LEVEL 2 RESOURCES 2.6
RESOURCES
Level 2
ASSESSMENT ACTIVITIES AND SCHEDULES
1.
2.
3.
4.
5.
Rangi and Rongo
Tangata Rongonui
Whakataetae Tākaro
Tōku Whakapapa
Me Āta Whakarongo, Aue! E hine e! (Reassessment Activities)
 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 student
 all of the assessment activities and schedules in this section are designed to
cover all of the unit standard requirements for Level 2
© New Zealand Qualifications Authority - All rights reserved
RANGI AND RONGO 2.7
HE WHAKAMĀRAMA KI TE KAIAKO
Rangi and Rongo
Paerewa
Tipako
7270
1
2
3
4
Kōrero i ngā take mōna me ana painga mā te hua noa mai (Kaupae 2)
Ka hua noa mai te whakaaro i roto i ngā kōrerorero.
Ka whakauru i ngā kupu mahi, i ngā kupu whakawhiwhi.
Ka whakapuaki i ngā kaupapa e pā ana, e pai ana hoki ki a ia.
Ka whakaahua i tētahi mea, i tētahi mahi rānei.
Paerewa
Tipako
7262
1
2
3
Tohu whakapuaki poto mo nga take whanui (Kaupae 2)
Ka mārama ki te whakarārangi whakaaro
Ka mārama ki ngā kupu tohu wā.
Ka mārama ki ngā whakapuaki poto e pā ana ki ngā take i waho atu o ōna ake
hiahia.
Ka mārama ki te nuinga o ngā momo pātai me ngā momo tohutohu
4
This activity focuses on storytelling by using picture prompts.
Teachers or students need to prepare sets of picture cards, emotion cards and
tense cards.
To enable students to be successful at this speaking/listening assessment the
following areas must be covered thoroughly.
Students must be able to:

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


understand the various tense forms
use verbal tenses, possessives and words to describe situations and objects
structure ideas into a sensible order (sequence)
recognise and respond to a variety of questions and instructions
sustain a conversation relating to a wide variety of topic
comprehend a sustained series of short utterances relating to a wide variety
of topic
spontaneously reply to a variety of questions and instructions.
© New Zealand Qualifications Authority - All rights reserved
RANGI AND RONGO 2.8
RANGI AND RONGO
Paerewa
Tipako
7270
1
2
3
4
Kōrero i ngā take mōna me ana painga mā te hua noa mai (Kaupae 2)
Ka hua noa mai te whakaaro i roto i ngā kōrerorero.
Ka whakauru i ngā kupu mahi, i ngā kupu whakawhiwhi.
Ka whakapuaki i ngā kaupapa e pā ana, e pai ana hoki ki a ia
Ka whakaahua i tētahi mea, i tētahi mahi rānei.
Paerewa
Tīpako
7262
1
2
3
Tohu whakapuaki poto mo nga take whanui (Kaupae 2)
Ka mārama ki te whakarārangi kupu.
Ka mārama ki ngā kupu tohu wā
Ka mārama ki ngā whakapuaki poto e pā ana ki ngā take i waho atu o hiahia
ōna ake.
Ka mārama ki te nuinga o ngā momo pātai.
4
NGĀ TIKANGA:
Individual and teams (3 - 4 members)
To be completed during 2 class periods
NGĀ RAUEMI: Sets of 4 - 5 sequenced picture cards (jumbled)
Sets of emotion cards
Sets of tense (past, present, future) cards
NGA TOHUTOHU:







Form a team of 3 - 4 students.
Your team will receive a set of jumbled pictures.
Create a story using all of the pictures.
Individually retell your story to the rest of the class.
Listen carefully to other students’ stories and retell the main ideas.
Take part in a class discussion.
Record the main ideas and tenses that you hear when others tell their
stories.
 Retell a story from your recorded notes.
© New Zealand Qualifications Authority - All rights reserved
RANGI AND RONGO 2.9
Tūmahi 1
TEAM
 In your team discuss the pictures and orally construct a story.
Your team story should include;
- at least 3 sentences per picture
- at least 4 different possessives = a, o, mā, mō, nā, nō, (t)ā, (t)ō.
 Each team member must be able to effectively retell the team’s story to the
rest of the class.
INDIVIDUAL

