Level Te Reo NCEA Te Reo Māori kōeke 3
The following is a resource that will assist Teachers of Te Reo Māori with delivering an NCEA level 3 program for Te Reo
Māori.
Achievement standards available for level 3
Whakarongo
Kōrero
AS91650 3.1
AS91651 3.2
Whakarongo kia
mōhio ki te reo o te
ao whānui
Pānui
AS91652 3.3
Tuhi
Waihanga Tuhinga
AS91653 3.4
AS91654 3.5
Kōrero kia whakamahi Pānui kia mōhio ki te
i te reo o te ao
reo o te ao whānui
whānui
Tuhi i te reo o te ao
whānui
Waihanga tuhinga
auaha, i te reo o te ao
whānui
Whiwhinga: 4
Whiwhinga: 6
Whiwhinga: 6
Whiwhinga: 6
Whiwhinga: 6
Ā-roto
Ā-roto
Ā-waho
Ā-waho
Ā-roto
PLEASE NOTE: YOU ARE NOT REQUIRED TO DO ALL OF THE STANDARDS.
Click these links to access the following standards:
3.1 Whakarongo (int)
http://www.nzqa.govt.nz/nqfdocs/ncea-resource/achievements/2013/as91650.pdf
3.2 Kōrero (int)
http://www.nzqa.govt.nz/nqfdocs/ncea-resource/achievements/2013/as91651.pdf
3.3 Pānui (ext)
http://www.nzqa.govt.nz/nqfdocs/ncea-resource/achievements/2013/as91652.pdf
3.4 Tuhituhi (ext)
http://www.nzqa.govt.nz/nqfdocs/ncea-resource/achievements/2013/as91653.pdf
3.5 Waihanga Tuhinga (int)
http://www.nzqa.govt.nz/nqfdocs/ncea-resource/achievements/2013/as91654.pdf
Link to NZQA Te Reo Māori resources page
http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/te-reo-maori/levels/
Teaching and learning requirements for Level 3:
Level 3 in NCEA covers levels 1 to 8 in the languages curriculum. Many teachers for level 3 choose to create programs
around the themes outlined in the assessment specifications in the exams. The achievement objectives for level 8 is
incorporated in to the themes. This effectively “kills two birds with one stone” Samples of Unit plans are provided at the
end of this document that show how two do this.
Click this link for the Te Reo Māori curriculum guidelines
http://tereomaori.tki.org.nz/Curriculum-guidelines
Internal Assessment
There has been a move away from the high stakes one-off assessment activity. The Level 3 Achievement Standards
require a range of contexts and so the new resource activities have 3 parts to the assessment activity. Speaking and
writing are skills that develop over the year.
1. Portfolio
A portfolio is a way of collecting evidence of speaking and writing throughout the year. Collecting evidence allows
greater scope. Evidence may come from a formal or informal setting. For example two students could be discussing
a political in Te Reo informally. This could be filmed and recorded as evidence. Over the year they can record
conversations and select the best for their portfolio. Once all of the evidence from the portfolio has been compiled
the teacher will make a judgement as to what level the student is at based on the Judgement statement in the
assessment task, which is derived from the standard. The tasks must demonstrate the students’ ability in a range of
speaking, writing or listening modes/genres. As a teacher you can give feedback and feed forward comments to
students throughout the year. The selection of work for the portfolio is done with the teacher and then those best
three pieces are marked to give the overall grade. This usually happens at the end of term 3. (PLEASE NOTE:
students can refine their work as many times as they want prior to the submission date for the portfolio.
2. The standard could be assessed in set tasks spread throughout the year. The tasks must have a different genre for
each. These tasks do not have to be big. They can be three smaller tasks. The tasks, however must enable the
students to demonstrate their ability up to excellence level. Once again refer to the standard and the judgement
statement in the assessment task.
Link to internal assessment task examples for whakarongo, kōrero and waihanga tuhinga
http://ncea.tki.org.nz/Resources-for-aligned-standards/Te-Reo-Maori/Level-3-Te-Reo-Maori
External assessment
Both tuhituhi and pānui are externally assessed. The students are required to complete a piece of writing from one
of the topics outlined in the assessment specifications. The following is a brief of the style of writing expected:
He tuhinga roa ōkawa, ā, he tuhinga whai take, he tuhinga arotake, he tuhinga whai hua.
