Achievement objectives

Students will:

2.5 communicate about physical characteristics, personality, and feelings

3.2 communicate about events and where they take place

3.5 communicate about immediate past activities.

Learning intentions

Possible learning intentions for this unit of work are to:

• recognise, understand, and use familiar words associated with hauora
• recognise and understand short phrases and sentences associated with hauora
• ask and answer simple questions about health problems
• use “tino” to mean “very”
• ask about and express feelings
• ask “why” and answer, using “nō te mea” (because)
• caution others not to do something
• respond appropriately to instructions in a PE lesson.

Torohia te pouaka "Mō te rauemi" ki raro nei e kitea ai ngā rauemi hāngai: Unit 5 Learning intentions and success criteria rubric (.doc).  

Possible learning intentions for extension are to:

• recognise, understand, and use some less common vocabulary related to hauora and sport
• understand the derivations of some Māori words for illnesses
• understand and use some compound words associated with sport
• understand and use some transliterations associated with sport
• understand and use some synonyms associated with hauora and sport
• understand and use the prefix “kai-” (a person who)
• understand and use some vocabulary from word families
• understand and use some suffixes to give a command
• ask about and explain the purpose of some medicinal plants.

Torohia te pouaka "Mō te rauemi" ki raro nei e kitea ai ngā rauemi hāngai: Unit 5 Learning intentions for extension rubric (.doc). 

Tasks and activities 

The tasks and activities below are at varying levels of difficulty, to give the flexibility to meet the diverse needs of students. They can be done individually, in pairs, or in groups.  

Translations

Beside the examples of te reo Māori in the following tasks and activities, English translations are provided to assist you. They are not literal translations, but how to communicate the same thing in English. This support does not mean that you should necessarily say the English. That depends on the task or activity and your students' needs. 

Torohia te pouaka "Mō te rauemi" ki raro nei e kitea ai ngā rauemi hāngai:

• Hauora Worksheet 5.1 (.pdf)
• Hauora Worksheet 5.2 (.pdf)
• Hauora Worksheet 5.3 (.pdf)
• Hauora Worksheet 5.4 (.pdf)
• Hauora Worksheet 5.5 (.pdf)
• Hauora Worksheet 5.6 (.pdf)
• Hauora Worksheet 5.7 (.pdf)
• Hauora Worksheet 5.8 (.pdf)

Assessment opportunities

To improve student learning in te reo Māori, assessment is best seen as an ongoing process that arises out of the relationship between teaching and learning – where the gathering and analysis of evidence, much of it of the moment, provides useful information on your students’ acquisition of te reo Māori. Through the gathering of such evidence, you will gain insights that will shape your practice, and your students will gain insights that will shape their learning.

In the curriculum guidelines, Te Aho Arataki, there are suggestions for possible learning and assessment activities for curriculum levels 1–2 and curriculum levels 3–4. In addition, there is helpful material collected online in Te Whakaipurangi Rauemi. This collection elaborates on some of the communicative tasks outlined in Tasks and activities, including cloze tasks, dycomm tasks, information transfer tasks, multi-choice tasks, strip stories, same-different tasks, dictocomps, listen-and-draw tasks, true-false-make it right tasks, and 4–3–2 tasks.

Ways to monitor progress, both informally and formally:

• Observe your students as they work on different communicative tasks and activities individually, in pairs, or in groups, and assess their performance. Do they have the necessary vocabulary to communicate meaningfully about health-associated topics? Is the language that they are using accurate? Can they ask others about their health and how they are feeling? Can they work with classmates on tasks that require them to communicate in te reo Māori, albeit a little? Do they initiate kōrero in te reo Māori to describe how they are feeling?
• Factor in to your Māori language programme formal assessment opportunities so that the students’ performance is measured by their doing tasks that are framed in authentic language learning contexts, such as communicating how they are feeling.

Using tasks to assess learning

You and your students could use any of the communicative language tasks described in the Tasks and activities section to assess learning.

