Page 98
Achievement Objectives
For each strand, relevant achievement objectives were selected from ‘Marautanga of Aotearoa’
Te Reo Maaori - Achievement Objectives
Level 1-3 (English Medium Schools)
Level 1
Years 1-2
(p 42)
Level 2
Years 3-4
(p 43)
Level 3
Years 5-6
(p 46)
1.1 greet, farewell, and
2.1 communicate about
3.1 communicate, including
1.2 introduce themselves and
2.2 communicate about
3.2 communicate about events
1.3 communicate about num-
2.3 communicate about likes
3.3 give and follow directions;
1.4 communicate personal
2.4 communicate about time,
3.4 communicate, including
1.5 communicate about location;
2.5 communicate about
3.5 communicate about
acknowledge people and
respond to greetings and
acknowledgments;
others and respond to
introductions;
ber, using days of the week,
months, and dates;
information, such as name,
parents’ and grandparents’
names, Iwi, Hapuu, mountain,
and river, or home town and
place of family origin;
relationships between
people;
possessions;
and dislikes, giving reasons
where appropriate;
weather, and seasons;
physical characteristics,
personality, and feelings.
comparing and contrasting,
about habits, routines, and
customs;
and where they take place;
comparing and contrasting,
about how people travel;
immediate past activities.
© Ngaati Whanaunga Incorporated Society 2011
Page 99
Achievement Objectives
For each strand, relevant achievement objectives were selected from ‘Marautanga of Aotearoa’
Te Reo Maaori - Achievement Objectives
Level 4-6 (English Medium Schools)
Level 4
Years 7-8
(p 47)
Level 5
Years 9-10
(p 50)
Level 6
Years 11
(p 51)
4.1 request, offer, accept, and
5.1 communicate about past
6.1 give and follow instructions;
4.2 communicate about plans
5.2 communicate about present
6.2 communicate about
4.3 communicate about
5.3 communicate about past
6.3 communicate about
4.4 give and seek permission
5.4 describe, compare, and
6.4 communicate in formal
decline things, invitations,
and suggestions;
for the immediate future;
obligations and responsibilities;
or agreement;
activities and events;
and past states, feelings, and
opinions;
habits and routines;
contrast people, places, and
things.
4.5 communicate about the
quality, quantity, and cost of
things.
© Ngaati Whanaunga Incorporated Society 2011
problems and solutions;
immediate plans, hopes,
wishes, and intentions;
situations.
Page 100
Achievement Objectives
For each strand, relevant achievement objectives were selected as follows
Te Reo Maaori - Achievement Objectives
Level 7-8 (English Medium Schools)
Level 7
Years 12
(p 54)
Level 8
Years 13
(p 55)
7.1 communicate about future
8.1 communicate about certainty
7.2 offer and respond to advice,
8.2 develop an argument or point of
7.3 express and respond to
8.3 recount a series of events to in-
7.4 offer and respond to infor-
8.4 communicate the same informa-
7.5 read about and recount actual
8.5 respond to selected and adapted
plans;
warnings, and suggestions;
approval and disapproval,
agreement and disagreement
mation and opinions, giving
reasons;
or imagined events in the past
and uncertainty, possibility and
probability;
view, with reasons;
form, persuade, or entertain;
tion in different ways for
different audiences;
texts in te reo Maaori that are
about te reo and tikanga Maaori
(for example, texts from recorded
speeches, literature, film, newspapers, magazines, television,
video, DVD, radio).