Ka whiriwhiria tētahi kaupapa, ā, ka tuhi te tuhinga roa, mō te kaupapa kua whiriwhiria. Ko te ia o ngā
kaupapa tuhinga he aromatawai tā te ākonga e mārama ai ki te reo uaua, te reo tika, te reo rere kua tuhi
i te reo Māori: arā, ko ngā ariā matua, ngā āhuatanga o te reo me ngā whakatau kia tutuki te kaupapa.
Ka taea e te ākonga te whiwhi i te paetae, i te kaiaka, i te kairangi rānei mō ia o ngā pātai o te
whakamātautau.
Students need to have practised all of these genres at some point of the year. The students must also be familiar with
the themes which are:
• He pūrākau nō neherā
• Waiata/Haka – he waiata/haka i titoa ai i muri i te tau 1900
• Te Reo Rangatira – he kaupapa whakaora i te reo
• Te Ao Tōrangapū – he kaupapa tōrangapū e pā ana ki te hapori, ki te iwi Māori, ki Aotearoa
whānui
• Tangata Rongonui – He tangata o te ao Māori i whānau mai i muri i te tau 1900.
The pānui exam requires the students to read passages in Māori and answer a range of questions. Refer to the
assessment specifications for more information.
Assessment specifications for level 3:
http://www.nzqa.govt.nz/nqfdocs/ncea-resource/specifications/2013/level3/91653-spc-2013.pdf
What skills are required for each standard?
Kōrero
By the end of level 8, students can:
• initiate and sustain conversations;
• give talks on a range of topics in a wide range of
contexts;
• produce a wide range of spoken text types, formal and informal;
• adapt spoken texts to suit different audiences and purposes;
• use te reo Māori to entertain and to persuade as well as to inform.
Whakarongo
By the end of level 8, students can:
• understand much of what other speakers of te reo Māori say about a range of topics;
• distinguish between facts, opinions, and hypotheses and recognise intentions to persuade and influence in
different contexts.
Tuhituhi
By the end of level 8, students can:
• use resources such as dictionaries and glossaries to experiment with new language and to review writing for accuracy;
• write about a range of topics across a wide range of text types, selecting words and expressions that are appropriate
for the purpose and intended audience;
• adapt written texts to suit different audiences and purposes;
• use te reo Māori to entertain and to persuade as well as to inform.
Pānui
By the end of level 8, students can:
• understand much of what is written by other users of te reo Māori about a range of topics;
• distinguish between facts, opinions, and hypotheses and recognise intentions to persuade and influence in different
contexts.
Moderation
All internally assessed tasks must be moderated by someone who has the necessary skills. Every year you will be asked
to provide samples of your student work to be moderated by NZQA.
Every moderation pack should include the following material:
 A copy of the standard
 The assessment materials – student instructions and resources and the assessment schedule, including evidence
and sufficiency statements
 Any other relevant documents e.g. annotated draft, emailed comment, standards review document, NZQA
circular, National Moderator’s report
 Annotated benchmark samples of student work to maintain marking standards
 Samples of student work for external moderation (4 for a unit standard and 8 for an achievement standard, as
listed in box 3)
 The external moderator’s report, if available
The completed file is retained by the teacher/department and stored accessibly.
NB: Critiquing and verification involve a second pair of eyes and may both be done by the same specialist colleague.
Boxes 1 & 3 are signed after these steps.
1. Critique (and modify) materials before use
Critiquer’s name: __________________ Signed: _____________
Source of materials (circle or add):
TKI/MOE Own
Commercial Shared Subject assn Other: __________
 Student instructions state registered standard number and version, title, level and credits
 Instructions are clear and language is appropriate
 Materials are consistent with the learning/context/curriculum
 Materials allow students to achieve all elements/criteria of the standard
 Materials for achievement standards allow students to reach Merit and Excellence
 Instructions are consistent with explanatory notes/range statements in the standard
 Assessment schedule is consistent with the standard
 Evidence statements (where the standard requires them) allow for a range of acceptable answers from students
 Judgment/sufficiency statements clearly describe performance levels e.g. quality and length
2. Ensure consistency between classes
 Cross-assessment
 Panel or team assessment
 Class teacher assesses, another teacher verifies
 Class teacher assesses, an outside colleague verifies
Other method(s) ___________________________
3. Verify grades with another specialist and list filed samples of student work
Verifier’s name:
Student name
__________________ Signed: __________________
Teacher’s
grade
Verified
grade
Comment, where appropriate
4. Maintain understanding of the national standard
(Circle and/or add names, dates or other useful information.)