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
Give your story a title.
Select an emotion and a tense.
Practise retelling your team story incorporating these two features.
Be prepared to discuss the main ideas of your story.
Deliver your story to the class.
Answer any questions about your story.
© New Zealand Qualifications Authority - All rights reserved
RANGI AND RONGO 2.10
Tūmahi 2

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Listen to at least three different stories and record notes.
One of the stories must be the teacher’s story.
Record notes in the tense that the story was delivered in.
Identify the tense.
Include the main ideas of each story.
Ingoa o te
pakiwaitara
Story 1
Main ideas:
Tense used:
© New Zealand Qualifications Authority - All rights reserved
Story 2
Story 3
RANGI AND RONGO 2.11
Tūmahi 3
 Select at least one story from your recorded notes.
 Use your notes to rewrite the story.
 Your story must use the main ideas and correct tense.
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© New Zealand Qualifications Authority - All rights reserved
RANGI AND RONGO 2.12
© New Zealand Qualifications Authority - All rights reserved
RANGI AND RONGO 2.13
Paerewa 7270, 7262: Rangi And Rongo
Tūmahi
1
3
Ngā Tīpako
me ngā
Paearu
Mahi
7270
1.1
1.2
1.3
1.4
2.1
2.2
3.1
3.2
4.1
4.2
7262
4.1
4.2
7262
1.1
2.1
3.1
Ngā Taunakitanga
(Ko ngā whakautu, ko ngā mahi rānei a te akonga)
Ngā Whakawā
(He tauākī e tāutu ana i te paerewa
kia taea)
Ko Rangi rāua ko Rongo

Inānahi ka haere a Rangi rāua ko Rongo ki Te
Papa. I tūtaki a Rangi i tētahi hoa wahine. Tōna
āhua he rerekē ki tōna ake āhua, ēngari tino hiahia
a Rangi he hoa mōna. I ui ia ki a ia, “mō wai te tino
hoa o tō moemoeā?” I kī te hoa hou, “he mea ōrite
i a ahau, e whā ōna waewae, he ihu roa tōna.”
I kī atu a Rangi, “tā māua ko Rongo mōhiotanga ko
au taua tino hoa moemoea!” Nō te tino hiahia o
Rangi ka hongi ia i te pāpāringa o te hoa wahine. I
mamae tō te ihu o Rangi.
Nā Rongo i katakata i tōna hoa. Tōna hoa kūware
rawa, tōna hoa nōna te manawa kāpō. I pakaru te
manawa o Rangi i raro i te kaha o te whakamā!
Ko Rangi rāua ko Rongo



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

Inānahi i hīkoi haere rāua ki Te Papa.
I tutuki he hoa wahine mōna.
Tōna āhua he rerekē.
I hongi rāua.
I mamae tōna ihu.
I kata tōna hoa.
I pā mai te āhua whakamā.
© New Zealand Qualifications Authority - All rights reserved