© Ngaati Whanaunga Incorporated Society 2011
Page 101
Achievement Objectives
Achievement Objectives for Integrated Unit 1
Level &
Year
Group
Tikanga-aa-iwi
Social Studies
Strand: Place and
Environment
Puutaiao – Science
Strand: Planet Earth
and Beyond (Earth Systems)
Ngaa Toi – The Arts
Strand: Visual Art
Objectives at each level
Level 1
Years 1-2
Understand how places in
New Zealand are significant
for individuals and groups
Explore and describe Earth’s
natural features and
resources
Create a painting or
coloured drawing of Earth’s
natural features and
resources
Level 2
Years 3-4
Understand how places
influence people and
people influence places
Explore and describe Earth’s
natural features and
resources
Create a (collage or model)
of Earth’s natural features
and resources
Appreciate that water, air,
Understand how people view rocks and soil, and life forms
and use places differently
make up our planet and
generate Earth’s resources
Create a composition
(mosaic or print) of
Earth’s natural features
and resources by
experimenting with diverse
resources from the Maaori
world and beyond
Level 3
Years 5-6
Level 4
Years 7-8
Understand how
exploration and innovation
create opportunities and
challenges for people,
places, and environments
Understand that people
Level 5
move between places and
Years 9-10 how this has consequences
for the people and the places
Investigate the water cycle
and its effect on climate,
landforms, and life
IInvestigate the
composition, structure, and
features of the geosphere,
hydrosphere, and
atmosphere
© Ngaati Whanaunga Incorporated Society 2011
Create a composition
(painting, print or
collage) of Earth’s natural
features and resources by
experimenting with diverse
resources from the Maaori
world and beyond
Create an original
composition of Earth’s
natural features
and resources by
experimenting with diverse
resources from the Maaori
world and beyond
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Achievement Objectives
Achievement Objectives for Integrated Unit 2
Level &
Year
Group
Tikanga-aa-iwi
Social Studies
Strand: The Changing World
Puutaiao – Science
Strand: The Physical World
Ngaa Toi – The Arts
Strand: Sound Art
Objectives at all levels
Level 1
Years 1-2
Understand how the past is
important to people
Explore every day examples
of physical phenomena,
which create sound
Make a Taonga Puuoro Create a simple percussion,
string or wind instrument
Level 2
Years 3-4
Understand how time and
change affect peoples’ lives
Explore every day examples
of physical phenomena,
which create sound
Make a Taonga Puuoro Create a simple percussion
instrument
Level 3
Years 5-6
Understand how people
remember and record the
past in different ways
Explore, describe, and
represent patterns and
trends for everyday sound
Make a Taonga Puuoro Create a percussion, string
or wind instrument
Level 4
Years 7-8
Understand that events have
causes and effects
Explore, describe, and
represent patterns and
trends for everyday sounds
Create a musical piece by
blending natural and
man-made sounds together.
Make a Taonga Puuoro
Level 5
Years 9-10
Understand how the ideas
and actions of people in the
past have had a significant
impact on people’s lives
Identify and describe the
patterns associated with
physical phenomena found
in simple everyday situations
involving sound
Create a musical piece /
sequence using a
conventional instrument
and Taonga Puuoro
© Ngaati Whanaunga Incorporated Society 2011
Page 103
Achievement Objectives
Achievement Objectives for Integrated Unit 3
Level &
Year
Group
Level 1
Years 1-2
Tikanga-aa-iwi
Social Studies
Strand: Social Organisation
and Culture
Understand how belonging
to groups is important for
people
Puutaiao – Science
Strand: The Living World
(Ecology)
Ngaa Toi – The Arts
Strand: Performing Art
Objectives at all levels
Recognise that living things
are suited to their particular
habitat
Participate in a haka
poowhiri for a
welcoming ceremony.
Perform and recite the
Paatere Kei whea te Aute?
as a waiata tautoko when
appropriate
Level 2
Years 3-4
Understand how people
have different roles and
responsibilities as part of
their participation in groups
Recognise that living things
are suited to their particular
habitat
Participate in a haka
poowhiri for a
welcoming ceremony.
Perform and recite the
Paatere Kei whea te Aute?
as a waiata tautoko when
appropriate
Level 3
Years 5-6
Explain how living things are
suited to their particular
Understand that people have
habitat and how they
social, cultural, and
respond to environmental
economic roles, rights,
changes, both natural and
and responsibilities
human-induced
Participate in a haka
poowhiri for a
welcoming ceremony.
Perform and recite the
Paatere Kei whea te Aute?
as a waiata tautoko when
appropriate
Level 4
Years 7-8
Explain how living things are
Understand how the ways
suited to their particular
in which leadership of groups
habitat and how they
is acquired and exercised
respond to environmental
have consequences for
changes, both natural and
communities and societies
human-induced
Understand how systems of
government in New Zealand
Level 5
operate and affect people’s
Years 9-10
lives, and how they compare
with another system
Investigate the
interdependence of living
things (including humans)
in an ecosystem
© Ngaati Whanaunga Incorporated Society 2011
Participate in a haka
poowhiri for a
welcoming ceremony.
Perform and recite the
Paatere Kei whea te Aute?
as a waiata tautoko when
appropriate
Participate in a haka
poowhiri for a
welcoming ceremony.
