Te Whakarite i te Akoranga Reo ā-Waha

• Deliberately plan the language lesson including the purpose, the new vocabulary and target language that will be taught. 

• Plan whakarongo, mātakitaki, whakaatu and kōrero activities to support the new language.

• Make connections in your planning to pānui and tuhituhi.

• Integrate reo ā-waha across all learning areas.

• Source a variety of language materials that support the kaupapa and/or the target language for example, natural resources from the taiao, poems, pictures, posters, books, video clips.

He Tauira Reo ā-Waha

Mokopuna will vary depending on if they have te reo Māori at home, have attended a kōhanga or puna reo or are just beginning to learn te reo Māori at kura. 

In the first four years mokopuna will develop more sophisticated and complex language skills, allowing them to express ideas in greater detail when describing and retelling events. They use a range of vocabulary including some subject-specific terms. Additionally, they deepen their understanding of language by recognising how body language and non-verbal cues enhance meaning.

Te Aromatawai i te Kōrero

Upon entry, mokopuna bring  with them varying degrees of knowledge and experiences in te reo Māori.

Therefore, it is important for kaiako to listen to the language that mokopuna use, which can form the basis of the oral language programme.  This will ensure the different language levels and range of abilities are catered for appropriately.

Mahi Aromatawai: What to look/listen for, mokopuna are:

• Using a wide range of vocabulary, including adjectives and subject specific words.

• Adding more detail, and using sequence markers and conjunctions (kupu tūhono).

• Asking questions and responding in detail.

• Developing an awareness of dialectal differences.

He Kōrero Whānui

In the first four years at kura, mokopuna should be reading a range of texts to consolidate the decoding and comprehension skills they have acquired and accumulated so far. 

Kaiako should be fully conversant with what mokopuna learnt in their preceding year at kura. This can be achieved by carefully studying the content detailed for the third year at kura, and checking in with the mokopuna themselves as well as their previous kaiako as appropriate. 

Kaiako in the year four class should also acquaint themselves fully with the learning for year five so they can prepare mokopuna for the learning for that next stage.  

By their fourth year of kura, most mokopuna will be transitioning to using reading primarily as a tool for acquiring new information and knowledge—'reading to learn'—in contrast to the earlier focus on 'learning to read.'

Ngā Ara Whakaako Pānui

Key reading instructional approaches include Pānui Ngātahi (Shared Reading) and Pānui Arahanga (Guided Reading). 

Te whakamāramatanga me ngā āhuatanga

Pānui Ngātahi | Shared Reading

Pānui Ngātahi is a collaborative instructional reading approach where a kaiako and a group of mokopuna read a text together. Typically, the kaiako reads aloud modelling reading behaviours, while mokopuna read along. The focus is on shared interaction between the kaiako and mokopuna where connections to prior knowledge are made and where skills and strategies can be introduced and revised.

Pānui Arahanga | Guided Reading

Pānui Arahanga is an approach where a kaiako works with a small group of mokopuna who are at a similar reading level or have similar instructional needs. The focus is on the kaiako providing support and guidance as mokopuna read books at their instructional level to learn, practice and apply decoding, comprehension strategies and critical thinking skills. The goal is to tailor instruction to the needs of the group, and individuals within the group.

Ngā pukapuka hei kawe i Ngā Ara Whakaako Pānui

Texts selections for Pānui Ngātahi and Pānui Arahanga can be made on the basis of:

• kaupapa (this can be linked to other wāhanga ako)

• language structures and vocabulary items (e.g. kupuhono) 

• literary features (e.g. kīwaha- colloquialism, colloquial expression)

• text type or purpose (e.g. suggest a text type from year 4 tuhituhi)

• an author and/or illustrator

• mokopuna interests. 

Various series with accompanying Teacher Support Materiasl (TSMs) have been produced that can be used for these instructional approaches. 

Te Whakahaere i te Pānui Arahanga 

Kura: Te Kura o Noera

Kaiako: Hurae White

Tau: 4

Pukapuka: Ko Nani Ani

Taumata: Pīngoa A (KPa)

Whāinga: Whai māramatanga mō ngā kupu hou

He tauira tēnei mō te hoki anō ki ngā whāinga ako. Ko Hūrae White o Te Kura o Noera e whakaako ana i te tauira nei.

Te Aromatawai i te Pānui

Ngā Huarahi Pānui Anō 

Pānui Ki | Reading To

Pānui Ki

• Involves a kaiako or more skilled reader reading aloud to mokopuna.