The retelling of at least one
story is spontaneous.
The words are appropriately
used and word order is clear.
Allow for hesitation.
Ideas are easy to follow and are
sequenced correctly.
The use of tense is consistent
and appropriate.
At least four different possessive
terms are used in the story. (ie)
a, o, mā, mō, nā, nō, (t)ā, (t)ō.
The main ideas are accurately
recorded in the retelling of the
story (written form).
The tense is correctly identified
and used.
TANGATA RONGONUI 2.13
HE WHAKAMĀRAMA KI TE KAIAKO
Tangata Rongonui
Paerewa
Tipako
7258
1
2
3
Ka tito kōrero poto mō ngā take mai i ngā kōrero (Kaupae 2)
Ka tito kōrero poto e pā ana ki ngā take e taunga ana ia.
Ka whakamahi i ngā kupu arahi
Ka tuhi mō tana e pai ai e kino ai rānei.
Paerewa
Tipako
7270
1
2
3
4
Korero i nga take mōna me ana painga mā te hua noa mai (Kaupae 2)
Ka hua noa mai te whakaaro i roto i ngā kōrerorero.
Ka whakauru i ngā kupu mahi, i ngā kupu whakawhiwhi.
Ka whakapuaki i ngā kaupapa e pā ana, e pai ana hoki ki a ia.
Ka whakaahua i tētahi mea, i tētahi mahi rānei.
This collection of activities is combined to create a product that will show
a student’s creativity and ability to recall past experiences through
process writing and reading (ie) planning, writing, proof reading, editing
and reflecting on both process and product.
A biography is an account about someone else’s life.
Students will:
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
research a person they wish to write a biography about
record important information to bring to publication standard
be interviewed about the person
create a visual image
deliver an oral seminar to the class
Students can:
 choose well-known people or tūpuna, kaumatua, or rangatahi in their own
regions who have achieved significance, mana or some other feat of
excellence in their lives
 brainstorm a list of potential people on the board to include singers,
researchers, weavers, carvers, sportspeople and so on
 discuss some of the significant achievements of these people
 watch “This is Your Life”
 read passages out of autobiographies or biographies
 listen to music composed by famous Maori or view interviews from “Mai
Time” on video.
 The draft work for the oral seminar could be developed into a speech for
“Manu Kōrero”.
© New Zealand Qualifications Authority - All rights reserved
TANGATA RONGONUI 2.14
TANGATA RONGONUI
Paerewa
Tipako
7258
1
2
3
Ka tito kōrero poto mō ngā take mai i ngā kōrero (Kaupae 2)
Ka tito kōrero poto e pā ana ki ngā take e taunga ana ia.
Ka whakamahi i ngā kupu arahi.
Ka tuhi mō tana e pai ai e kino rānei.
Paerewa
Tīpako
7270
1
2
3
4
Korero i nga take mōna me ana painga mā te hua noa mai (Kaupae 2)
Ka hua noa mai te whakaaro i roto i ngā kōrerorero.
Ka whakauru i ngā kupu mahi, i ngā kupu whakawhiwhi.
Ka whakapuaki i ngā kaupapa e pā ana, e pai ana hoki ki a ia.
Ka whakaahua i tētahi mea, i tētahi mahi rānei.
NGĀ TIKANGA:
This is an individual assessment which can be
completed in and out of class.
An interview with the teacher is required.
NGĀ TOHUTOHU:
A biography is an account about someone else’s life.
You will research, plan, write, draw, describe and present particular sections of
a chosen person’s life and experiences.
You will do this by completing the following tasks:
1.
an interview with the Editor of your biography
2.
a written section of significant aspects of a person’s life
3.
a visual image(s) depicting significant events in your person’s life with
notes
4.
giving explanations or descriptions
5.
an oral seminar including:




a description of your person
significant events in the person’s life
your own feelings and opinions about the person’s achievements
your visual interpretation as a stimulus for presentation of your oral
seminar.
© New Zealand Qualifications Authority - All rights reserved
TANGATA RONGONUI 2.15
Preparation
Choose a person who has achieved something significant in their lives.
Tupuna, Kaumātua, Rangatahi
Collect information about the person, their life, experiences, achievements.
You may need to interview the person or gather evidence from other sources.
You should include the following:

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the persons whakapapa (at least 3 generations)
experiences with family
experiences at school
experiences at events
desires, ambitions, goals, achievements
factors that influenced their lives or significant events in the person’s life
a description of the person.
Make notes and draft a story below:
© New Zealand Qualifications Authority - All rights reserved
TANGATA RONGONUI 2.16
Retain any notes you have made and attach them to this paper.
© New Zealand Qualifications Authority - All rights reserved
TANGATA RONGONUI 2.17
Tūmahi 1
The Editor (teacher) is the person who will help you prepare your work for
publication.
You will discuss the plan for your biography with your Editor:
 What to put into it (information, experiences, structure, etc.)
 How it is going to look (appear for publication)
Note: Use the lined space provided to complete your conversation with the
Editor of your biography.
Me whakaotihia ā kōrua kōrerorero e pā ana ki te tuhinga nei.
1.
Ko Te Etita: Kia ora anō! He aha ngā kaupapa e hiahia ana koe ki te
tuhi?
2.
Ko Te Etita: Ka rawe hoki! Nā wai koe i āwhina ki te kohi i ngā kaupapa nei?
3.
Ko Te Etita: Ka pai tēnā. Mā wai e whakaputa ōu tuhinga ki roto i te pukapuka?
© New Zealand Qualifications Authority - All rights reserved
TANGATA RONGONUI 2.18
4.
Ko Te Etita: He tangata tino rongonui tēnā! Kei hea te tīmatanga o te tuhinga?
5.
Ko Te Etita: Ki tōku mōhio, he wāhi tika tēnā. Kei te whakamutu koe i āu
tuhinga i hea?
6.
Ko Te Etita: Nē rā! E hia ngā wāhanga tuhi? (chapters)
7.
Ko Te Etita: Ae marika! Āhea koe tuhi mai ai?
Ko Te Etita: E kī! Nā reira e hoa, kia ū, kia mau i runga i āu tuhinga haurongo.
Hei konā rā!
Make an interview time with the Editor (teacher) You will be asked at least 7 similar
questions to the ones that appear above. Be prepared! You may refer to your notes for
guidance during the interview
© New Zealand Qualifications Authority - All rights reserved
TANGATA RONGONUI 2.19
Tūmahi 2
Draw a diagram showing the whakapapa of your person.
You must show relationships back at least 3 generations.
Insert a picture of your person if possible.
Write sentences under the diagram to explain the relationships of the person in
terms of:
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
tuakana
teina
tuahine
tungāne
Other terms such as kuia, koroua, hoa rangatira etc, can be used.
You must use a, o, tā, tō in your sentences.
WHAKAPAPA
© New Zealand Qualifications Authority - All rights reserved
TANGATA RONGONUI 2.20
WHAKAPAPA RELATIONSHIPS
© New Zealand Qualifications Authority - All rights reserved
TANGATA RONGONUI 2.21
Tūmahi 3
Design a visual image showing significant events in your persons life.
The finished product can be in the form of a poster, mural, multi-media image,
3D, video.
Plan your image in the box below.
PLAN
© New Zealand Qualifications Authority - All rights reserved
TANGATA RONGONUI 2.22
VISUAL IMAGE NOTES
Make notes giving an explanation about each of the images you include:
Construct your image and practise using it as a stimulus for your oral
seminar.
© New Zealand Qualifications Authority - All rights reserved
TANGATA RONGONUI 2.23
Tūmahi 4
Use the information from your preparation notes to develop a speech to deliver
to the class.
Your good copy of the speech will need to be written here.
Include:

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

the persons whakapapa
description of at least 2 significant events in the person’s life
your own feelings and opinions about the person’s achievements and links
to your own life.
anything unusual or stimulating about the person you would like to share
with the class
Check spelling!
Check the use of correct sentences!
Check accuracy!
Write your good copy here.
© New Zealand Qualifications Authority - All rights reserved
TANGATA RONGONUI 2.24
______
______
Hand in for marking!
© New Zealand Qualifications Authority - All rights reserved
TANGATA RONGONUI 2.25
Tūmahi 5
Deliver your speech to the class.
Use the visual image you have created as a stimulus.
You must:


include the person’s whakapapa
give a detailed and precise account of at least 2 significant events in the
person’s life
 use appropriate construction
use the correct tenseThe purpose of your speech is to entertain and give a good
description of the person’s life and significant experiences
Paerewa 7258, 7270: Tangata Rongonui
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
TANGATA RONGONUI 2.26
1
Paearu
Mahi
7270
1.1
2.2
1.3
1.4
kia taea)
Student has dialogue with teacher about their
biography.
2
7258
2.1
2.2
The person’s whakapapa is written and explained in
terms of relationships.
4
7258
1.1
1.2
1.3
1.4
2.3
3.1
A description of the person’s life is written.
5
7270
1.2
2.1
2.2
3.1
3.2
4.1
4.2
A speech is delivered spontaneously to the class
using a visual stimulus.
© New Zealand Qualifications Authority - All rights reserved