For example, the students could:

• participate with a partner in a same-different task where each student has a series of numbered sports pictures (some of them identical), and they use te reo Māori to ask and answer questions in order to work out the similarities and differences
• engage in an information transfer task where they draw, for example, the location of an ailment on a diagram of a body, based on what you say or write, or they transpose information from pictures of different ailments into spoken or written text
• complete a true-false listening task, responding with “kei te tika” (true) and “kei te hē” (false) (For example, you could use the following text: Mō te purei poiuka he pōro, he pūtu, he tarau poto, he tōkena roa, he pōtae mārō, he rākete, he hingareti, he panekoti, he patu, he rawhi. In English, this means: For playing softball (you need) a ball, some boots, some short trousers, some long socks, a hard hat, a racket, a singlet, a skirt, a bat, (and) a basket.)
• do a listen-and-draw task where, for example, you describe the equipment for a PE lesson and they draw it.

In addition, students could:

• participate in a 4–3–2 task, where students are given four, three, and then two minutes (or however long is appropriate for your students) to describe one of the hauora reomations
• take part in a dictocomp task where you describe someone’s diet or exercise habits for, say, 7 days, and the students jot down notes then use their notes to reproduce the main ideas
• combine bits of information in a dycomm task to arrive at the whole picture. For example, give one student information/pictures about plants used for medicinal purposes (rongoā), and their partner information about ailments that can be treated using those plants. Together they must negotiate meaning in order to match the ailment with the rongoā. (The books Koro’s Medicine and Ngā Rongoā a Koro may be useful.)

Related topics

• Health and physical education – classifying healthy and unhealthy foods; personal care and hygiene; germs; and sport. 
• Science – the human body; a trip to the bush to look at some of the medicinal plants featured in Ngā Rongoā a Koro; growing rongoā in your school garden.
• The arts – making a manu aute (kite).

Resources and references

Waiata

“Ko Taku Upoko” (about the parts of the body in Hei Waiata, Hei Whakakoakoa – Waiata to Support Teaching and Learning of te Reo Māori in English-medium Schools: Years 1–8) https://tereomaori.tki.org.nz/Teacher-resources/Hei-Waiata 

“Pakeke Mai ō Matimati” (about the parts of the body and how they move, in Hei Waiata, Hei Whakakoakoa – Waiata to Support Teaching and Learning of te Reo Māori in English-medium Schools: Years 1–8) https://tereomaori.tki.org.nz/Teacher-resources/Hei-Waiata 

“Taku Papawīra” (about skateboard safety, in Kiwi Kidsongs 12)

“Anei Rā ngā Mahi E” (an easy action song in Te Reo Kori)

“Mahunga, Pakihiwi, Puku, Hope, Waewae” (about the parts of the body, in Te Reo Kori)

“Tō Ringa ki Roto” (about the parts of the body, in Te Reo Kori)

Stories

Black-Taute, Hera (2008). Kohokoho. Wellington: Learning Media. [This He Purapura book is about being home from school sick and going to the doctor.]

Broughton, Rongopai (2004). Waiho mā te Tūrehu hei Utu. [This He Purapura book is about losing a tooth.]

Cormack, Shirley (2005). The Gift of Rongoā. Wellington: Learning Media. [This book is an Applications series resource about Tūhoe medicinal plants.]

Drewery, Melanie (2005). Koro’s Medicine. Wellington: Huia Publishers. [This is the English version of Ngā Rongoā a Koro.]

Drewery, Melanie (2005). Ngā Rongoā a Koro. Wellington: Huia Publishers. [This is a picture book and a Māori herbal guide in one.]

Fitzgerald, Tangihōro (1998). Te Tino Toa. Wellington: Learning Media. [This Ngā Kete Kōrero book is about champions at running, swimming, long jumping, gymnastics, skating, and softball.]

Fitzgerald, Tangihōro (2006). Te Tūmanako a Mere. Wellington: Learning Media. [This He Purapura book includes rowing, swimming, netball, athletics, and softball.]

