Assessment schedule: – Evidence/Judgements for Achievement Evidence/Judgements for Achievement with Evidence/Judgements for Achievement with Excellence Whakarongo kia ki te reo o te ao torotoro Whakarongo kia mārama ki te reo o te ao Whakarongo kia mātau ki te reo o te ao torotoro torotoro The learner demonstrates their knowledge of The learner demonstrates their comprehensive spoken te reo Māori by: The learner demonstrates their understanding of understanding of spoken te reo Māori by: spoken te reo Māori by: providing at least two pieces of evidence of providing at least two pieces of evidence of their listening skills in te reo Māori providing at least two pieces of evidence of their listening skills in te reo Māori their listening skills in te reo Māori being able to make meaning of the text selecting and expanding on, with supporting selecting relevant information, ideas and evidence or detail, relevant information, ideas understanding the gist of the text without opinions from the text and communicating and opinions from the text being able to develop explanatory them unambiguously responses/answers or give fine details showing comprehensive understanding of developing an explanatory response/answer possible implied meanings or conclusions giving some valid information/details without indicating a grasp of fine detail and/or within the text For example: nuance giving a fully explained and detailed For He Ngutu Kau I think that Manawa is right. giving a range of valid information/details response/answer Water is important to everybody. Farmers For example: For example: shouldn’t be allowed to make the rivers dirty. He Ngutu Kau, question 8: I think that Matiu is He Ngutu Kau, question 8: I think they both made The above expected learner responses are right. His family was trying to follow the really good points. I can understand how indicative only and relate to just part of what is environmental guidelines but it’s hard with all the frustrated Matiu might feel when his family might required. Each task will require the development stresses of being a farmer, like droughts and low lose their land, and he feels really strongly that of evidence statements for each level of prices. farming is important for future generations, but achievement.
Assessment schedule: – Evidence/Judgements for Achievement Evidence/Judgements for Achievement with Evidence/Judgements for Achievement with Excellence Whakarongo kia ki te reo o te ao torotoro The learner demonstrates their knowledge of spoken te reo Māori by: providing at least two pieces of evidence of their listening skills in te reo Māori being able to make meaning of the text understanding the gist of the text without being able to develop explanatory responses/answers or give fine details giving some valid information/details For example: For He Ngutu Kau I think that Manawa is right. Water is important to everybody. Farmers shouldn’t be allowed to make the rivers dirty. The above expected learner responses are indicative only and relate to just part of what is required. Each task will require the development of evidence statements for each level of achievement. Whakarongo kia mārama ki te reo o te ao torotoro The learner demonstrates their understanding of spoken te reo Māori by: providing at least two pieces of evidence of their listening skills in te reo Māori selecting relevant information, ideas and opinions from the text and communicating them unambiguously developing an explanatory response/answer without indicating a grasp of fine detail and/or nuance giving a range of valid information/details For example: He Ngutu Kau, question 8: I think that Matiu is right. His family was trying to follow the environmental guidelines but it’s hard with all the stresses of being a farmer, like droughts and low prices. Whakarongo kia mātau ki te reo o te ao torotoro The learner demonstrates their comprehensive understanding of spoken te reo Māori by: providing at least two pieces of evidence of their listening skills in te reo Māori selecting and expanding on, with supporting evidence or detail, relevant information, ideas and opinions from the text showing comprehensive understanding of possible implied meanings or conclusions within the text giving a fully explained and detailed response/answer For example: He Ngutu Kau, question 8: I think they both made really good points. I can understand how frustrated Matiu might feel when his family might lose their land, and he feels really strongly that farming is important for future generations, but
trm_PI_2_1_91284_v3_sep17.docx