Replies to at least 5 out of 7
questions asked by the Editor
(teacher).
 Replies are consistently
accurate and informative.
 Replies are spontaneous.
 Correct relationship terms are
used for:
tuakana, teina, tuahine,
tungāne.
 Appropriate possessives are
correctly used:
a ,o, tā, tō must be correctly
mentioned.
 Passages are relevant to the
topic.
 At least 3 main ideas are clear
and correctly sequenced.
 Correct word order and
sentences are consistently
used.
 Work is consistently accurate in
terms of spelling and grammar.
 Tense is appropriate.
Meaning is clear.
 Words used are appropriate to
the speech being delivered.
 Word order and sentence
patterns are consistently clear
and accurate.
 Correct use of tense is
consistent.
 Possessives are correctly used.
 Description and information
given is consistently accurate
and precise.
 Speech is structured and flows
easily from idea to idea.
WHAKATAETAE TĀKARO 2.27
HE WHAKAMĀRAMA KI TE KAIAKO
Pūrongo: Whakataetae Tākaro
Paerewa
Tipako
7266
1
2
3
Pānui rarangi tuhinga mō ngā take o te wā (Kaupae 2)
Ka mōhio ki ngā whakaaro pū o te tuhinga mō ngā take e taunga ana ia.
Ka mārama ki te tikanga o ngā kupu hou i roto i ngā rārangi kōrero
E pānui ana i tāna e hiahia ana.
Paerewa
Tipako
7258
1
3
Tito kōrero poto mō ngā take mai i ngā kōrero (Kaupae 2)
Ka tito kōrero poto e pā ana ki ngā take e taunga ana ia.
Ka tuhi mō tāna e pai ai, e kino ai rānei.
This task assesses all of Pānui 7266 and Tīpako 1 and 3 of Tuhituhi 7258.
Tīpako 2 must be completed in order to gain 7258. Activity “Te Whānau ā
Horiana” will fulfill this requirement.
Students are expected to select a topic of interest and collect a variety of
articles to read. Word attack skills should be used to work out meaning of
unfamiliar passages.
Students will write an article based on their reading experiences for publication
in “Toi Te Kupu”, to show their comprehension.
Teachers could submit the finished work to “Toi Te Kupu” for publication.
© New Zealand Qualifications Authority - All rights reserved
WHAKATAETAE TĀKARO 2.28
PŪRONGO: WHAKATAETAE TĀKARO
Paerewa
Tipako
7266
1
2
3
Pānui rārangi tuhinga mō ngā take o te wā (Kaupae 2)
Ka mōhio ki ngā whakaaro pū o te tuhinga mō ngā take e taunga ana ia
Ka mārama ki te tikanga o ngā kupu hou o roto i ngā rārangi kōrero.
E pānui ana i tāna e hiahia ana.
Paerewa
Tīpako
7258
1
3
Tito kōrero poto mō ngā take mai i ngā kōrero (Kaupae 2)
Ka titio kōrero poto e pā ana ki ngā take e taunga ana ia.
Ka tuhi mō tāna e pai ai, e kino ai rānei
NGĀ TIKANGA:
Individual work and in and out of class assessment.
NGĀ TOHUTOHU:
You will:
Read a selection of texts about an event.
Make notes on at least 2 of the texts.
Select one text to study in depth.
Write a report for publication.
Preparation
Read a selection of articles on hui. You should read at least 3 different articles
from different sources.
The hui could be:


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

a meeting
a sports event
a competition
kapa haka
manu kōrero
about social issues
Highlight any words you are unfamiliar with.
© New Zealand Qualifications Authority - All rights reserved
WHAKATAETAE TĀKARO 2.29
Tūmahi 1
Record your reading in the box below.
TITLE
SOURCE
Give your opinion of the text. Explain and summarise the main
ideas.
WHAKATAETAE TĀKARO 2.30
TITLE
SOURCE
Give your opinion of the text. Explain and summarise the main
ideas.
WHAKATAETAE TĀKARO 2.31
Tūmahi 2
Select ONE text and insert in the box below.
Work out meanings of the unfamiliar words you have highlighted. Use the
following strategies:


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

your knowledge of words surrounding the unfamiliar word
your understanding of sentences before and after the word
your knowledge of the main ideas
clues such as tense, verb and location markers
use of the dictionary
READING PASSAGE
WHAKATAETAE TĀKARO 2.32
Insert new words in the box below and their meanings. Be prepared to discuss
with your teacher how you worked out the meaning.
NEW WORD
MEANING
Tūmahi 3
You are a reporter for a Māori magazine and must deliver a piece for
publication in ”Toi Te Kupu”.
Write a draft report about a major event you have attended, participated in or
read about.
You must include the following:






name of event
the date
the place
a summary of the event
explanation of at least 2 interesting activities at the event
your overall opinion of the event - include at least one thing you liked and
one thing that could have been improved
Follow the format of your chosen reading text for further guidance.
WHAKATAETAE TĀKARO 2.33
Write your first draft below:
WHAKATAETAE TĀKARO 2.34
Tūmahi 4
Write your final copy.
You must check that your passages are relevant to report writing about a
specific event.
You need to check:
 spelling
 meanings of words
 consistent use of the correct tense (past, present, future)
Your good copy should be at least 180-250 words in length.
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WHAKATAETAE TĀKARO 2.35
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WHAKATAETAE TĀKARO 2.36
Paerewa 7258, 7266 Pūrongo: Whakataetae Takaro
Tūmahi
1
2
3
Ngā Tīpako
me ngā
Paearu
Mahi
7266
1.1
1.2
7266
2.1
3.1
7266
1.3
2.2
Ngā Taunakitanga
(Ko ngā whakautu, ko ngā mahi rānei a te akonga)
Ko ngā tamariki nohinohi ēnei o tētahi whānau e
whakareri ana ki te takaro.
Kua haere kē ngā tamariki pakeke ki te kāreti. Ko
ngā tamariki nohinohi ēnei e whakareri nei i tō rātau
papa tākaro hei wāhi whawhai mō rātau i te taha o
te awa o Waiapu. He tamaiti haututu ēnei.
Te Whawhai i ngā Tahataha o te Waiapu
Ngā Whakawā
(He tauākī e tāutu ana i te paerewa
kia taea)


Kua mārama ki ngā whakaaro
pū o tētahi tuhinga, ā, kua tāea
hoki te whakarāpopoto ēnei
tuhinga.
Kua pānui kia toru ngā momo
tuhinga.

Kua taea te pūrongo ngā
tuhinga nānā i whiriwhiri.

Kua mōhio ki te tikanga o ngā
kupu e tauhou ana ki a ia.

Kua whakaputa i ōna whakaaro
mō te tuhinga.

Kua mōhio, kua whakamahitia
ētahi o ngā punga tohu wā, tohu
wāhi hoki.
He Whakataetae Tākaro

Rāhoroi? He rā mo te moe? He rā mō te whakatā?
Kāore. I te Rāhoroi te rima o Akuhata, ka mahi ngā marae
a tētahi whakataetae tākaro?

Ko ngā tākaro o te rā he hutuporo, he netiporo me ngā
tākaro ngahau.

Date and place have been
identified.
At least 1 opinion of a significant
event has been clearly
expressed.
The main kaupapa has been
clearly expressed.
The events are accurately
reported and ideas are logically
sequenced.
Length of the report is at least
180-250 words.
Spelling is accurate and word
meaning is appropriate.
Sentences are clearly
understood.
Sentence constructions are
appropriate.
The tense is appropriate.
Ko ngā mea pakeke o mātau kua haere kē ki te
kāreti. Ko mātau ngā mea tamariki.
I muri i tā mātau whakaritenga i ā mātau kāpene, ka
karia e mātau ā mātau rua mō te wāhi whawhai. Ko
te mahi i muri mai, he rapa i ngā pōhatu koi i kō tata
tonu mai i te wāhi whawhai, arā, i te awa o Waiapu.
E hia rānei ngā wā i patua ai au mō te tapahi i ngā
arero o ngā hū, te tapatapahi hoki i ngā taia motokā
mō ā mātau kōtaha. He roa rawa hoki te tatari kia
pakū rawa te wīra o te motokā. Kua tae tonu hoki ki
te wā whawhai.
I te rā o te Rātapu, rua tekau mā toru o Pipiri, i tū
ngā whakataetae whakapā poro a Tūhoe i te papa
tākaro i Whakatane.
Ko te tino kaupapa o tēnei huihuinga, ko te
whakakotahi i ngā whānau maha o Tuhoe e noho
ana i te motu whānui.
Tekau ma rima ngā tīma i tākaro i tāua rā, ā, ko te
tīma o Te Tira Hou o Tamaki makaurau me te tīma
o Tuhoe ki Poneke i purei kia kite ko wai ngā toa
mō te rā.
Otirā i te mutunga, i wikitoria te tīma o Te Tira Hou
26-24, ēngari ko te tangata i tohua ko te “kaitākaro
o te rā” nō te tīma o Tuhoe ki Poneke, ko Purari
Paka.
Ki ōku whakaaro, he whakataetae tino
whakahirahira, tino ātaahua hoki tēnei. Ko te mea
nui ki ahau ko te whakawhanaungatanga.
4
7258
1.1
1.2
1.3
1.4
3.1
E rua ngā tīma hutuporo. Ko Marae Roa tētahi, ko Marae
Poto hoki. He tino poto ngā kaiwhakataetae o Marae Roa,
he tino roa ngā kaiwhakataetaed o Marae Poto. Kātahi te
āhei o ia taha - ahakoa te poto, ahakoa te roa o ngā toa.
He pai ngā kēmu. Ko te hua he ōrite! Ko hutuporo te toa
o te rā.
E rua ngā tīma netiporo. Ka timata te kēmu, ka putu te
raruraru i waenganui i ngā kaiwhakataetae. Ka patua te
Kapene o Marae Roa e te kapene o Marae Poto. Ka
whawhai te katoa! Ko te mekemeke te toa o te rā!
Ka pai te mahi tākaro ngakau o te rā. Ko ngā tau
omaoma peke ko ngās tau omaoma hua me pune, ko ngā
tau omaoma waewae toru. Ko te katakata te toa o te rā!






