading session at the local
Kohanga Reo.
TE TAITAMA TEPETEPE 1.25
TE TAITAMA TEPETEPE
Paerewa
Tipako
7265
1
2
3
4
Pānui tuhinga hei whakaatu i ngā hanga kōrero. (Kaupae 1)
Ka mārama haere ki ngā whakaaro pū o ngā whiti kōrero hangatahi.
Ka mārama ki ngā rerenga kōrero.
Ka mārama ki ngā tuhinga, me ngā hanga kōrero mō ngā
āhuatanga e mōhio ana ia.
Ka mārama ki ngā tohutohu.
NGĀ TIKANGA:
Hei mahi tēnei mō roto i te akomanga, he mahi takitahi, he
matapaki hoki i waenganui i te ākonga me te kaiako.
NGĀ
TOHUTOHU:
Whakaahua, he kakati whakaahua.
He mahi takatū tēnei:
1.
Ka homai te kaiako i tētahi kōrero ki a koe māu hei pānui. (Rauemi 1)
Āta pānuitia kia mārama koe ki ngā kupu o roto.
E 5 miniti noa iho te roa o te wā mō tēnei mahi.
2.
Kia pau te 5 miniti ka whiwhi 5 miniti anō koe ki:
- te patapātai
- te whakamārama i ngā kupu hou i roto i te kōrero.
3.
Kia pau rawa te wā ka whakahokia te pepa ki te kaiako.
Tūmahi 1
1.
Ka homai te kaiako i taua kōrero anō ki a koe, engari kei te ngaro ētahi
o ngā kupu o roto. (Rauemi 2)
2.
Āta pānuitia te kōrero, tuhia atu ngā kupu ki te wāhi tika, kia tika ai te
kōrero
© New Zealand Qualifications Authority - All rights reserved
TE TAITAMA TEPETEPE 1.26
Rauemi 1
Te Taitama Tepetepe
E 5 noa iho ngā miniti māu hei pānui i tēnei kōrero.
Rūritia ngā kupu kāore i te mārama ki a koe.
Ka moe a Tūwhakararo i tana wahine i a
Apakura,
ka whanau tā rāua tamaiti.
Rite tonu tā rāua tamaiti ki te tepetepe.
Tino kino te ngārara o tērā tamaiti.
Kāore a Tūwhakararo me tana wahine i
pīrangi ki tā rāua tamaiti tino ngārara.
Ka haere a Apakura ki te one me
tana tamaiti.
Ka tākaia te tamaiti ki roto i tana maro,
kātahi ka whiua atu ki te moana.
Kia pau te 5 miniti ka whiwhi 5 miniti anō koe ki te pātai mō ngā kupu hou.
© New Zealand Qualifications Authority - All rights reserved
TE TAITAMA TEPETEPE 1.27
Rauemi 2
Te Taitama Tepetepe
Tuhia atu ngā kupu tika, kia tika ai te kōrero.
Ka _______ a Tūwhakararo i tana wahine i a Apakura,
ka _________ tā rāua tamaiti.
Rite tonu ta rāua tamaiti ki te tepetepe.
Tino kino te ngārara o tērā tamaiti.
Kāore a Tūwhakararo me tana wahine i _________ ki tā rāua
tamaiti tino ngārara.
Ka _________ a Apakura ki te one me tana tamaiti.
Ka tākaia te tamaiti ki roto i tana maro,
kātahi ka ________ atu ki te moana.
© New Zealand Qualifications Authority - All rights reserved
TE TAITAMA TEPETEPE 1.28
Tūmahi 2
Mō ia rerenga kōrero i raro nei (1-8) me tā koe i tētahi pikitia (Rauemi 3)
ngāwari noa e whakaahua ana:
 I te mahi kei te mahia
 I te tangata e mahi ana i te mahi
Whakaingoatia ngā tangata katoa i roto i ō pikitia katoa.
1.
Ka moe a Tūwhakararo.
2.
Ka haere atu a Apakura.
3.
Ka mau a Whakatau ki te manu - tukutuku.
4.
Ka tū a Whakatau, ā, ka huri atu ki te moana.
5.
Ka tuohu a Rongotakawhiu ki te karakia.
6.
Ka tākaia te tamaiti ki roto i tana maro, ā, ka whiua ki te
moana.
7.
Ka karanga atu a Whakatau, “Ko au tō tama”.
8.
Ka tangi a Apakura.
© New Zealand Qualifications Authority - All rights reserved
TE TAITAMA TEPETEPE 1.29
Rauemi 3
Te Taitama Tepetepe
Mō ia rerenga kōrero i raro nei (1 - 8) me tā koe i tētahi pikitia ngāwari noa e
whakaahua ana:
 I te mahi kei te mahia
 I te tangata e mahi ana i te mahi
Whakaingoatia ngā tāngata katoa i roto i ō pikitia katoa.
1.
Ka moe a Tūwhakararo
2.
Ka haere atu a Apakura
3.
Ka mau a Whakatau ki te manukōtukutuku
4.
Ka tū a Whakatau, ā, ka huri atu ki
te moana
5.
Ka tūohu a Rongotakawhiu ki te
karakia
6.
Ka tākaia te tamaiti ki roto i tana
maro, ā, ka whiua ki te moana
7.
Ka karanga atu a Whakatau, “Ko au
tō tama!”
8.
Ka tangi a Apakura
Tūmahi 3
© New Zealand Qualifications Authority - All rights reserved
TE TAITAMA TEPETEPE 1.30
Pānuitia ia whiti kōrero kei raro nei. Āta tohua ki te rūri (underline) te
whakaaro pū (main idea) i roto ia whiti.
Ka rongo a Rongotakawhiu, ka pōuri ia.
Ka kōrero atu ia ki tana tama,
“E noho i taku taha. Māku koe e ako ki
ngā momo karakia katoa.”
Ka karanga atu a Apakura,
“E noho koe i taku taha,
ā, māku koe e atawhai.
Ka kōrero atu a Whakatau,
“Ka noho au ki te tuawhenua mō te ono
marama, ā, ki te moana mō te ono marama.”
Nā reira, ka pēnei te noho a Whakatau,
ā, ka whakarere ia i tana manu-kōtukutuku
i te tuawhenua, ā, i te moana hoki.
Tūmahi 4 - Children’s Book
1.
2.
3.
4.
5.
Draft the story or a similar story in your own words.
Check your work for punctuation and accuracy.
Write a good copy in the layout of a children’s book.
Create pictures to match your sentences.
Practise reading your story aloud so that it is interesting and clear.
Read your story aloud taking care with:
 pronunciation
 long vowel sounds
 punctuation (full stops, commas, speech marks, exclamation marks,
question marks).
© New Zealand Qualifications Authority - All rights reserved
TE TAITAMA TEPETEPE 1.31
Paerewa 7265: Te Taitama Tepetepe
Tūmahi
1
2
3
4
Ngā Tīpako
me ngā
Paearu
Mahi
1.1
3.1
3.2
Ngā Taunakitanga
(Ko ngā whakautu, ko ngā mahi rānei a te akonga)
3.1
Ka moe a Tūwhakararo i tana wahine i
a Apakura,
ka whānau tā rāua tamaiti.
Rite tonu tā rāua tamaiti ki te tepetepe.
Tino kino te ngārara o tērā tamaiti.
Kāore a Tūwhakararo me tana wahine i pīrangi ki ta
rāua tamaiti tino ngārara.
Ka haere a Apakura ki te one me tana tamiti
Ka tākaia te tamaiti ki roto i tana maro,
kātahi ka whiua atu ki te moana.
E hāngai ana ngā mahi-ā-tinana
3.2
Ki ngā hangatahi i whakaritea
4.1
1.1
2.1
2.2
2.3
Māku koe e ako ki ngā momo karakia katoa.
Māku koe e atawhai.
Ka noho au ki te tuawhenua ki te moana hoki mō
ngā marama e ono.
Own story is read aloud.
© New Zealand Qualifications Authority - All rights reserved
Ngā Whakawā
(He tauākī e tāutu ana i te paerewa
kia taea)
Kua whakauru tika ngā kupu katoa
kua ngaro. Kua ea ēnei tipako.
Kia ono e tika ana.
Instructions are correctly followed.
Main ideas are correctly drawn for
the sentences.
All sentences must be correctly
drawn.
Meaning should be clearly evident
from the drawing.
(Students may speak about the
drawings to clarify main ideas).
Story is clearly read with consistent
use of tone, pronunciation and care
with punctuation. Allow for 1 or 2
minor errors.
NŌ WHEA AU? NŌ WHEA TAKU HOA? 1.32
HE WHAKAMĀRAMA KI TE KAIAKO
NŌ WHEA AU? NO WHEA TAKU HOA?
Paerewa
7261
Tohu i ngā whakautu (Kaupae 1)
Paerewa
7269
Whakarite mihi ki te tangata (Kaupae 1)
Paerewa
7265
Pānui tuhinga hei whakaatu i ngā hanga kōrero (Kaupae 1)
Paerewa
7257
Whakamahi i ngā tikanga tuhituhi (Kaupae 1)
This activity covers all four paerewa and is intended as a summative
assessment for students who have completed or have nearly covered a year
programme in Reo Māori as a second language.
Teachers need to use their own judgement about when this activity would be
most appropriate according to student needs and levels. The activity would
work well as a reassessment opportunity.
The activity uses rākau and was developed by Te Ataarangi Inc. The tūmahi
allow for facilitation and observation by the teacher to assess students
accordingly.
© New Zealand Qualifications Authority - All rights reserved
NŌ WHEA AU? NŌ WHEA TAKU HOA? 1.33
NŌ WHEA AU? NŌ WHEA TAKU HOA?
Paerewa
Tipako
7261
1
2
3
4
Tohu i ngā whakautu (Kaupae 1)
Ka mātau ki ngā kupu mihi.
Ka rongo, ka mohio ki ngā oro o te reo.
Ka mātau ki ngā kupu, ki ngā kōrero hangatahi e kōrerotia whānuitia ana.
Ka mātau ki te whakautu i ngā pātai me te whakatutuki tohutohu, tonotono hoki.
Paerewa
Tīpako
7269
1
2
3
4
Whakarite mihi ki te tangata (Kaupae 1)
Ka mihi ki te tangata.
Ka tika, ka mārama te whakahua i ngā oro o te reo.
Ka kōrero mōna ake, mō te tangata, mō te taonga hoki.
Ka hanga pātai, ka hanga whakautu hoki.
Paerewa
Tīpako
7265
1
2
3
4
Pānui tuhinga hei whakatu i ngā hanga (Kaupae 1)
Ka mārama haere ki ngā whakaaro pū o ngā whiti kōrero hangatahi.
Ka mārama ki ngā rerenga kōrero.
Ka mārama ki ngā tuhinga e mau ai ngā āhuatanga e mōhio ana ia.
Ka mārama ki ngā tohutohu.
Paerewa
Tīpako
7257
1
Whakamahi i ngā tikanga tuhituhi (Kaupae 1)
Ka mōhio ki te tuhituhi rārangi kōrero mō ngā tāngata mō ngā kaupapa e taunga
ana ia.
Ka mōhio ki te tuhi rerenga kōrero me ngā tikanga tuhituhi o te reo.
Ka mōhio ki te whakamahi i ngā tauira hanga kōrero.
Ka mōhio ki te tuhituhi i ngā pātai, ngā tohutohu, me ngā tonotono.
2
3
4
NGĀ TIKANGA:
He mahi takitahi, takirua, ā-rōpū. He mahi ki ngā
rākau. He mahi i te akomanga, he mahi i te kainga.
NGĀ TOHUTOHU:
Using the rākau, make a picture that shows your:






maunga
awa
marae
rohe
iwi/whanaunga/hoa/tipuna
self
Tūmahi 1
Greet your group and your kaiako. Introduce yourself using the visuals you
have created.
Tell a story about your picture. You need to:
 visit places
 meet people
 obtain objects
 say goodbye when you leave
 describe people, objects, places
© New Zealand Qualifications Authority - All rights reserved
NŌ WHEA AU? NŌ WHEA TAKU HOA? 1.34
Tūmahi 2
Listen to the stories told by each member of your group. Fill in the information below for each student.
Te Pepa Māhi a te ākonga
Tō ingoa :
Kaikōrero
Maunga
Awa
Marae
Rohe
Check your work carefully showing indication of:
- long vowel sounds, correct use of language and accuracy.
Iwi
Hoa
Whanaung
a
Te Taonga
NŌ WHEA AU? NŌ WHEA TAKU HOA? 1.35
Tūmahi 3
Select 5 interesting objects and instruct people to place them in their own
picture.
Tūmahi 4 - Treasure Hunt
You should have 5 new objects in your picture.
Sketch a map of your picture with the 5 objects placed in it.
Write clues on paper to direct another student to enter your picture and find the
objects. Indicate an entry point and an exit point.
Find another student who will:
 read the instructions
 select a rakau as themselves
 enter the picture and move through it collecting the objects in order of the
instructions and directions.
Watch carefully to ensure the student follows your written instructions and
directions accurately. Make them return to the start if they make a mistake.
Tūmahi 5
Ask questions about each others pictures.
Your kaiako may also ask you questions at this time.
Tūmahi 6
Use the information from Tūmahi 2 to write a short story about someone else’s
picture. Your story should include sentences about the person’s:








maunga
awa
iwi
rohe
marae
meeting and describing people and the work they are involved in
visiting and describing places
getting an object and describing it
OR
© New Zealand Qualifications Authority - All rights reserved
NŌ WHEA AU? NŌ WHEA TAKU HOA? 1.36
Write a story about your own picture
Proof your work for accuracy. You can use a dictionary to check your story for
punctuation and spelling
Write your good copy below.
Check your work carefully before handing it in for assessment.
Tūmahi 7
Read your story to the class, you need to take care with long vowel sounds and
correct use of punctuation.
© New Zealand Qualifications Authority - All rights reserved
NŌ WHEA AU? NŌ WHEA TAKU HOA? 1.37
Paerewa 7261, 7269, 7265, 7257: Nō whea au? Nō whea taku hoa?
Tūmahi
1
Ngā Tīpako
me ngā
Paearu
Mahi
7269
1.1
1.2
1.3
2.1
2.2
7261
1.1
Ngā Taunakitanga
(Ko ngā whakautu, ko ngā mahi rānei a te akonga)
A mihimihi is given about the picture and developed
into a story.
Ko tōku marae tēnei. Ko Te Maungarongo tōna
ingoa. Kei muri e tū ana tōku maunga a Ihowa.
Kei raro i a ia taku awa a Te Wairua tapu e rere ana
etc.
7269
3.1
3.2
3.3
3.4
2
3
4
5
6
7
7261
2.1
2.2
2.3
3.1
3.2
3.3
3.4
3.5
7269
4.1
4.2
4.3
7261
4.2
4.3
7257
4.1
4.2
4.3
7265
1.1
3.1
3.2
4.1
Student records information for the listening
exercise in the box provided.
7261
4.1
7257
1.1
1.2
1.3
1.4
1.5
2.1
2.2
2.3
3.1
3.2
7265
2.1
2.2
2.3
Questions are asked and answered about the
created pictures.
A story is written about the student’s life or another
student’s life using the picture as a stimulus. (It is
expected that students will include more than what
is visually shown.)
Ngā Whakawā
(He tauākī e tāutu ana i te paerewa
kia taea)
A story describing a picture is told.
The people met are identified and
greeted.
Greetings and introductions are
appropriate.
Farewells and closing addresses
are
appropriate.
Student is able to converse about
his/her needs, taonga, people,
places.
Kōrero should be natural, cohesive
and appropriate. Allow for
hesitation.
Long vowel sounds are indicated by
a macron or double vowel
Words are consistently separated
correctly.
Information is accurate.
At least 3 speakers kōrero is
correct.
Students are requested to find 5 objects and place
them somewhere in their own pictures.
Directions and instructions are
given correctly. At least 3 are
accurately demonstrated.
Objects are correctly placed in the
pictures.
Written instructions and directions for a treasure
map to find 5 objects.
Written instructions are and
directions are accurate, appropriate
and clear.
Reading of instructions to locate and collect 5
objects from another students treasure map.
Sentences containing commonly
used words are read correctly and
understood.
Responses to instructions are
appropriate.
The passage is understood by a
correct response.
Allow for 1 or 2 minor errors.
At least 3 questions are accurately
answered.
A passage describing basic needs,
daily actions, people, places,
objects and their location have been
written.
Words of the passage are correctly
punctuated, spelt and separated.
Allow for 1 or 2 minor errors.
Correct sentence patterns have
been used.
Story is cohesive.
Story is read aloud to class.
© New Zealand Qualifications Authority - All rights reserved
Story is clearly and fluently read.
Student reads according to
punctuation and long vowel sounds.
Ō TĀTAI RĀ TĒNĀ E TAMA E 1.38
HE WHAKAMĀRAMA KI TE KAIAKO
Ō TĀTAI RĀ TĒNĀ E TAMA E
Paerewa
Tipako
7261
1
2
3
4
Tohu i ngā whakautu (Kaupae 1)
Ka mātau ki ngā mihi.
Ka rongo, ka mohio ki ngā oro o te reo.
Ka mātau ki ngā kupu, ki ngā kōrero hangatahi e kōrerotia whānuitia ana.
Ka mātau ki te whakautu i ngā pātai me te whakatutuki tohutohu, tonotono
hoki.
Paerewa
Tīpako
7269
1
2
3
4
Whakarite mihi ki te tangata (Kaupae 1)
Ka mihi ki te tangata.
Ka tika, ka mārama te whakahua i ngā oro o te reo.
Ka kōrero mōna ake, mō te tangata, mō te taonga hoki.
Ka hanga pātai, ka hanga whakautu hoki.
Paerewa
Tīpako
7265
1
2
3
Pānui tuhinga hei whakatu i ngā hanga kōrero(Kaupae 1)
Ka mārama haere ki ngā whakaaro pū o ngā whiti kōrero hangatahi.
Ka mārama ki ngā rerenga kōrero.
Ka mārama ki ngā tuhinga me ngā hanga kōrero mō ngā āhuatanga e
mōhio ana ia.
Ka mārama ki ngā tohutohu.
4
Paerewa
Tīpako
7257
1
2
3
4
Whakamahi i ngā tikanga tuhituhi (Kaupae 1)
Ka mōhio ki te tuhituhi rārangi kōrero mō te tāngata mō ngā kaupapa e
taunga ana ia.
Ka mōhio ki te tuhi rerenga kōrero me ngā tikanga tuhituhi o te reo.
Ka mōhio ki te whakamahi i ngā tauira hanga kōrero.
Ka mōhio ki te tuhituhi i ngā pātai, ngā tohutohu, me ngā tonotono.
This assessment activity has been designed for a module of work within a Reo
Māori programme. The focus is family and kinship relationships. The
approximate length of time for study is 10 weeks or one term.
Students are assessed against all four Reo Māori unit standards at Level 1.
These are integrated assessments.
Teachers need to use their own judgement about when and where this activity
would be most appropriate within their own programmes.
RESOURCES
Ngata, H.M.
1993
English – Māori Dictionary
Williams, H.W.
1993
A Dictionary of the Māori Language
Cormack, I.
2000
A Dictionary and Language Guide for
Students of Māori
© New Zealand Qualifications Authority - All rights reserved
Ō TĀTAI RĀ TĒNĀ E TAMA E 1.39
Ō TĀTAI RĀ TĒNĀ E TAMA E
Paerewa
Tipako
7261
1
2
3
4
Tohu i ngā whakautu (Kaupae 1)
Ka mātau ki ngā mihi.
Ka rongo, ka mohio ki ngā oro o te reo.
Ka mātau ki ngā kupu, ki ngā kōrero hangatahi e kōrerotia whānuitia ana.
Ka mātau ki te whakautu i ngā pātai me te whakatutuki tohutohu, tonotono hoki.
Paerewa
7269
Whakarite mihi ki te tangata (Kaupae 1)
Tīpako
Paerewa
Tīpako
1
2
3
4
7265
1
2
3
4
Paerewa
Tīpako
7257
1
2
3
4
Ka mihi ki te tangata.
Ka tika, ka mārama te whakahua i ngā oro o te reo.
Ka kōrero mōna ake, mō te tangata, mō te taonga hoki.
Ka hanga pātai, ka hanga whakautu hoki.
Pānui tuhinga hei whakatu i ngā hanga kōrero(Kaupae 1)
Ka mārama haere ki ngā whakaaro pū o ngā whiti kōrero hangatahi.
Ka mārama ki ngā rerenga kōrero.
Ka mārama ki ngā tuhinga me ngā hanga kōrero mō ngā āhuatanga e mōhio ana
ia.
Ka mārama ki ngā tohutohu.
Whakamahi i ngā tikanga tuhituhi (Kaupae 1)
Ka mōhio ki te tuhituhi rārangi kōrero mō te tāngata mō ngā kaupapa e taunga
ana ia.
Ka mōhio ki te tuhi rerenga kōrero me ngā tikanga tuhituhi o te reo.
Ka mōhio ki te whakamahi i ngā tauira hanga kōrero.
Ka mōhio ki te tuhituhi i ngā pātai, ngā tohutohu, me ngā tonotono.
CONDITIONS
Individual, pair and small group work. In and out of class.
NGĀ TOHUTOHU
For this module of work, there are 10 Tūmahi or assessment tasks that require
you to:








read, identify and separate words and punctuate a text based on whakapapa
read and comprehend a text based on whakapapa
complete a simple whakapapa chart and recite it by memory
record your own whakapapa on audio tape
ask/answer questions about a classmate’s whakapapa
follow oral and written instructions
listen to, and comprehend words and text
write a story based on a set of pictures
© New Zealand Qualifications Authority - All rights reserved
Ō TĀTAI RĀ TĒNĀ E TAMA E 1.40
Tūmahi 1 (Tūmahi 1 and 2 are pair activities)
This text has no punctuation. Read the text aloud, and identify and separate each
word correctly. You should also use the correct punctuation eg capital letters,
commas, full stops, and macrons where appropriate. The pronunciation should
also include the correct use of the short/long vowels.
tenakoutoukatoakotokatutemaungakokiekieteawakohoroutate
wakakotewhanauarakairoatehapukongatiporouteiwikongerirau
akongungungamatuanopikihorotemamanorotoruatepapakowh
akaruarauakowihangatunganekopareteteinakoiatepotikio
heeniteneikoautematamuaotewhanaukohiwitemokaihekiwiia
noreiratenakoutoutenakoutoutenakoutoukatoa
Each pair will write own correct copy of the above whakapapa text on the lines
provided below.
7265
2.1  2.2  2.3  3.1  3.2 
7257
2.1  2.2  2.3
© New Zealand Qualifications Authority - All rights reserved
Ō TĀTAI RĀ TĒNĀ E TAMA E 1.41
Tūmahi 2
Read the punctuated whakapapa text from Tūmahi 1. Using the whakapapa chart
below, fill in each family member in the correct order of descent. Also show
whether person is tane (t) or wahine (w).
_____________
( )
_____________
_______________
( )
(
=
_____________
( )
______________
______________
)
(
)
(
)
Draw Hiwi
7265
1.1 
3.1  3.2 
7257
2.1 
© New Zealand Qualifications Authority - All rights reserved
Ō TĀTAI RĀ TĒNĀ E TAMA E 1.42
Tūmahi 3 (This is an individual activity)
Write a mihi to 2 or more people
Write your own whakapapa. Describe one or more family members and include
their work/ activity of interest, using the example from Tūmahi 1 as a guide. End
your topic with a farewell speech.
Learn your whakapapa, and then recite it by memory onto a cassette tape.
Then hand in to tutor. (These cassette tape recordings are required for Tūmahi 4)
7257
3.1  3.2 
7269
1.1  1.2  1.3 
2.1  2.2 
© New Zealand Qualifications Authority - All rights reserved
Ō TĀTAI RĀ TĒNĀ E TAMA E 1.43
Tūmahi 4
The purpose of this exercise is to listen and gather information in relation to
whānau, hapū, iwi and rohe. A prepared cassette tape of a classmate’s
whakapapa ( Tūmahi 3) will be distributed to each student by your tutor. You will
then be given 10 minutes to listen and gather information pertaining to your
classmate (no note taking material is required during this time). You will then be
asked 8 questions about information gathered from the cassette.
7269
© New Zealand Qualifications Authority - All rights reserved
7261
3.3  3.4 
3.1  3.2  3.3  3.4 
Ō TĀTAI RĀ TĒNĀ E TAMA E 1.44
Tūmahi 5
This activity assesses student’s ability to follow step by step instructions. This
is an individual activity and communication with others is not permitted.
Carefully read and follow instructions below.
Tīkina he pene rākau
Tāngia e whā ngā mea ki raro, ki roto i te pouaka
Tīkina he pene karakara
Tangohia kia whā ngā kara anake
Karahia ngā pikitia
Hoatu tō pikitia ki te kaiako
KAUA E WHAKAATU TŌ PIKITIA KI Ō HOA MAHI
7265
© New Zealand Qualifications Authority - All rights reserved
4.1 
Ō TĀTAI RĀ TĒNĀ E TAMA E 1.45
Tūmahi 6
Tūmahi 5 can be used as a guide to write 8-10 step by step instructions for a
classmate to draw a picture. Students must also consider and include
different colours and where used.
1
________________________________________________________
2
________________________________________________________
3
________________________________________________________
4
________________________________________________________
5
________________________________________________________
6
________________________________________________________
7
________________________________________________________
8
________________________________________________________
9
________________________________________________________
10
________________________________________________________
7257
© New Zealand Qualifications Authority - All rights reserved
4.2  4.3 
Ō TĀTAI RĀ TĒNĀ E TAMA E 1.46
Tūmahi 7
In pairs, and using classmate’s cassette from Tūmahi 6, one will give
instructions to draw a picture and one will follow. Once you have finished,
compare pictures.
Switch roles and repeat.
7261 4.2  4.3 
7269 4.3 
© New Zealand Qualifications Authority - All rights reserved
Ō TĀTAI RĀ TĒNĀ E TAMA E 1.47
Tūmahi 8 (This is an individual activity)
Students will hear 3 words. Listen carefully, and then circle the word that
sounds different.
A)
1
2
3
E)
1
2
3
I)
1
2
3
O)
1
2
3
U)
1
2
3
H)
1
2
3
Listen and select the sentence that best describes each of the following pictures.
_________
_________
_________
_________
_________
_________
_________
7261
© New Zealand Qualifications Authority - All rights reserved
2.1  2.2  2.3 
3.1  3.2  3.5 
4.1 
Ō TĀTAI RĀ TĒNĀ E TAMA E 1.48
Tūmahi 9
Select a picture to write a 70-80 word story. Your story must describe the
following:
 the appearance of the person / object in the picture
 what they are doing, where they are going or where they are located
Once finished, write 6 questions related to the story. Get classmates to proof
read your draft copies, then write your final draft below and hand in to
teacher.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
© New Zealand Qualifications Authority - All rights reserved
Ō TĀTAI RĀ TĒNĀ E TAMA E 1.49
Write your 6 questions below
1.
2.
3.
4.
5.
6.
7257
© New Zealand Qualifications Authority - All rights reserved
1.1  1.2  1.3  1.4 1.5
4.1
Ō TĀTAI RĀ TĒNĀ E TAMA E 1.50
Tūmahi 10 (This is an individual activity)
Using a copy of a classmate’s story and questions from Tūmahi 9, students
will read and then answer the questions relating to the story.
Answers
1.
2.
3.
4.
5.
6.
7257
© New Zealand Qualifications Authority - All rights reserved
2.1 
Ō TĀTAI RĀ TĒNĀ E TAMA E 1.51
Paerewa 7261, 7269, 7265, 7257: Ō tātai rā tēnā e tama e
Tūmahi
Ngā Tīpako
me ngā
Paearu Mahi
1
7265
2.1
2.2
2.3
3.1
3.2
Ngā Taunakitanga
(Ko ngā whakautu, ko ngā mahi rānei a te
akonga)
Ngā Whakatau
(He tauākī e tāutu ana i te
paerewa kia taea)
Text is read aloud
Tēnā koutou katoa, ko Titirangi te maunga. Ko
Kari te awa. Ko Tere te waka. Ko Te Whānau a
Punua te hapū. Ko Ngati Kuia te iwi……….
3/5 long vowel sounds are
read correctly.
3/5 short vowel sounds are
read correctly.
7257
2.1
2.2
2.3
9/17 sentences are read
correctly.
9/17 sentences are
grammatically correct and
must contain 2 written
examples of pitū (fullstop) and
2 written examples of pitā
(comma)
2
Hira
(t)
7265
1.1
3.1
3.2
7257
2.1
Piri
(t)
= Tini
(w)
Muri
(w)
All spaces are filled in with 7
different names.
Huri
(t)
Mere
(w)
4/6 names must be in the
correct order of descent
All names must be spelt
correctly
4/6 gender types are (t) (w)
correct
3
7257
3.1
3.2
7269
2.1
2.2
1.1
1.2
1.3
Tēnā koutou katoa e ngā hoa/e ngā/te kaiako/ e
ngā rangatira Ko Titirangi
te maunga.
Ko
Waipaoa te awa. Ko Horouta te waka. Ko Ngati
Oneone te hapu……. No reira ki a koutou kua
wehe atu, haere rā. Ki a tātou e noho nei, kia ora
anō tātou.
Cassette Tape
Cassette tape of whakapapa
is produced
Must include 4 kinship terms,
for example mama, papa,
teina, tuakana used
accordingly with ‘Ko wai
sentences
Must include 4 of the following
tribal terms maunga/awa/
waka/ marae/ hapū / iwi
Cassette tape of whakapapa
must be recited from memory
on to cassette tape
Recited whakapapa must
include 3 examples of oro
toroa (long vowel sound) and
3 examples of oro tahi purua
(dipthong)
Must include a mihi and
poroporoaki
4
7261
3.3
3.4
7269
3.1
3.2
Ko wai te maunga?
Ko wai te awa?
No whea ia?
He kaiako tōku māmā
He wahine ataahua ia
© New Zealand Qualifications Authority - All rights reserved
5/8 reponses must be correct.