MOE/NZQA resources External Moderation Colleagues in other schools Cluster meetings
Subject association
Adviser __________________ Other
5. Materials reviewed after use and confirmed or modified for future use
Date: ______________
Notes:
Refer to the NZQA page for more information on moderation.
http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/te-reo-maori/levels/
Resources
Web sites
– There are a range of very good web sites available. Some are listed below.
Te Whanake
http://animations.tewhanake.maori.nz/
He reo tupu, he reo ora – These are curriculum specific resources for levels one and two
http://hereoora.tki.org.nz/Reomations
Tōku Reo
http://www.tokureo.maori.nz/index.cfm/1,186,0,43,html
Ako Panuku
http://www.akopanuku.tki.org.nz/
Ako
http://www.maoritelevision.com/default.aspx?tabid=75&pid=13474
TKI
http://www.tki.org.nz/
Kōrero Māori
http://www.korero.maori.nz/
Te Reo Māori Lesson plans
http://tereomaori.tki.org.nz/Teacher-tools/Te-reo-Maori-lesson-plans
The Ako Panuku English Medium Te Reo Māori page has a range of specific resources that align with the assessment
specifications.
http://www.akopanuku.tki.org.nz/teaching-and-learning-resources-2/english-medium-learning-areas/te-reo-maori/
Sample
units for
Level 3
Kaupapa
Duration
LO Links
Te Reo Rangatira – he kaupapa whakaora i te
reo
6 Weeks
8.2 develop an argument or point of
view, with reasons;
Activities
Structures and link to vocabulary list
Vocabulary
Kīwaha
Whakataukī
General outcomes and extension
Outcomes
Assessment and link to assessment
task
Resources
KUPU – REO REVITALISATION KUPU
Everyday you will spend a few
minutes going over kupu
One student will be chosen to
mihi every day.
Discuss the history of Te Reo
Māori – Taura Whiri Website
Read Tikanga whakaaro essay
about kōhanga reo. Answer
questions on the handout
Formulate some key questions
about kōhanga
Write essay
Assessment spec links
He pūrākau nō neherā
• Waiata / Haka – he waiata / haka i titoa ai i muri i te tau 1900
• Te Reo Rangatira – he kaupapa whakaora i te reo
• Te Ao Tōrangapū – he kaupapa tōrangapū e pā ana ki te hapori, ki te iwi Māori, ki
Aotearoa whānui.
Teach the language required
to enable them to talk about a
language revitalisation
strategy. Refer to assessment
specs
Part of the daily routine will be
asking and answering
questions about Kōhanga Reo
Donut activity – Refer to
bigger Tōku Kāinga unit plan.
Use powerpoint to aid their
kōrero
.
Refer to 8.2 activities on page
66 in The curriculum
guidelines
Ngā tūmomo pātai
He aha te take i whakatūria ai te kōhanga
reo?
Nō wai te whakaaro kia whakatū i te
kōhanga reo?
Nō hea te pūtea hei whakahaere i te
kōhanga reo?
Ko wai ngā kaiwhakahaere o ngā kōhanga
reo?
He aha ngā whakapātaritaritanga mō te
kōhanga reo?
He aha ngā hua pai kua puta mō te iwi
Māori?
Students should be able to write and
speak about reasons behind a kaupapa
whakaora i te reo. They should also be
able to talk about the establishment of
the kaupapa and any challenges that
they have endured.
Students will be able to ask
And answer questions about kōhanga
reo
Students will be able to discuss the
importance of kōhanga reo
Students should be encouraged to answer
and expand spontaneously.
Explaining the history of Te Reo
I te taenga mai o..................
Kotahi anake te............
I taua wā
He tokomaha ake.......i............
Nō muri.......
Nāwai rā......
Kāore/kīhai.........i............
Kāore i whakaaetia.....
Ka hanga ture te kawanatanga hei......
Talking about kōhanga reo
I te tau........
Ka hui tahi...........
Ko tā rātou hiahia he........
Nā te mea..
I mōhio rātou.......
Mehemea
Ki te kore
Nā reira
I tono........
I whakaae rātou...
He whakaaro pai.........
Hei whakaora..........
Nā runga i taua whakaaro....
Ka whakamātauria te kōhanga reo ki.......
I whakatau te ..............
I whakatūria te................
Ko te raru he..........
Ko.....
Ka riro mā............
Nō muri........
