Level 3

Te Reo Māori clarification

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91650: Whakarongo kia mōhio ki te reo Māori o te ao whānui

Updated December 2017. The section on the language for student responses has been updated.

Evidence requirements

Evidence of at least two listening tasks is required for the standard. The context and purpose of each task should be different to allow students to provide sufficient evidence of their ability to understand spoken te reo Māori. The best two results will contribute towards the final holistic grade. The student needs to be consistently operating at one level.

Curriculum level

This achievement standard involves listening to, and demonstrating understanding of language from a range of different contexts and using different text types in te reo Māori from a range of less familiar topics. The language of the listening texts needs to be at curriculum level 8. Technical, specialist or low frequency dialect words may have the English translations.

Listening texts can be audio, TV/news bulletins, broadcasts, spoken or recorded passages. The length of each listening text may vary, but it should not be less than five minutes. If using broadcast material, to ensure the length is manageable, it may require editing into sections.

At this curriculum level, students need to demonstrate they can think critically about what they have heard. For example, students could identify speaker view points and attitudes (mood, tone, etc.) as well as information.

Justification of a response or drawing conclusions are often a requirement for answers. Examples include, ‘explain why’ or ‘give reasons’. At all times, responses should be based on information generated in the text. Students should proof read responses to ensure all parts of the question have been answered.

Task design

To ensure students have the opportunity to give valid evidence, TKI tasks require modification to ensure authenticity. An Achievement Objective should be identified in each of the listening tasks. Tasks need to allow students to provide evidence of achievement at each performance level. Closed questions should be avoided as they may only allow Achieved level responses, for example, ‘Ko wai? Nōnahea? Āhea?

Language of student responses and evidence statements in the Assessment Schedule

As this standard assesses comprehension for second language learners of te reo Māori, student responses must be in English to show their understanding of the passage. This aligns with the current version (2) of the TKI assessment resource activities and the Conditions of Assessment. The assessment schedule will contain expected student responses for each level of achievement in English.

 

 
 
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