Ō TĀTAI RĀ TĒNĀ E TAMA E 1.52
3.3
3.4
At least 2 pictures & 2 colours
are illustrated.
5
7265
4.1
6
7257
4.2
4.3
7
7261
4.2
4.3
2 pictures & 2 colours are
illustrated correctly as
instructed.
7269
4.3
4 tohutohu are correctly
delivered by memory.
8
9
Tikina he pene whitau
Tuhia to ingoa ki runga i tāu pepa
Homai te pene
Hoatu te pepa ki te kaiako
7261
2.1
2.2
2.3
3.1
3.2
3.5
4.1
A)
7257
1.1
1.2
1.3
1.4
1.5
4.1
Ko Harita te kotiro.
E waru ona tau.
No Ngapuhi ia.
Kei te pouri a Harita.
Kei te tangi ia.
Kua ngaro tana ngeru.
He pango te tae o tana mokai.
1
1
1
1
E)
I)
O)
1
2
2
2
2
At least 4 different commands
are mentioned eg
homai/tikina/hoatu/tuhia & are
correctly structured.
4/6 word sounds are circled &
correctly identified
3
3
3
3
2
4/7 pictures are identified &
numbered correctly.
3
4
At least 5 different sentence
structures are used & are
correctly structured.
At least two of the following
are correctly used within a
sentence.
Colours
Verbs
Pronouns
Nouns
Numbers
No less than 70 words, no
more than 100.
10
7257
2.1
7265
1.1
3.1
3.2
Answers
1. Kei Poneke ia e noho ana
© New Zealand Qualifications Authority - All rights reserved
A least 5/6 answers are
correct
Ō TĀTAI RĀ TĒNĀ E TAMA E 1.53
Tūmahi 1 (mā te kaiako tēnei)
Tēnā koutou katoa,
Ko Tokatea te maunga,
Ko Kiekie te awa,
Ko Horouta te waka,
Ko Te Whānau a Rakairoa te hapū
Ko Ngati Porou te iwi.
Ko Tūnge rāua ko Ngungu ngā mātua.
Nō Pikihoro te māmā.
Nō Rotorua te pāpā.
Ko Whakarua rāua koWihari ngā tungāne.
Ko Pare te teina. Ko ia te pōtiki.
Ko Heeni tēnei. Ko au te mātāmua o te whānau.
Ko Hiwi te mokai. He kiwi ia.
Nō reira tēnā koutou, tēnā koutou, tēnā koutou katoa.
Before carrying out for this activity 8 questions based on the information
recorded on the students cassette tapes must be prepared. The questions
posed may differ for each student depending on the information provided by
each student.
© New Zealand Qualifications Authority - All rights reserved
Ō TĀTAI RĀ TĒNĀ E TAMA E 1.54
Tūmahi 8 (mā te kaiako tēnei)
Listen to the following words. Circle the word that sounds different.
A)
hotoke
hotoke
hotoki
E)
māna
mana
mana
I)
taunga
taunga
tanga
O)
parapara
parapara
parepara
U)
ngāki
naki
naki
H)
kararehe
karaihe
kararehe
Listen and select, which sentences best describe the following pictures.
1
Ko Reweti tona ingoa. Kei te noho ia. Kei muri ia i te tepu. Kei te korero
ia ki runga i te waea korero.
2
Ko Hinauri rāua ko Tau ā rāua ingoa. He putiputi kei te waha o Hinauri.
Kei a ia he pēke hoki. Kei te kanikani rāua.
3
Ko Hona ia. Kei te harikoa ia. Kei te mau potae ia. He manu kei roto i
tōna ringa matau. He pū kei tōna ringa māui.
4
Kei te noho ia. Kei te kai ia. E rua ōna taringa. Kotahi te whiore. Ko
Mere tōna ingoa.
5
He tane ia. Kei te tino katakata ia. Kei te pupuri ia i tōna potae, kei tōna
ringa matau. He pango te kara o tōna potae.
6. Tokowhā rātou. He tāngata pango rātou. Kei te pupuri ētahi i ngā
pukapuka waiata. Kei te waiata enei tāngata.
7
Tokorua rāua. Kei te takoto te tama i runga i te turu. He tangata pouniho
te koroua. He mā tōna koti. He mā ō rāua makawe.
© New Zealand Qualifications Authority - All rights reserved
TŌKU KĀINGA 1.55
HE WHAKAMĀRAMA KI TE KAIAKO
TŌKU KAINGA
Paerewa
Tīpako
Paerewa
Tīpako
Paerewa
Tīpako
7261
1
2
3
4
7269
1
2
3
4
7265
1
2
3
4
Paerewa
Tīpako
7257
1
2
3
4
Tohu i ngā whakautu (Kaupae 1)
Ka mātau ki ngā mihi.
Ka rongo, ka mōhio ki ngā oro o te reo.
Ka mātau ki ngā kupu, ki ngā kōrero hangatahi e kōrerotia whānuitia ana.
Ka mātau ki te whakautu i ngā patai me te whakatutuki tohutohu, tonotono hoki.
Whakarite mihi ki te tangata (Kaupae 1)
Ka mihi ki te tangata.
Ka tika, ka mārama te whakahua i ngā oro o te reo.
Ka kōrero mōna ake, mō te tangata, mō te taonga hoki.
Ka hanga pātai, ka hanga whakautu hoki.
Pānui tuhinga hei whakaatu i ngā hanga kōrero (Kaupae 1)
Ka mārama haere ki ngā whakaaro pū o ngā whiti kōrero hangatahi.
Ka mārama ki ngā rerenga kōrero.
Ka mārama ki ngā tuhinga, me ngā hanga kōrero mō ngā āhuatanga e mōhio ana
ia.
Ka mārama ki ngā tohutohu.
Whakamahi i ngā tikanga tuhituhi (Kaupae 1)
Ka mōhio ki te tuhituhi rārangi kōrero mō te tangata, mō ngā kaupapa e taunga
ana ia.
Ka mōhio ki te tuhi rerenga kōrero me ngā tikanga tuhituhi o te reo.
Ka mōhio ki te whakamahi i ngā tauira hanga kōrero.
Ka mōhio ki te tuhituhi i ngā pātai, ngā tohutohu, me ngā tonotono.
The activity was developed by Te Ataarangi Inc. The tūmahi allow for
facilitation and observation by the teacher who can assess students
accordingly.
This activity covers all four paerewa at Level 1 and is intended for use as a
summative assessment activity for students who have completed or have
nearly covered a year programme in Reo Māori as a second language.
Teachers need to use their own judgement about when this activity would be
most appropriate according to student needs and levels.
A teacher’s script for Tūmahi 1 is included at the end of the activity.
The format is similar to the activity, “No Whea Au? Nō Whea Tōku Hoa?”
© New Zealand Qualifications Authority - All rights reserved
TŌKU KĀINGA 1.56
TŌKU KAINGA
Paerewa
7261
Tīpako
Paerewa
1
2
3
4
7269
Tīpako
Paerewa
1
2
3
4
7265
Tīpako
1
2
3
4
Paerewa
7257
Tīpako
1
2
3
4
Tohu i ngā whakautu (Kaupae 1)
Ka mātau ki ngā mihi.
Ka rongo, ka mōhio ki ngā oro o te reo.
Ka mātau ki ngā kupu, ki ngā kōrero hangatahi e kōrerotia whānuitia ana.
Ka mātau ki te whakautu i ngā patai me te whakatutuki tohutohu, tonotono hoki.
Whakarite mihi ki te tangata (Kaupae 1)
Ka mihi ki te tangata.
Ka tika, ka mārama te whakahua i ngā oro o te reo.
Ka kōrero mōna ake, mō te tangata, mō te taonga hoki.
Ka hanga pātai, ka hanga whakautu hoki.
Pānui tuhinga hei whakaatu i ngā hanga kōrero (Kaupae 1)
Ka mārama haere ki ngā whakaaro pū o ngā whiti kōrero hangatahi.
Ka mārama ki ngā rerenga kōrero.
Ka mārama ki ngā tuhinga, me ngā hanga kōrero mō ngā āhuatanga e mōhio
ana ia.
Ka mārama ki ngā tohutohu.
Whakamahi i ngā tikanga tuhituhi (Kaupae 1)
Ka mōhio ki te tuhituhi rārangi kōrero mō te tangata, mō ngā kaupapa e taunga
ana ia.
Ka mōhio ki te tuhi rerenga kōrero me ngā tikanga tuhituhi o te reo.
Ka mōhio ki te whakamahi i ngā tauira hanga kōrero.
Ka mōhio ki te tuhituhi i ngā pātai, ngā tohutohu, me ngā tonotono.
NGĀ TIKANGA
Students may do these activities individually, in pairs or in groups.
NGĀ TOHUTOHU
This is a rākau activity where you will be required to construct a classroom or
a house.
© New Zealand Qualifications Authority - All rights reserved
TŌKU KĀINGA 1.57
Tūmahi 1
Sentences containing the following sounds will be read out to you. Listen
carefully to each sentence. In the right-hand column, write the number of
times each sound is spoken in the sentence.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
ai
ia
ea
ua
ae
oa
ao
ei
eo
ui
oi
oe
ie
eu
io
iu
au
7261
2.1  2.2  2.3 
Tūmahi 2
Using the rākau, make a picture that of your DREAM house. Your picture
must include:
 moemanga
 taonga/taputapu
 kauta
 huarahi
 rūma noho
 taone
 rūma kaukau/wharepaku
Greet your group and your kaiako. Introduce yourself using a short pepeha.
Tell a story about your picture that describes your home and contents. You
need to talk about:
 your house and the rooms
 the street where your house is located
 the town where your house is located
 a person who lives there, ( whanaunga, tamariki, tipuna) and something
that person does
 in detail, an object that person has received
To conclude your description, offer a farewell to the group/class.
7269
3.1 
© New Zealand Qualifications Authority - All rights reserved
1.1  1.2  1.3 
2.1  2.2 
3.2  3.3  3.4 
TŌKU KĀINGA 1.58
Tūmahi 3
Listen to the stories told by each member of your group. Fill in the information below for each student.
Te Pepa Māhi a te ākonga
Tō ingoa :
Kaikōrero
Maunga
Awa
Hapu
Iwi
Kainga
Rohe
Mahi
Hiahia
Check your work carefully showing indication of:
- long vowel sounds, correct use of language and accuracy.
3.1  3.2  3.3 
7261 2.3 
3.4  3.5 
TŌKU KĀINGA 1.59
Tūmahi 4
Ask at least 4 questions about someone else’s picture.


