Field          Māori

Review of Te Reo Māori and Te Reo Rangatira achievement standards

Subfield	Domain	ID
Māori	Te Reo Māori	92095
	Te Reo Rangatira	92075

The Ministry of Education has completed the review of the standards listed above.

Date new versions published December 2025

Planned review date December 2030

Summary

RAMP is an ongoing process that ensures NCEA achievement standards remain current, accurate, and aligned with the New Zealand Curriculum and Te Marautanga o Aotearoa. It supports quality assurance, curriculum alignment, and continuous improvement.

The consultation process involved gathering insights from subject matter experts and Ngā Poutoko Aromatawai Māori (NZQA kaimahi) through wānanga, supported by data analysis and internal Ministry of Education feedback. Throughout, there was close collaboration with NPAM kaitakawaenga ā-motu to ensure shared understanding and agreement at every stage.

Main changes

· Level 1 Te Reo Rangatira AS92075 (1.3) required editing as the paearu paetae text different to the kōrero apiti text. The current paearu paetae differ from the details in Kōrero Āpiti 2 for kaiaka. The paearu paetae for kaiaka says: “Ka whaitake te whakamahi i ētahi rautaki reo”. But in Kōrero Āpiti 2, kaiaka is: “Ka tika te whakamahi i ētahi rautaki reo”. Kaiaka should be: “Ka tika te whakamahi i ētahi rautaki reo”.

· Level 1 Te Reo Māori AS92095 (1.4) The Explanatory Note 1 and Explanatory Note 4 have edits to align better with the intent and requirements of the standard.

Impact on existing organisations with consent to assess

None.

Impact on Consent and Moderation Requirements (CMR)

None.

Detailed list of standards – classification, title, level, and credits

Key to review category
A	Dates changed, but no other changes are made - the new version of the standard carries the same ID and a new version number
B	Changes made, but the overall outcome remains the same - the new version of the standard carries the same ID and a new version number
C	Major changes that necessitate the registration of a replacement standard with a new ID
D	Standard will expire and not be replaced

Māori > Te Marautanga o Aotearoa > Te Reo Māori

ID	Ref	Title	Level	Credit	Review Category
92095	1.4	Te tuhi e pā ana ki tētahi horopaki e taunga ana	1	5	B

Māori> New Zealand Curriculum >Te Reo Rangatira

ID	Ref	Title	Level	Credit	Review Category
92075	1.3	Te whakamahi i ētahi rautaki reo	1	4	B

Appendix

Te Reo Rangatira 902075

A discrepancy has been identified in the Kaiaka descriptor for TRR 1.3 (AS92075), where the current standard uses “Ka whaitake te whakamahi i ētahi rautaki reo,” while earlier documentation and Kōrero Āpiti 2 use “Ka tika te whakamahi i ētahi rautaki reo.”

We were notified of the difference by the lead developer for the Te Reo Rangatira wāhanga ako during the NCEA Review of Achievement Standards. It was indicated by the writer that the initial intent of the standard was for kaiaka to be “tika”.

Following our own internal review and hui whakawhiti kōrero with the NPAM kaitakawaenga for Te Reo Rangatira it was agreed that “tika” was the appropriate kupu to progress with for kaiaka.

This difference reflects a deeper conceptual issue around how rautaki reo are evaluated. Tika suggests that a strategy is correct if it achieves its communicative purpose, even if not contextually ideal, whereas whaitake implies that the strategy must be contextually appropriate to be considered correct — an expectation already embedded in the Kairangi descriptor through whaihua. This overlap creates a form of “double-dipping,” where both Kaiaka and Kairangi assess similar criteria, compressing the progression between achievement levels and reducing clarity for assessors and learners.

The current logic chain — Use → Relevant Use → Productive Use — places contextual appropriateness at the kaiaka level, which may discourage learner risk-taking and introduce ambiguity in assessment. By contrast, the intended logic chain—Use → Correct Use → Productive Use — using tika at the Kaiaka level, offers a clearer and more coherent progression. It isolates functional correctness from contextual appropriateness, allowing assessors to recognise when a strategy has achieved its communicative goal, even if the context was not ideal.

Te Reo Māori 92095

An error was picked up in the development of Aromatawai ā-waho for Te Reo Māori 1.4 in the clarification of the use of ‘and’ and ‘or’ regarding past and present events or experiences considered as a familiar context for ākonga being assessed in this standard.

The intent of the standard and alignment to Te Aho Arataki Level 6 and the New Zealand Curriculum 2007 was for ākonga to communicate about a familiar context. In order to communicate at Level 6 it was considered that past and present experiences or events needed to be communicated.

The error in the last version of the standard was that these were not clearly defined and had conflicting description from the kōrero apiti 1 (explanatory note 1) and kōrero apiti 4 (explanatory note 4). This has now been clearly defined in the revised version of the standard.

Current	Revised (new)
Te Reo Māori version Kōrero Apiti 1 · Whakahāngai ki ngā kaupapa, ki ngā whako rānei o nāianei o te wā anō kua hipa Kōrero Apiti 4 Ko tētahi horopaki e taunga ana ia ko ngā horopaki ōkawa, ōpaki hoki, e rite tonu nei te toroa e ngā ākonga, tae atu ki ngā horopaki o te whānau, o te hapori pātata anō hoki (kura, marae, kapa hākinakina, aha atu rānei), ki ngā wheako, ngā kaupapa rānei, o nāianei me te wā anō kua hipa.	Te Reo Māori version Kōrero Apiti 1 · Whakahāngai ki ngā kaupapa, ki ngā wheako o mua, o nāianei hoki. Kōrero Apiti 4 Ko tētahi horopaki e taunga ana ia ko ngā horopaki ōkawa, ōpaki hoki, e rite tonu nei te toroa e ngā ākonga, tae atu ki ngā horopaki o te whānau, o te hapori pātata anō hoki (kura, marae, kapa hākinakina, aha atu rānei), ki ngā wheako, ngā kaupapa rānei, o nāianei me te wā anō kua hipa.
English version Explanatory Note 1 · Referring to events or experiences in the present, as well as the past Explanatory Note 4 A familiar context can be formal or informal contexts that students engage with regularly. This includes family and immediate community settings (school, marae, sports teams etc) and experiences and events present or past.	English version Explanatory Note 1 · Referring to past and present events or experiences Explanatory Note 4 A familiar context can be formal and informal contexts that students engage with regularly. This includes family and immediate community settings (school, marae, sports teams etc) and experiences or events past and present.