YEAR 5 - 8 Marking Criteria and Pepeha Template

Te Aho Arataki Marau mō te Ako i Te Reo Māori - Kura Auraki

Curriculum Guidelines for Teaching and Learning Te Reo Māori in English-medium Schools: Years 1-13

Kōrero – Speaking

By the end of level 1 students can:

• imitate the pronunciation, intonation, stress, and rhythm of Māori words, phrases, and sentences

• respond appropriately to simple, familiar instructions and simple questions

• ask simple questions

• initiate spoken encounters in te reo Māori, using simple greetings, questions and statements.

Whakaatu – Presenting

By the end of level 1 students can:

• use appropriate facial expressions, body language and images to convey messages (with and without accompanying verbal language)

• use selected features of visual language to add meaning to simple written or oral text.

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Achievement Objective: 1.4 communicate about personal information, such as name, parents’ and grandparents’ names, iwi, hapū, mountain and river, or home town and place of family origin

5	Presented on the due date in week 2, term 3, during te reo Māori class. Communicate about personal information, including mountain, river, boat, tribe, sub-tribe, marae (or turangawaewae e.g. church/community place), both paternal and maternal grandparents, parents, own name, age and school accurately. Use correct pronunciation, intonation and rhythm of Māori words. Use appropriate body language to convey pepeha fluently without prompts or notes.
4	Presented on the due date in week 2, term 3, during te reo Māori class. Communicate about personal information, including mountain, river, boat, tribe, sub-tribe, marae (or turangawaewae e.g. church/community place), paternal and maternal grandparents, parents, own name, age and school. Frequently uses correct pronunciation, intonation and rhythm of Māori words. Convey pepeha fluently without prompts or notes.
3	Presented on the due date in week 2, term 3, during te reo Māori class. Communicate about the majority of their personal information, including mountain, river, boat, tribe, sub-tribe, marae (or turangawaewae e.g. church/community place),paternal and maternal grandparents, parents, own name, age and school sufficiently. Occasionally uses correct pronunciation, intonation and rhythm of Māori words. Attempts fluency without prompts or notes.
2	Presented on the due date in week 2, term 3, during te reo Māori class. Attempts to Communicate some personal information, including mountain, river, boat, tribe, sub-tribe, marae (or turangawaewae e.g. church/community place), paternal and maternal grandparents, parents, own name, age and school. Attempts to use correct pronunciation, intonation and rhythm of Māori words. Requires prompts or notes to convey pepeha.
1	Did not present on the due date in week 2, term 3, during te reo Māori class.

***    If the student was not at school due to ill health on the due date, they will have an extension until the day they return to school.

Tēnā koutou, tēnā koutou, tēnā tātou katoa

Ko_____________ te Maunga

Ko_____________ te Awa

Ko_____________ te Waka

Ko_____________ te Iwi

Ko_____________ te Hapū

Ko_____________ te Marae

Ko _(Koro)_ rātou ko _(Kuia)_, ko _(Koro)_, ko _(Kuia)_ ōku tūpuna.

(Maiden names for Grans)

Ko __(Dad)__ rāua ko __(Mum)__ ōku mātua.

(Maiden name for mum)

Ko_____________ tōku ingoa

E ………….. ōku tau.

E tauira ahau i te kura o Kāmuriwai.

Nō reira, tēnā koutou, tēnā koutou, tēnā tātou katoa