Kōrero needs to be the priority
Students will be able to use whakatauki
and kīwaha to help them to express
their thoughts with whakaaro Māori
Students will be able to develop an
argument or point of view, with
reasons;
NCEA Level 3 Kōrero (PORTFOLIO)
Tikanga Whakaaro – Kōhanga Reo
NCEA Level 3 Whakarongo
(PORTFOLIO)
http://www.kohanga.ac.nz/
NCEA Level 3 Hanga tuhinga
(PORTFOLIO)
Kōhanga Reo Pātai – Handout
4x Kupu Tests
http://www.lead.ece.govt.nz/ServiceTy
pes/NgaKohangaReo.aspx
http://www.nzherald.co.nz/nz/news/ar
ticle.cfm?c_id=1&objectid=10841293
Te Taura Whiri – The history of Te Reo
http://www.tetaurawhiri.govt.nz/englis
h/issues_e/hist/index.shtml
Kaupapa
Duration
LO Links
He pūrākau nō neherā
6 Weeks
8.3 recount a series of events to
inform, persuade, or entertain;
Activities
Everyday you will spend a few
minutes going over kupu
One student will be chosen to
mihi every day.
Discuss the concept of Ngā
Kōrero tuku iho. Why are they
important? What tikanga
knowledge comes through the
pūrākau?
Part of the daily routine will be
asking and answering
questions about their pūrākau
Assessment spec links
He pūrākau nō neherā
• Waiata / Haka – he waiata / haka i titoa ai i muri i te tau 1900
• Te Reo Rangatira – he kaupapa whakaora i te reo
• Te Ao Tōrangapū – he kaupapa tōrangapū e pā ana ki te hapori, ki te iwi Māori, ki
Aotearoa whānui.
Teach the language required
to enable them to talk about a
pūrākau. Refer to assessment
specs
Pūrākau building blocks
Donut activity – Refer to
bigger Tōku Kāinga unit plan.
Using pictures to recount their
pūrākau
Hau rāua ko Hine reading
comp
Refer to 8.3 activities on page
66 in The curriculum
guidelines
Structures and link to vocabulary list
Vocabulary
Kīwaha
Whakataukī
VOCAB LIST - Pūrākau
Talking about the process
Tērā tētahi……
E ………….. tau ki muri nei
I ngā wā o nehe
Ka noho……….ki…………..
I tētahi rā
He ………a………..
He……………ōna………………..
He maha ngā…….i runga I ōna…….
Kāore ōna………………
I tana taenga ki………………..
I te taenga o…….ki te ………
I tūtaki ia i tētahi……………..
Ki a ia……
Nō reira
Kāore e roa i muri mai
I muri i tērā
Nāwai rā, nāwai rā
Ehara tēnei I te tūāhua pai
Ka mutu……
Heoi anō
Kāore……..i…………
Kātahi ka
Engari / otirā
………ko tā……….
……….te kī a ………..
Kātahi ka kī a………….
Nā te mea
Nā te……
………rawa……..
He…….ake……….
I a …….e………..ana
I a …..i reira
I whakatau a……….
…….kia………
I te rā i muri mai
Ka roa…….. e………ana
He pai ki a ….te……
Kāore a….i pai ki te………..
ANALYTICAL LANGUAGE – e.g. Kia āta titiro
tātou ki tēnei pūrākau ka kite tātou i te......
He whakahirahira tēnei pūrākau i te mea..
Mā te ako i ngā pūrākau pēnei ka...........
Ko tētahi o ngā āhuatanga whakahirahira o
te pūrākau ko te.........
Students should be encouraged to answer
and expand spontaneously
Kōrero needs to be the priority
General outcomes and extension
Outcomes
Students should be able to summarise
a pūrākau
Students will be able to ask
And answer questions about the
pūrākau that they have chosen.
Students will be able to discuss the
importance of pūrākau
Students will be able to discuss the
cultural importance and the symbolism
of the elements of their pūrākau
Students will be able to use whakatauki
and kīwaha to help them to express
their thoughts with whakaaro Māori
Students will be able to recount a
series of events to inform, persuade, or
entertain;
Assessment and link to assessment
task
Resources
NCEA Level 3 Kōrero :. (PORTFOLIO)
Te Reo Rangatira – Ngā pūrākau
NCEA Level 3 Whakarongo
(PORTFOLIO)
Hau rāua ko Hine reading comp
TKI – Pūrākau
NCEA Level 3 Hanga tuhinga:
(PORTFOLIO)
Wharekura
4x Kupu Tests
Te Tautoko
Ngā kōrero
Kaupapa
Duration
LO Links
• Te Ao Tōrangapū – he kaupapa tōrangapū e pā ana ki
te hapori, ki te iwi Māori, ki Aotearoa whānui. (Ngā
tamariki rawa kore o Aotearoa
6 Weeks
8.1 Communicate about certainty and uncertainty, possibility and
probability
Activities
Structures and link to vocabulary list
Vocabulary
Kīwaha
Whakataukī
General outcomes and extension
Outcomes
Assessment spec links
He pūrākau nō neherā
• Waiata / Haka – he waiata / haka i titoa ai i muri i te tau 1900
• Te Reo Rangatira – he kaupapa whakaora i te reo
• Te Ao Tōrangapū – he kaupapa tōrangapū e pā ana ki te hapori, ki te iwi Māori, ki
Aotearoa whānui.