Perform and recite the
Paatere Kei whea te Aute?
as a waiata tautoko when
appropriate
Page 104
Achievement Objectives
Level 6 – Year 11
History
Understand how the causes and consequences
of past events that are of significance to New
Zealanders shape the lives of people and society
Understand how people’s perspectives on
past events that are of significance
to New Zealanders differ
Level 7 – Year 12
History
Understand how historical forces and movements
have influenced the causes and consequences
of events of significance to New Zealanders
Understand how people’s interpretations of events
that are of significance to New Zealanders differ
Level 7 – Year 13
History
Understand that the causes, consequences,
and explanations of historical events that are of
significance to New Zealanders are complex,
and how and why they are contested
Understand how trends over time reflect
social, economic, and political forces
© Ngaati Whanaunga Incorporated Society 2011
Page 105
Ngaa Whaainga Paetae
Anei ngaa whaainga paetae i whiriwhiria moo ia whenu
Te Reo Maaori - Te Marautanga o Aotearoa
Level 1-3 (Maaori Medium Schools)
Taumata 1
Wh 30
Taumata 2
Wh 31
Taumata 3
Wh 32
Aaheinga Reo
Ka whakawhitiwhiti koorero,
ka whakaraupapa koorero hei
whakatutuki kaupapa.
•
•
Ka maarama ki eetahi
koorero aahua roa tonu.
Ka whakapuaki koorero hei
whakaputa maaramatanga,
tautohetohe raanei kia puta
ai te reo whakakapi, te reo
patapatai me te reo whakatau.
•
•
Ka whakatairite, ka tohutohu,
ahakoa te horopaki, i eetahi
kaupapa oopaki, ookawa
raanei.
Ka whakapuaki paatatai
haangai tonu, koorero
whakamaarama, tautohetohe
raanei kia puta ai te reo
hiikaro, te reo whakamana
hoki.
Puna Reo
•
Ka maaia, ka tika anoo tana
whakamahi i eetahi kupu
honohono, kupu mahi,
kupu aahua, rerenga
koorero hoki e kawe ana i
ngaa kare aa-roto.
•
•
Ka maarama, ka whakamahi i
ngaa kiianga whakaahua,
kiianga whakarite hei whakaniko i te kaupapa
Ka paanui wahanguu, aa•
waha raanei hei whakatutuki
i oona hiahia.
Ka whakamahi rautaki
whaanui ki te aata whakapuumau i te maaramatanga
o ngaa tuhinga me ngaa reo
ataata maha.
Ka whakamahi i eetahi rautaki rangahau.
Ka whakamahi mahere hei
whakatakoto, hei whakaraupapa i ngaa whakaaro.
Ka whakatika i aana hapa tuhi
me te aahua o te whakatakoto whakaaro kia maarama
ake ai te tuhinga.
Ka whaihua ake aana tuhinga i te noho raupapa mai o
ngaa whakaaro i roto i ngaa
koowae me te whakamahi
tohu tuhituhi.
Ka haangai te reo aa-waha, aatinana ki te kaupapa.
Ka whakanikoniko i aana
koorero, tuhinga raanei ki
ngaa kupu taurite, kupu aahua naa te whaanui haere o
tana puna kupu
Rautaki Reo
•
Ka koorero kia whaanui
ake, kia maarama ake,
kia hoohonu ake ngaa
whakaaro.
•
•
•
•
•
•
© Ngaati Whanaunga Incorporated Society 2011
Page 106
Ngaa Whaainga Paetae
Anei ngaa whaainga paetae i whiriwhiria moo ia whenu
Te Reo Maaori - Te Marautanga o Aotearoa
Level 4-6 (Maaori Medium Schools)
Taumata 4
Wh 33
Taumata 5
Wh 34
Taumata 6
Wh 35
Aaheinga Reo
•
•
Ka whakamaarama, ka tautohetohe raanei i teetehi
kaupapa e puta ai te reo
hiikaro, te reo whakamana,
me te reo whakaahua.
Ka aata whakarongo, ka
whakawaa, ka wetewete,
ka whakatau hiikaro moo
teetehi kaupapa
•
•
Ka whakapuaki i te reo
Maaori ake nei hei whakaahua pikitia aa-kupu.