ME ĀTA WHAKARONGO 2.38
HE WHAKAMĀRAMA KI TE KAIAKO
Me Āta Whakarongo
Paerewa
Tipako
7262
1
2
3
4
Tohu whakapuaki poto mō ngā take whānui (Kaupae 2)
Ka mārama ki te whakarārangi whakaaro
Ka mārama ki ngā kupu tohu wā
Ka mārama ki ngā whakapuaki poto e pā ana ki ngā take i waho atu o ōna ake
hiahia.
Ka mārama ki te nuinga o ngā momo pātai, me ngā momo tohutohu.
E ono ngā tūmahi o tēnei ngohe.
E rima ngā puka rauemi mā te
kaiako, kotahi te puka rauemi mā te
ākonga.
Nā te mea he rerekē ngā kaupapa o
ia tūmahi, tētehi i tētehi, ka taea te
toha haere kia mahia e ngā ākonga
puta noa i te tau. Mā konei e āhei ai
te kaiako ki te kōwhiri i te tūmahi e ū
ana ki tēnā wāhanga, ki tēnā
wāhanga o te hōtaka ako hei
aromatawaitanga. He pai ake tēnei
momo whakahaere i te whakamahi i
ngā tūmahi katoa i te wā kotahi,
pērā i tētehi whakamātautau ōkawa.
© New Zealand Qualifications Authority - All rights reserved
ME ĀTA WHAKARONGO 2.39
ME ĀTA WHAKARONGO!
Paerewa
Tipako
7262
1
2
3
4
NGĀ TIKANGA:
Tohu whakapuaki poto mō ngā take whānui (Kaupae 2)
Ka mārama ki te whakarārangi whakaaro.
Ka mārama ki ngā kupu tohu wā.
Ka mārama ki ngā whakapuaki poto e pā ana ki ngā take i waho atu o ngā hiahia
ōna ake.
Ka mārama ki te nuinga o ngā momo pātai, me ngā momo tohutohu.
Test conditions.
NGĀ TOHUTOHU:
E 6 ngā tūmahi mō tēnei ngohe. He mahi whakarongo tēnei.
1.
Ka whiriwhiri koe mai i ngā pikitia, ko tēwhea tangata kei te kōrerotia
(Tūmahi 1).
2.
Ka whiriwhiri koe mai i ngā pikitia, ko tēwhea wāhi kei te kōrerotia
(Tūmahi 2).
3.
Ka tautohu koe mai i ngā kōrero hangatahi, ngā kupu tohu wā
(Tūmahi 3).
4.
Ka whakatikatika koe i ētehi rārangi kupu e noho tītakataka ana
(Tūmahi 4).
5.
Ka whakautu koe i ētehi pātai mō tētehi pikitia (Tūmahi 5).
6.
Ka whai tohutohu koe, ā, ka tuhi ai koe i runga mahere, te ara tika e ahu
atu ana ki tētehi taonga huna (Tūmahi 6).
ME ĀTA WHAKARONGO 2.40
7.
Tūmahi 1 - Whakaāhua Tangata
1.
Me āta whakarongo koe ki te kōrero a te kaiako kia taea e koe te tāutu ko
wai rā te tangata e whakaahuatia ana.
2.
Tuhia te ingoa o te tangata i raro i te pikitia e tika ana.
ME ĀTA WHAKARONGO 2.41
Tūmahi 2 - Whakaāhua Wāhi
1.
Ka rongo koe i ētehi kōrero e whakaahua ana i ētehi pikitia.
2.
I a koe e whakarongo ana, me whiriwhiri, ā, me tāutu ko tēwhea o ngā
pikitia kei te whakaahuatia.
3.
I te taha o te pikitia tuatahi, tuhia te nama 1, i te taha o te mea tuarua - te
nama 2, ā, ka pērā tonu te mahi mō te pikitia tuatoru me te tuawhā.
ME ĀTA WHAKARONGO 2.42
Tūmahi 3 - Ngā Haerenga o Arapeta
1.
Me āta whakarongo ki ngā kōrero hangatahi ka kōrerohia e te kaiako.
2.
Mō ia rārangi kōrero hangatahi me tāutu koe i ngā kupu anake e tohu ana
i te wā. Arā, te wā mua, te wā tū, me te wā heke.
3.
Tuhia te kīanga tika, te rerenga kōrero tika rānei, ki tōna wāhi tika i runga i
te mahere i raro nei.
wā mua
wā tū
wā heke