Ngā tūmomo pātai
He aha ngā take e noho rawa kore ana 20
ōrau o ngā tamariki huri noa i Aotearoa?
He aha ngā pānga o te rawe koretanga mō
aua tamariki?
Me pēhea te whakatika i tēnei āhuatanga
whakarihariha?
Students should be able to write and
speak about reasons and solutions for
child poverty.
Read child poverty info on
CPAG website
Students should be encouraged to answer
and expand spontaneously regardless of
accuracy.
Students will be able to discuss the
importance of getting rid of child
poverty
Formulate some key questions
about child poverty. Discuss
reasons and solutions. Include
elements of 8.1
Discussing child poverty
Ko te raru.............
He iti rawa...............
He totutoru noa iho......
He makariri rawa ngā whare.....
He nui rawa te utu ki te hoko i ngā kai
hauora
Kāore ngā ( tamariki i te kai parakuihi, nā
reira.........
Nā ēnei āhuatanga he/ka...........
.....ōrau o ngā tamariki e noho rawa kore
ana huri noa i Aotearoa
E pāngia kinotia ana ēnei tamariki e ngā
tahumaero i ahu mai i ngā whare makariri
me ngā whare kikī rawa i te tangata
Nā te (iti) rawa o (ngā tūranga mahi)
E kitea ana ngā hua o te rawa kore i roto i
ngā kura
Kei te aha te kāwana hei whakatika i tēnei
āhuatanga?
E ai ki / hei tā
Kei te whakapau kaha a/te..........
Me pēhea tātou e whakatika ai i tēnei.......?
He nui ngā ara hei āwhina........
Pērā i............
Tēnā pea.............
Pea
Kāore e kore
E kore pea (e.g. e kore pea ia e hoki mai)
Āe mārika
Aua / Kāore au e mōhio
Mehemea / mēnā / pēnā
Tōna tikanga (e.g. tōna tikanga, ka mutu
tāua ā te whā karaka)
Ko te tikanga
I pōhēhē au
Kei te mōhio au
Kei te tino mōhio au / E mōhio mārika ana
au
Ka……..
E kore…..e……
Everyday you will spend a few
minutes going over kupu
One student will be chosen to
mihi every day.
Watch video on child poverty
Write essay
Teach the language required
to enable them to talk about
child poverty. Refer to
assessment specs and 8.1
Part of the daily routine will be
asking and answering
questions about child poverty
Complete current issues
building blocks
Donut activity – Refer to
bigger Tōku Kāinga unit plan.
Use powerpoint to aid their
kōrero
.
Refer to 8.1 activities on page
66 in The curriculum
guidelines
Kōrero needs to be the priority
Students will be able to ask
And answer questions about child
poverty
Students will be able to use whakatauki
and kīwaha to help them to express
their thoughts with whakaaro Māori
Students will be able to Communicate
about certainty and uncertainty,
possibility and probability
Assessment and link to assessment
task
NCEA Level 3 Kōrero. (PORTFOLIO)
NCEA Level 3 Whakarongo:
(PORTFOLIO)
NCEA Level 3 Hanga tuhinga:
(PORTFOLIO)
4x Kupu Tests
Resources
Child Poverty in NZ Doco
http://www.etv.org.nz/sso/programme
.php?id=48244
Child poverty action group
http://www.cpag.org.nz/about-us/
Green party
http://www.greens.org.nz/endchildpov
erty
Mana Party
http://mana.net.nz/2012/11/feed-thekids-speech-harawira/
Māori Party
http://www.maoriparty.org/index.php
?pag=cms&id=178&p=end-childpoverty---january-2011.html
Labour Party
http://blog.labour.org.nz/2011/11/21/
eliminating-child-poverty-labourshealth-plan/
National Party
http://www.national.org.nz/Article.asp
x?articleId=40012
8.5 Respond to selected and adapted texts in te reo Māori that
are about te reo and
tikanga Māori (for example,
texts from recorded
6 Weeks
speeches, literature, fi lm,
newspapers, magazines,
/ Haka
• Waiata
– he waiata / haka i titoa ai i
DVD, and
video,
television,
radio) i te tau 1900
muri
Everyday you will spend a few
minutes going over kupu
One student will be chosen to
mihi every day.