Gabolinscy, Marie (2008). Whakaitingia! Hangaruatia! Whakamahia Anōtia! Wellington: Learning Media. [This He Purapura book is about keeping the school environment clean and recycling.]

Gibbison, Sue (2006). “Making Manu Taratahi” in School Journal Part 4 Number 2. [This is about making kites at Kerikeri High School.]

Hunia, Fran and Leon (2010). Me Motuhake ō Niho. Wellington: Learning Media. [This He Purapura book is about healthy food.]

Hunia, Fran and Leon (2010). Te Kutu. Wellington: Learning Media. [This Pīpī book is about kutu.]

Hunia, Maraea (2010). Ko Hepa rāua ko Tahi. Wellington: Learning Media. [This He Purapura story includes brushing your teeth and going to the dentist.]

Macpherson, Ethel (2007). Ngā Hua o te Mahana Haere o te Ao. Wellington: Learning Media. [This He Purapura book compares a healthy environment with an unhealthy environment.]

Nohotima, Peti (2002). Ko Ia Tērā. [This He Purapura story touches on feelings of exasperation and annoyance, as well as covering the language of movement, such as leaping and kicking.]

Rewi, Tangiwai (2002). Kanohi Māheniheni. Ngaruawahia: Kia Ata Mai Publications. [This Ngā Kete Kōrero book is about washing your face and brushing your teeth.]

Smits, Josh (2006). Te Wā Kaukau o Are me Raki. Wellington: Huia Publishers. [This is a wordless Ngā Kete Kōrero book about having a bath.]

Te Awa, Manu (2009). Kanohi Kitea. Wellington: Learning Media. [This Pīpī book is about the parts of the body.]

Te Rōpū a Huia (2000). Poiuka. Wellington: Huia Publishers. [This Ngā Kete Kōrero book features softball.]

Te Upokowhakamutunga, Hone (1999). He Pai te Purei Whutupōro. Wellington: Learning Media. [This Ngā Kete Kōrero book is about some boys playing rugby.]

References

Amery, H. (2007). First Hundred Words in Māori. Wellington: Huia Publishers. [See pages 4–5 for getting dressed, pages 20-–21 for going swimming, and pages 22–23 and 26–27 for washing and having a bath.]

Amery, H. (2006). First Thousand Words in Māori. Wellington: Huia Publishers. [See pages 8–9 for a garden, pages 16–17 for a park, pages 26–27 for going to the beach, page 30 for a hospital, page 31 for the doctor, page 39 for clothes, and pages 50–51 for games and sports.]

Barlow, Cleve (2001). Tikanga Whakaaro: Key Concepts in Māori Culture. South Melbourne: Oxford University Press.

Durie, Mason Durie (1994). Whaiora:Māori Health Development. Auckland: Oxford University Press.

Litchfield, Jo (2009). Everyday Words in Māori. Wellington: Huia Publishers. [See page 19 for a bathroom.]

Mataira, K. (1997). A Modern Māori Picture Dictionary He Papakupu Whakaahua mō te Reo Māori o Nāianei. Melbourne: Oxford University Press. [See the pages on the body, clothes, medicine, sport, and traditional Māori games – page numbers may vary with the edition.]

Mead, Hirini Moko and Grove, Neil (2003). Ngā Pēpeha a ngā Tīpuna. Wellington: Victoria University Press.

Ministry of Education (2008). Hei Waiata, Hei Whakakoakoa – Waiata to Support Teaching and Learning of te Reo Māori in English-medium Schools: Years 1–8. Wellington: Learning Media. [Book and CD] https://tereomaori.tki.org.nz/Teacher-resources/Hei-Waiata 

Ministry of Education (2003). Kiwi Kidsongs 12. Wellington: Learning Media. [Book and CD]

Naden, Ngarangi (1991). Te Reo Kori. Auckland: Kohia Resource Centre. [Book and CDs]