one of these should provide direction
one of these should give instruction
Your kaiako may also ask you questions at this time about information you have
recorded in Tūmahi 3.
7269
7261
4.1 4.2 4.3
4.1 4.2 4.3
Tumahi 5
Choose 2 objects and instruct two people to place them into their own picture.
Example: tūru, pouaka whakaata, tēpu, kāpata and so on.
Write two different instructions on paper to direct two other students to follow.
Watch carefully to ensure the student follows your written instructions and
directions accurately. Make them return to the start if they make a mistake.
7269
7265
4.1  4.2  4.3 
7261 4.1  4.2 
4.1  4.2  4.3 
Tūmahi 6
Your kaiako will give you written instructions about your picture.
As you follow these instructions, read each one aloud.
2.1 
7265 1.1 
2.2  2.3 
4.1 
Tūmahi 7
Draw a picture using kōwhaiwhai and whakairo symbols to describe your
pepeha. Your picture should include:
 maunga
 awa
 iwi
 rohe
 marae
 whānau logo/ taonga
Talk about your picture to your group.
© New Zealand Qualifications Authority - All rights reserved
TŌKU KĀINGA 1.60
Tūmahi 8
Use the information from tūmahi 2 and a friend’s picture from tūmahi 6,write a
short story about your friend. Your story should include sentences about the
person’s:











maunga
iwi
rohe
marae
whare
awa
huarahi
taone
logo
taonga
whānau
Tūmahi 9
Use a dictionary to check your story for punctuation and spelling before handing
it in for assessment.
7257 1.1  1.2  1.3  1.4  1.5 
2.1  2.2  2.3 
3.1  3.2 
Tūmahi 10
Read your story to the class, you need to take care with macrons and
punctuations.
7265
© New Zealand Qualifications Authority - All rights reserved
3.1  3.2 
TŌKU KĀINGA 1.61
Paerewa 7261, 7269, 7265, 7257: Tōku Kainga
Tūmahi
Ngā Tīpako
me ngā
Paearu Mahi
1
7261
2.1
2.2
2.3
Ngā Taunakitanga
(Ko ngā whakautu, ko ngā mahi rānei a te akonga)
Anei ngā whakautu:
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
2
Ngā Whakawā
(He tauākī e tāutu ana i te paerewa
kia taea)
The different sounds used have been
identified.
AI
IA
EA
UA
AE
OA
AO
EI
EO
UI
OI
OE
IE
EU
IO
IU
AU
6
6
3
5
6
5
7
9
4
7
6
5
4
5
4
5
8
The amount of occurences have
been correctly recorded.
Must have 12 out of 17 right.
7269
1.1
1.2
1.3
2.1
2.2
3.1
3.2
3.3
3.4
A mihimihi is given about the picture and developed
into a story.
A story describing a picture is told.
Using rākau, a picture pertaining to the student’s
dream home is constructed. Depicted in the picture
are the following:

