How To Use Trm Draft Document Show

So how do we use it?

WHY LEARN TE REO MĀORI? i.e. The benefits 

Look at pages 8 & 9 of Te Reo Māori in the New Zealand Curriculum for reasons to learn te reo Māori and discuss:  How might the information on P8 - 9 support or challenge your te reo Māori programme?

The teaching and learning of te reo Maori Communicative Language Teaching 

Look at pages 11 - 13 of Te Reo Māori in the New Zealand Curriculum and discuss the following questions: 

What does meaningful communication in the target language:  



Look Like? Sound Like?

What does communicating real information for authentic reasons?  

Look Like? Sound Like?

The relationship between te reo Māori and tikanga Māori 

Look at pages 14 - 15 of Te Reo Māori in the New Zealand Curriculum and discuss the following:  How clear is the expectation that tikanga Maori and te reo Maori will both be taught?  What are the implications for schools teaching te reo Māori?

The Structure of Te Reo Maori in the New Zealand Curriculum i.e, how is the document organised.  Look at the pages 23 - 32 of Te Reo Māori in the New Zealand Curriculum and match:  These key words with their descriptors and in the example given.

PROFICIENCY Targets i.e. There is a description of the overall level of proficiency that students are expected to achieve for every two curriculum levels. 

By the end of Level 2, learners can understand te reo Māori that contains well-rehearsed sentence patterns and familiar vocabulary and can interact in predictable exchanges. They can read and write straight-forward versions of what they have learned to say. They are aware of and understand some of the typical cultural conventions that operate in inter personal communication. Learners are developing an awareness of the processes involved in learning te reo Māori and tikanga Māori .

ACHIEVEMENT OBJECTIVES (AOs) i.e. Represent core expectations for

that level. They can be re ordered, combined and supplemented.

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2.3

Communicate about likes and dislikes, giving reasons where appropriate.

SUGGESTED LANGUAGE LEARNING CONTEXTS i.e. themes, topics or types of texts that add meaning and purpose for the learners. Te Whānau (the extended family); te wharekai (the dining hall)

Food Simple, preference short s dialogues; questionna ires

FLEXIBLE CURRICULUM AND ITS USE 

Look at pages 17-22 ofTe Reo Māori in the New Zealand Curriculum and discuss to what extent this section recognises:  The importance of teachers working to students’ needs and interests; and  The importance of whānau, hapū and iwi having their say in schools’ reo Māori programmes.

DESIGN AND LAYOUT 

Discuss the design and layout of Te Reo Māori in the New Zealand Curriculum and the pull-out chart, eg.: 

Is the document easy to follow?

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Are the graphic overviews useful (pages 35-36, 38-39, 41-42, 44-45 and the pull-out chart)?

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Is the Appendix 2 glossary helpful for breaking down the different English terms (pages 67-71)?

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Does the Appendix 3 glossary of Māori words help (pages 72-73)?

HIGHLIGHT 

What is the one thing you like most about the document and why?

IMPROVEMENT

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What is the one thing you would like changed in the document and why?