• The focus is on reading in ways that engage mokopuna and foster the love of reading. Mokopuna experience expressive and fluent reading as they listen.

Pānui Tautokotahi | Reading With

Pānui Tautokotahi 

• Involves the kaiako reading at the same time as mokopuna during scheduled 'silent reading' times.

• The focus is on modelling the value of reading and reading for enjoyment.

Pānui Motuhake | Independent Reading

Pānui Motuhake

• Refers to mokopuna reading, viewing and comprehending and enjoying texts on their own.

• The focus is on fostering a love of reading. The reader also has the opportunity to practice their knowledge, skills and strategies without direct support from the kaiako.

He Kōrero Whānui

By Year 5, mokopuna will be building on their ability to 'read to learn,' focusing on extracting and interpreting information from texts.

In their fifth year of instruction in Te Marautanga o Aotearoa, mokopuna should be should be engaging with increasingly complex texts to refine their comprehension skills, deepen their understanding of text features, extend their vocabulary and support both their written oral language development. 

Kaiako should be fully conversant with what mokopuna learned in their preceding year at kura. This can be achieved by reviewing the content provided for Year 4 in Te Ara Tohu and by consulting with both the mokopuna and their previous kaiako as needed.

Kaiako should also familiarise themselves with the learning for Year 6, ensuring they prepare mokopuna for the skills and knowledge required for the next phase.

Ngā Ara Whakaako Pānui

Key reading instructional approaches include Pānui Ngātahi (Shared Reading) and Pānui Arahanga (Guided Reading). 

Te whakamāramatanga me ngā āhuatanga

Pānui Ngātahi | Shared Reading

Pānui Ngātahi is a collaborative instructional reading approach where a kaiako and a group of mokopuna read a text together. Typically, the kaiako reads aloud modelling reading behaviours, while mokopuna read along. The focus is on shared interaction between the kaiako and mokopuna where connections to prior knowledge are made and where skills and strategies can be introduced and revised.

Pānui Arahanga | Guided Reading

Pānui Arahanga is an approach where a kaiako works with a small group of mokopuna who are at a similar reading level or have similar instructional needs. The focus is on the kaiako providing support and guidance as mokopuna read books at their instructional level to learn, practice and apply decoding, comprehension strategies and critical thinking skills. The goal is to tailor instruction to the needs of the group, and individuals within the group.

Ngā pukapuka hei kawe i Ngā Ara Whakaako Pānui

Texts selections for Pānui Ngātahi and Pānui Arahanga can be made on the basis of:

• kaupapa (this can be linked to other wāhanga ako)

• language structures and vocabulary items (e.g. kupuhono) 

• literary features (e.g. kīwaha- colloquialism, colloquial expression)

• text type or purpose (e.g. suggest a text type from year 4 tuhituhi)

• an author and/or illustrator

• mokopuna interests. 

Various series with accompanying Teacher Support Materiasl (TSMs) have been produced that can be used for these instructional approaches. 

Kura: Te Kura o Noera

Kaiako: Hurae White

Tau: 4

Pukapuka: Ko Nani Ani

Taumata: Pīngoa A (KPa)

Whāinga: Whai māramatanga mō ngā kupu hou

He tauira tēnei mō te hoki anō ki ngā whāinga ako. Ko Hūrae White o Te Kura o Noera e whakaako ana i te tauira nei.

He Kōrero Whānui

By Year 6, most mokopuna should be confidently using reading as a tool for acquiring, analysing, and synthesizing information across subjects, building on the foundation of 'reading to learn.'

In their sixth year of instruction in Te Marautanga o Aotearoa, mokopuna should be engaging with a wide range of increasingly complex texts with multiple layers of meaning to further refine and apply their comprehension skills, while continuing to support their oral and written language development through exposure to diverse text types, advanced sentence structures, and rich vocabulary.

Kaiako should be fully conversant with what mokopuna learned in their preceding year at kura by reviewing the content provided for Year 5 in Te Ara Tohu and consulting with mokopuna and their previous kaiako as needed. 

They should also familiarise themselves with the learning outcomes for Year 7, ensuring they prepare mokopuna for the skills and knowledge required for the next phase.

Ngā Ara Whakaako Pānui

Ngā pukapuka hei kawe i Ngā Ara Whakaako Pānui

Te Whakahaere i te Pānui Arahanga

Kura: Te Kura o Noera

Kaiako: Hurae White

Tau: 4

Pukapuka: Ko Nani Ani

Taumata: Pīngoa A (KPa)

Whāinga Ako: Whai māramatanga mō ngā kupu hou

He tauira tēnei mō te hoki anō ki ngā whāinga ako. Ko Hūrae White o Te Kura o Noera e whakaako ana i te tauira nei.