moemanga

kāuta

rūma noho

rūma kaukau/wharepaku

he taonga/taputapu

he taone

he huarahi
The people met are identified and
greeted.
Greetings are appropriate.
Farewells are appropriate.
7261
1.1
Kua mōhio ki ngā mihi/poroporoaki.
3
7261
2.3
3.1
3.2
3.3
3.4
3.5
Student records information for the listening
exercise in the box provided.
The places, people and objects are
appropriately described and
recorded.
At least 3 speakers kōrero is correct.
4
7269
4.1
4.2
4.3
7261
4.1
4.2
4.3
Questions and answers:

he aha te ingoa o to iwi?

kei tehea rohe tena?

he aha te ingoa o to hoa?

me tohu e koe te huarahi ki tō kainga

me hanga e koe he whare papa-rua
The questions asked and answers
given are appropriate.
5
7269
4.1
Students are requested to find 5 objects and place
them somewhere in their own pictures.
At least 3 are accurately
demonstrated.
© New Zealand Qualifications Authority - All rights reserved
The people met and the area of the
house are described. Needs and
desires are expressed clearly.
Requests for objects are correctly
made.
Kōrero should be natural, cohesive
and appropriate. Allow for some
hesitation.
TŌKU KĀINGA 1.62
4.2
7261
4.1
4.2
4.3
7269
4.1
4.3
7257
4.1
4.2
4.3
7261
4.2
4.3
6
7265
1.1
2.1
2.2
2.3
4.1
7
Re Assessment
7257
1.1
1.2
1.3
1.4
1.5
2.1
2.2
2.3
3.1
3.2
8
Objects are correctly placed in the
pictures.
Instructions could include:
Directions and instructions are given
correctly.

Anei ētahi tūru. Waiho ki te nohomanga.
Written instructions are correct.

Hoatu he whāriki ki te kāuta.
Responses to instructions are
correct.

Waihotia tēnei rākau ki te taha o tōu whare
Students read written instructions aloud.
Instructions are read aloud.
Responses made are appropriate.
The main idea of each passage read
is identified.
A picture is drawn using kōwhaiwhai and whakairo
designs depicting one’s pepeha

Maunga

Rohe

Awa

Marae

Whanau/logo/taonga

Iwi
A story is told describing a picture of
one’s pepeha
Story written.
Includes:

Maunga

Awa

Iwi

Rohe

Marae

Whanau logo/taonga
A passage containing sentences
about basic needs is written.
The sentence construction is
appropriate.
Words have been inserted correctly
into the chosen sentence patterns.
Re-assessment for kōrero
9
7257
1.1
1.2
1.3
1.4
1.5
2.1
2.2
2.3
3.1
3.2
Dictionary to check written work
A passage describing

Basic needs

Actions

People, places, objects and their
location has been written.

Words have been inserted into
the chosen sentence pattern
10
7265
3.1
3.2
Read to class
Story has been read to class.
Care with macrons and punctuation
appropriate.
Ngā Oro kē
He Mahi Whakarongo:
He rauemi mā te Kaiako
© New Zealand Qualifications Authority - All rights reserved
TŌKU KĀINGA 1.63
NGĀ TOHUTOHU:
Read the sentences containing the following
sounds out to the students.
Āta whakahuatia ngā orotahi pūrua kia rua ngā wā.
Āta pānuitia ki ngā akonga ēnei rerenga kōrero.
1.
2.
3.
4.
5.
AI
IA
EA
UA
AE
6. OA
7. AO
8. EI
9. EO
10. UI
11. OI
12. OE
13. IE
14. EU
15. IO
16. IU
17. AU
Pai noa iho te kai i ngā mātaitai i te takutai o tōku kāinga
Tōku hiahia kia horomia e Heremia ngā pia o te Tuanui
Ko tēhea te mea e wātea ana hei turaki i te taiepa
Kua pua te puawai putiputi kei tua i te whare o Rua
I tae atu a Maemae rāua ko tōna whaea ki te kīnga tapu o te
marae o Raetihi.
Kei te harikoa taku hoa a Paeroa he toa tana hoa ki te hanga
whare
Kaore a Maopao i nanao atu i tana whao hei paopao i ngā rākau
Kei te tū teitei te heihei i runga i ngā peipei o te māra a Meimei
Ko te reo o Kaeo kaore e rongohia i te ekeo o te maunga engari
wheoro o te hau ka rongo i ngā matapihi o te whare
Hui atu te kāhui huia i Te Puia uiui ai i ngā tui o Ngāpuhi
Ka poipoi, ka ioioi ngā toitoi i ngā hau āwhiowhio
I hoea e koe te waka o Tūhoe ki te raka māhoe e toe ana i
rāhaki
Kei te tiemi ngā kiekie i te mahi a te tieke
Nō Patuheuheu a Reureu rāua ko Te Weu
He mōhio ahau he tiotio ngā pio o te whare
Ka whiuwhiu te kōtiro tana poi ka karawhiu tana hope kia
piupiu tōna tinana
Ka pau i a Tautau ngā paukena o te māra a Te Whauwhau o
Maungatautari.
© New Zealand Qualifications Authority - All rights reserved