Discuss the concepts of Ngā
Waiata and Haka. Why are
they important? What tikanga
knowledge comes through the
these mediums
Part of the daily routine will be
asking and answering
questions about their chosen
composition.
Teach the language required
to enable them to talk about a
Waiata or a haka. Refer to
assessment specs
Assessment spec links
He pūrākau nō neherā
• Waiata / Haka – he waiata / haka i titoa ai i muri i te tau 1900
• Te Reo Rangatira – he kaupapa whakaora i te reo
• Te Ao Tōrangapū – he kaupapa tōrangapū e pā ana ki te hapori, ki te iwi Māori, ki
Aotearoa whānui.
Donut activity – Refer to
bigger Tōku Kāinga unit plan.
Use powerpoint to aid their
kōrero
Read and answer questions
from Ngā waiata – Te Reo
Rangatira.
Refer to 8.5 activities on page
66 in The curriculum
guidelines
Ngā tūmomo pātai
Nā wai tēnei waiata i tito?
Inahea tēnei waiata i titoa ai?
He aha tēnei momo waiata?
He aha i titoa ai?
He tohutohu, he whakatūpatotanga, he
kōrero akiaki o roto? He aha rā aua mea?
Students should be encouraged to answer
and expand spontaneously regardless of
accuracy.
Te reo whakamārama
I titoa tēnei waiata e.......i te tau..........
He.......tēnei tūmomo waiata
He waiata (whakangahau) tēnei
I taua wā...........
He hiahia nō te kaitito ki te................
Whakapuaki i ōna whakaaro e pā ana ki.....
Kāore.....i.........
Nā tēnei.......
Mō te..........
He nui ngā akoranga i roto i tēnei....., arā....
He tino kaha te kaitito ki te whakaniko i te
kupu me te whakanako i te kōrero
Ka whakamahi te kaitito i te whakataukī.....
I ahu mai te rangi o te waiata i te waiata
pākehā..............
Kāore tēnei āhuatanga i te pai, nō reira...
Ka hāngai ngā kupu o te waiata nei ki.......
....ki te/hei whakatairanga.......
......ki te/ hei whakanui............
........ki te/hei whakahē..........
........ki te whakaako...................
Hei tā / e ai ki
Ehara...........
Nā reira
Heoi anō
Waihoki
Engari
Nā te mea
E pā ana
E pā ana ki te kaitito
I tupu ake a.....i.........
Ko ia te (mātaamua) a...rāua ko.......
Ko..........tōna iwi
Nō ..........ia
I a.........e tamariki tonu ana i............
Ka.(rima) ngā tau o........ka........ia ki.........
I te tau........ka.....a.......
Kōrero needs to be the priority
Students should be able to write and
speak about reasons behind a
composition.
NCEA Level 3 Kōrero :. (PORTFOLIO)
Te Reo Rangatira – Ngā waiata - Kāretu
NCEA Level 3 Whakarongo
(PORTFOLIO)
Ngā waiata onamata
Students will be able to ask
And answer questions about the
composition that they have chosen.
NCEA Level 3 Hanga tuhinga:
(PORTFOLIO)
Ngā mōteatea – Ngata
Ngā Moteatea – Jane McRae rāua ko
Hēni Jacob
4x Kupu Tests
Students will be able to discuss the
importance of their chosen waiata
Haka – Kāretu
Haka – Gardiner
Students will be able to discuss the
cultural importance and the symbolism
of the elements of their chosen waiata
Te Reo Rangatira – Ngā waiata-ā-ringa Kāretu
Students will be able to use whakatauki
and kīwaha to help them to express
their thoughts with whakaaro Māori
artsonline2.tki.org.nz/resources/units/.
../sir_apirana_ngata.doc
Students will be able to Respond to
selected and adapted texts in te reo
Māori that are about te reo and
tikanga Māori
Level 3 Te Reo Māori exam 2012 –
Pānui/Tuhi