Mā te mokopuna

Mokopuna should be encouraged and supported to understand the purpose of Hihira Weteoro and be active participants when gathering phonics information about their learning.  The data collected can provide achievement information about all mokopuna and information about those mokopuna who might need targeted support with their phonics learning.

Mā te kaiako

The data and information from the checks will be useful at a kaiako level to support your teaching of a mokopuna by providing information on achievement and to determine next steps in learning for mokopuna (mō te ako).

Kaiako can also use this information in discussions with whānau to help determine what will happen next in their reading and writing journey.

A marking sheet is provided within He Kete Aromatawai – Rangaranga Reo ā-Tā guidance packs for you to record results for individual mokopuna as you administer an aromatawai task.

Alongside this is a downloadable spreadsheet to support you to capture results for the 20-week check and 40-week check.

Mā te kura

The data and information from the checks will be useful at a kura level and at akomanga level to capture information about kura wide monitoring and support.

Kura and Kura Boards can use this information to help determine resource needs and identify what is required to support mokopuna progress, achievement and success in their phonics journey.  

We are currently working on providing a spreadsheet for He Kete Aromatawai Rangaranga Reo ā-Tā.  Kaiako and kura will be able to use the spreadsheet once made available to help support recording and analysis of the data received from the checks within the kura and akomanga.  

Using and sharing data and information from Hihira Weteoro

For the 40-week check we are encouraging kura and schools to share their results through the Secure Data Portal. Although it is not a requirement, these results will help us understand achievement within phonics at a national level and identify areas that require further support or resources.  

The number and timing of Hihira Weteoro checks is reflective of the science of learning and the learning trajectory for bilingual ākonga in te reo Māori settings.  

Most ākonga within these settings acquire te reo Māori as a second language and need to develop fluency in te reo Māori before they can engage in academic subjects. The learning trajectory of these ākonga is characterised by a short-term delay in learning academic subjects and then a movement towards catching up with their monolingual peers.  

In particular, the aromatawai tasks at 55 weeks are an important check point as this is the ‘take-off’ point for when ākonga consolidate their learning, and the effects are visible in testing results. 

Many schools and kura effectively use good quality assessment and aromatawai to inform their teaching, but this is not universal. Expecting schools and kura to use standardised tools ensures that all ākonga across the country have their learning progress and achievement assessed in valid and reliable ways.  

We expect that you are currently reporting student learning results to parents. Results from Hihira Weteoro will be part of reporting requirements from 2026. We will issue further guidance on that including advising on the format. 

Our advice is to give every child the opportunity to try the phonics check. Guidance is provided in Te Kete Aromatawai Rangaranga Reo ā-Tā to support kaiako to administer Hihira Weteoro, including situations where you might consider pausing or ending the assessments.  

To set learners up for success it is important we know how well they are tracking with their phonics – ideally at 20, 40 and 55 weeks of instruction. We expect that kaiako will check the mokopuna as close as possible to those times when attendance is an issue, and take inconsistent attendance into account when planning next steps for each mokopuna. Kaiako can note where attendance may have been an issue when they enter the results. Psychometric results have also indicated that extended absences disrupt learning continuity and hinder the development of foundational skills required for success in later stages. This impact became more pronounced at 40 weeks and for ākonga with three or more weeks of absenteeism.  

Kura are encouraged to start doing phonics checks whenever they can during the year. We appreciate that the start of the school year is a busy time so there is no expectation that kaiako start using Hihira Weteoro from day one of Term One. It is important that ākonga have received explicit teaching before undertaking the assessment tasks.  

We are interested in collecting information that may potentially explain a result, or provide effective next steps for mokopuna in their learning. Diagnosed conditions are already recorded in ākonga enrolment information. 

As more kura use Hihira Weteoro we want to understand whether there is a link between a child’s results and their use of te reo Māori outside the classroom. Based on this information, we may be able to provide more guidance for kaiako and whānau to assist mokopuna in their learning. 

This information will help us to build a picture about how the background of mokopuna and their language acquisition impacts on the result of the phonics check. Based on this information, we may be able to provide more guidance for kaiako and whānau to assist mokopuna in their learning.