ME ĀTA WHAKARONGO 2.43
Tūmahi 4 - Kupu Tītakataka
1.
Ka rongo koe ētehi huinga kupu e noho tītakataka.
2.
Mō ia huinga, e 3 ngā wā pānui.
Mō te wā tuatahi me whakarongo noa iho koe.
Mō te wā tuarua me tuhi koe i ngā kupu i runga i ngā rārangi i raro nei.
Mō te wā tuatoru me whakarongo anō kia mohio mēna kua mau i a koe
ngā kupu katoa.
3.
Mō ia huinga kupu, ka whakaatu te kaiako ko tēwhea te kupu tīmata.
Ngā Kupu Tītakataka
1.
_________________________________________________________
2.
_________________________________________________________
3.
_________________________________________________________
4.
_________________________________________________________
5.
_________________________________________________________
Ngā Kōrero Hangatahi
Tuhia ngā kupu kia takoto hei kōrero hangatahi tika.
1.
_________________________________________________________
2.
_________________________________________________________
3.
_________________________________________________________
4.
_________________________________________________________
5.
_________________________________________________________
ME ĀTA WHAKARONGO 2.44
Tūmahi 5 - Te Papa Rēhia
1.
Ka rongo koe i ētehi pātai mō te pikitia.
2.
Me āta whakarongo, me āta tirotiro hoki ki te pikitia kia taea e koe te
whakautu ngā pātai
3.
Tuhia ngā whakautu ki ngā pātai ki raro iho nei.
Ngā Whakautu
1.___________________________
6.___________________________
2. __________________________
7.___________________________
3. __________________________
8.___________________________
4. __________________________
9.___________________________
5. __________________________
10.__________________________
© New Zealand Qualifications Authority - All rights reserved
ME ĀTA WHAKARONGO 2.45
Tūmahi 6 - Rapu Taonga
HE WHAKAMĀRAMA:
I tētehi wā e noho ana tētehi rōpū kura i tētehi puni i te taha o te awa. Tekau
mā rua ngā ākonga, e rua ngā pouako. Ka kitea e tētehi o ngā ākonga, ko
Māui tōna ingoa, tētehi mahere taonga. Kei runga i taua mahere taonga nei
ētehi tohutohu e whakaatu ana i te wāhi e huna ana tētehi taonga. Ko taua
taonga he pēke moni, kei roto i te pēke rā kōtahi miriona tāra. Nā te nui o te
moni, ka puta te whakaaro i a Māui kia tere tana haere ki te kimi i ngā moni rā.
Nō reira ko ēnei kōrero e whai ake nei mō tana haerenga ki te mau i taua
taonga rā.
Me āta whakarongo mai ki ngā kōrero nei, ā, tohua mai i runga i te mahere te
huarahi i takahia e Māui ki te kimi, ki te rapu i te taonga huna, arā, te pēke
moni.
KUPU HOU - KUPU ĀWHINA
wāhi-a-Tūmatauenga = marae ātea
tomokanga matua = kēti nui
whakarāngaro = haere puku
toka = kōwhatu, pōhatu
kapohia = tangohia
pūkaki = te huinga o ngā awa
repo = te wāhi mākū, te wāhi pōharuharu
piriti = arahanga
uru rākau = he huinga rākau e tūtahi ana
© New Zealand Qualifications Authority - All rights reserved