Ka whakapuaki whakaaro
moo ngaa kaupapa, moo
ngaa ariaa matua hoki o aua
kaupapa, kia pai ai te
whakatakoto tohetohenga,
taunakitanga raanei hei
whakauu i te whakaaro
•
Ka matapaki, ka wetewete i
ngaa ariaa ahurea me ngaa
ariaa hapori hei tuuaapapa
moo te tuhinga me ngaa reo
ataata.
Puna Reo
•
Ka haangai ngaa kupu me te •
aahua tonu o te whakatakoto kupu ki te kaupapa
•
Ka whaanui te puna kupu
e taea ai te tautoko, te
whakawhitiwhiti maaramatanga, te whakakotahi hei
whakatau, hei whakaiti raanei
Ka whaanui ake te puna
kupu e taea ai te tautoko, te
whakawhitiwhiti maaramatanga, te whakakotahi hei
whakatau, hei whakaiti raanei
Rautaki Reo
•
•
•
•
•
Ka whaihua aana rautaki
rangahau, ka tika hoki tana
whakamahi i ngaa rauemi
rangahau.
Ka kootuitui rautaki e
maarama ai te paanui me
te maatakitaki.
Ka aro atu ki te noho raupapa mai o ngaa whakaaro
i roto i aana tuhinga, kia
maarama ake ai ki te kaipaanui.
Ka whakamahi i ngaa
aahuatanga maha o ngaa
momo reo tuhi hei
whakaniko i ngaa tuhinga
whaanui, hei akiaki anoo
i te kaipaanui kia whai
whakaaro ake ki te kaupapa.
•
•
Ka arohaehae i ngaa koorero
me ngaa tuhinga Maaori
ake i runga i te haangai ki te
kaupapa, ki te momo reo me
te kaipaanui, kaiwhakarongo
raanei.
Ka tika te whakaraapopoto i
ngaa ariaa matua o te koorero aa-waha, aa-tuhi, aa-taa
raanei.
•
•
Ka moohio me peehea te
whakapuaki whakaaro kia
tino uu te maaramatanga ki te
kaiwhakarongo.
Ka whakamahi i te reo arohaehae hei whakaaroaro, hei
taatari i ngaa koorero me ngaa
tuhinga.
© Ngaati Whanaunga Incorporated Society 2011
Page 107
Ngaa Whaainga Paetae
Anei ngaa whaainga paetae i whiriwhiria moo ia whenu
Te Reo Maaori - Te Marautanga o Aotearoa
Level 7-8 (Maaori Medium Schools)
Taumata 7
Wh 36
Taumata 8
Wh 36
Aaheinga Reo
•
Ka maarama ki ngaa koorero
•
huna naa te moohio ki te waahi
ki eetehi kaikoorero i roto i te
kaupapa.
•
Ka mau aa-tuhi, aa-taanga hoki
ngaa whakatakotoranga me
ngaa aahuatanga o ngaa momo
reo tuhi maha.
Ka kitea te hoohonutanga o te
whakaaro me te hihiri ki te kaupapa i roto i aana tuhinga, aa,
ka whaihua te nuinga o aana
tuhinga.
Puna Reo
•
Ka whakaputa i ngaa kupu, ngaa •
kiianga me ngaa rerenga hei
whakapuaki kare aa-roto.
Ka tino maarama aana tuhinga
i te haangai puu o ngaa kupu, o
ngaa koorero peha, o te whakatakoto kupu ki te kaupapa.
Rautaki Reo
•
•
Ka hanga koorero kia whai i
taana ake whakatakoto hei
whakatairanga, hei whakaniko,
hei whakanui i teetehi aahuatanga.
Ka tautohu, ka arohaehae i
ngaa tino aahuatanga o te reo
me te whakaaturanga a te
kaikoorero.
© Ngaati Whanaunga Incorporated Society 2011
•
•
•
Ka whakarite rautaki rangahau
hei whakawhaanui ake i oona
puukenga rangahau.
Ka tiipako i taana e hiahia ana
mai i te puna reo me te puna
tikanga kia taea ai te whakataurite i te tirohanga a te kaituhi ki
taa te kaipaanui.
Ka maarama ki ngaa kounga
tuhituhi e haangai ai te tuhinga
ki te kaipaanui, ki te kaupapa
me te take i tuhia ai.
Page 108
© Ngaati Whanaunga Incorporated Society 2011