Te Reo Māori - annotated exemplars level 2 AS91285 (Resource A)

Kōrero kia whakamahi i te reo o te ao torotoro (2.2A)

Show: All Te Reo Māori exemplars

 Read the STANDARD

See EXEMPLAR B for this standard

TKI Te Reo Māori Assessment Resources

Download all commentary (PDF, 185KB)

All exemplars are drawn from the Assessment Activity 2.2A "He tino wāhi", an ideal holiday destination. Note that the selected examples of student work are portions of the total speaking and not the complete speaking performance.

If you have difficulty playing the video clip when you have downloaded the ZIP file, you may need a player such as VLC which you can download at no cost.

Low Excellence

  CommentaryStudent response

For Excellence the student is required to Kōrero kia whaihua i i te reo o te ao torotoro.

This has just reached Excellence because the student has given a confident speaking performance on a favourite destination. It engages the viewer’s attention through:

  • an effective introduction which commands the attention of the viewer. She does not initially reveal the destination she has chosen and gets the viewer curious by referring to travel agents. The use of a rhetorical question is effective in engaging the audience.

....... e ai ki ngā kaihoko hararei .......

  • speaking is confident and well-paced for the majority of the speech. Her facial expressions enhance her speaking.

.....ia raumati haere ai au me tōku whānau .....

  • the language is generally accurate but there are minor language inconsistencies that should have been corrected at the planning stage. For example “ahau me tōku whānau, kāore e pai ana ahau, he whare mō ahau.

To reach a solid Excellence, the student needed to:

  • fully develop and sustain an effective argument that Maunganui is a better holiday destination than anywhere overseas.
  • sustain a natural pace throughout the entire speech. In places some longer pauses hindered the overall flow of the speech.

Watch video 1 (opens in a new window)

Watch video 2 (opens in a new window)

Download for offline study (ZIP, 3.1MB)

High Merit

  CommentaryStudent response

For Merit the student is required to Kōrero kia whai kiko i te reo o te ao torotoro.

This has reached Merit because the student has delivered a convincing presentation on an ideal holiday destination in te reo Māori. The student has:

  • introduced the topic and clearly given the reason why she has chosen Tonga as the destination.

Ko te wāhi whakamīharo ki ahau ko Tonga.

  • used language with accuracy although the pronunciation and rhythm of the speaking is not natural. Eg. .... i ahau .../ pukukai / tāwahi
  • shown a strong personal voice and the active inclusion of the audience.

nērā / kei te mōhio koutou i whānau ahau ki Tāmaki i Aotearoa engari ko Tonga te whenua o tōku ngākau.

  • has developed and linked some ideas but this needs to be sustained throughout the speech. It has glimmers of excellence because the student has moved beyond a superficial description of the country.

In order to reach a low Excellence, the student needed to:

  • maintain a more natural speaking voice and rhythm throughout the speech.
  • include more content in the speech so there are more opportunities to demonstrate development and linking of ideas. For example, other activities, similarities and differences between Tonga and NZ.

Watch video (opens in a new window)

Download for offline study (ZIP, 3.2MB)

Low Merit

  CommentaryStudent response

For Merit the student is required to Kōrero kia whai kiko i te reo o te ao torotoro.

This has reached Merit because the student has delivered a convincing spoken performance on an ideal holiday destination. The student has:

  • spoken confidently using engaging expression. She clearly understands what she is saying and the delivery is natural. There is evidence of self-correction ie “he ... tetahi wāhi…”
  • communicated clearly although the ideas are conveyed simply.

...Kei te raki o Tāmakimakaurau he .........

In order to reach high Merit ideas need to be developed using a greater variety of language structures.

Watch video (opens in a new window)

Download for offline study (ZIP, 1.9MB)

High Achieved

  CommentaryStudent response


For Achievement the student is required to Kōrero kia whakamahi i te reo o te ao torotoro.

This has reached Achievement because the student has completed a spoken presentation on an ideal holiday destination. The student has:

  • presented some information, linking ideas cohesively, despite speaking very slowly.

....ko te kaupapa o tōku kōrero ........

  • attempted to show development of ideas by giving straightforward reasons.

...he wāhi pai nā te mea......

In order to reach a Merit:

  • greater language accuracy is needed. For example, “e haere ana e maha ngā tāngata/ he pai atu te roto ki te moana”
  • A more natural rhythm is needed and more expression needs to be used.
  • Ideas need to be clearly developed.

Watch video 1 (opens in a new window)

Watch video 2 (opens in a new window)

Download for offline study (ZIP, 3.1MB)

Low Achieved

  CommentaryStudent response

For Achievement the student is required to Kōrero kia whakamahi i te reo o te ao torotoro.

This has reached Achievement because the student has completed a spoken presentation on an ideal holiday destination. The student has:

  • clear pronunciation, although the delivery is  hesitant she completes the task and communication is achieved.
  • begun with an introduction of the topic.

.... Ko tētahi wāhi pai ki ahau ko Rānana..... 

  • The student has attempted to develop some ideas about things she would like to do.

...Ka pirangi ahau ki te haere ki Rānana .....

In order to reach High Achieved

  • ideas need to be further developed relevant to the topic. For example, the student talks about things she wants to do but does not give reasons.
  • the overall structure and accuracy of the speech needs to be improved. For example, there is an introduction but not a conclusion.

Watch video 1 (opens in a new window)

Watch video 2 (opens in a new window)

Download for offline study (ZIP, 3.7MB)

High Not Achieved

  CommentaryStudent response

This has not reached Achieved because the student’s language could not be clearly understood. The student has:

  • given some information about her favourite place despite frequent language errors, however it is still possible to understand what she is saying.

Ko Poihākena he nui. He maha ngā toa pai ki reira...

  • not always logically sequenced ideas.
  • used English words and the random nature of the sentences affects fluidity and fluency.

Ko Bondi beach tētahi wāhi pai. He pai ki te kite i ngā kangaroo’s.

In order to reach a low achievement the student needed to:

  • speak on the topic, for example the student spends time describing her kuia instead of describing Sydney, Australia.
  • correct both pronunciation and language errors.

Watch video (opens in a new window)

Download for offline study (ZIP, 5.1MB)

 
Skip to main page content Accessibility page with list of access keys Home Page Site Map Contact Us newzealand.govt.nz