Pānui Ki | Reading To

Pānui Ki:

• Involves a kaiako or more skilled reader reading aloud to mokopuna.

• The focus is on reading in ways that engage mokopuna and foster the love of reading. Mokopuna experience expressive and fluent reading as they listen.

Pānui Tautokotahi | Reading With

Pānui Tautokotahi:

• Involves the kaiako reading at the same time as mokopuna during scheduled 'silent reading' times.

• The focus is on modelling the value of reading and reading for enjoyment.

Pānui Motuhake | Independent Reading

Pānui Motuhake:

• Refers to mokopuna reading, viewing and comprehending and enjoying texts on their own.

• The focus is on fostering a love of reading. The reader also has the opportunity to practice their knowledge, skills and strategies without direct support from the kaiako.

I te tau tuawhā: Te Ara Whakaako i te Tuhituhi 

Te whakamāramatanga me ngā āhuatanga

Tuhituhi Ngātahi | Shared Writing

Tuhituhi Ngātahi is a collaborative writing experience between a kaiako and a group of mokopuna. The kaiako takes on the role of scribe, recording the ideas and contributions of the mokopuna. This approach allows the kaiako to model being a writer.

Tuhituhi Motuhake | Independent Writing

Tuhituhi Motuhake refers to mokopuna generating content on their own. The focus is on fostering a love of writing. The writer also has the opportunity to practice their knowledge, skills and strategies without direct support from the kaiako.

Tuhituhi Arahanga | Guided Writing

Tuhituhi Arahanga is an instructional approach where a kaiako works with a small group of mokopuna who are at a similar writing level or have similar instructional needs. The focus is on the kaiako providing support and guidance in aspects of the writing process such as planning and rehearsing what they intend to write, drafting, revising, editing and publishing as appropriate.

Te Whakahaere i te Tuhituhi Ngātahi

This lesson sequence outlines the steps that the kaiako and mokopuna go through during a shared writing session, such as when teaching writing for a specific purpose. Depending on the lesson’s purpose and the individual needs of the mokopuna, the kaiako may work with the whole class or with a small group. 

In the first four years of kura, mokopuna should be exposed to and engaged in shared writing for the following writing purposes:

• Writing about personal experiences, thoughts, and feelings (Tuhinga Whakaahua; Tuhinga Taki)

• Creating stories, narratives, and imaginative texts (Tuhinga Paki Whakamārama; Tuhinga Pūrākau Whakamārama)

• Writing about cultural practices, traditions, and stories (Tuhinga Tūhono)

• Providing information or facts about topics of interest or learning (Tuhinga Pānui; Tuhinga Takenga Pūtaiao; Tuhinga Tautohe)

• Writing to explain or instruct, such as giving directions or procedures (Tuhinga Tohutohu)

• Writing that reflects on experiences, learning, or personal growth (Tuhinga Taki)

• Using language to describe people, places, objects, or events vividly (Tuhinga Whakaahua)

• Writing to explain a natural or man-made phenomenon by answering a research question (Tuhinga Takenga Pūtaiao)

• Writing about traditional pūrākau and pakiwaitara, and customs, describing what they have learned and connecting it to their own experiences (Tuhinga Paki Whakamārama; Tuhinga Pūrākau Whakamārama; Tuhinga Tūhono)

Through these purposes, shared writing helps mokopuna develop foundational writing skills, confidence in their abilities, and an understanding of how written language communicates meaning effectively.

Te tukanga tuhituhi ngātahi 

Whakarite

• More guided brainstorming with a focus on simpler ideas and structures. The kaiako may support mokopuna more in organising their ideas.

Whakatakoto

• More modeling and teacher-led, with explicit teaching of sentence structures and word choices. Frequent support with spelling and basic writing strategies.

Whakamārama

• Mokopuna contribute ideas with a lot of support from the kaiako. Kaiako may also provide sentence starters or word banks to help mokopuna with writing.

Whakatika

• The class reviews together, with a strong emphasis on fixing spelling, punctuation, and basic grammar. The kaiako leads most of the revision work.

Whakaputa

• Final drafts are often shared in a simple, neat format, focusing on making the text look polished but without too many advanced elements.

Te Whakahaere i te Tuhituhi Arahanga 

Tuhinga Māhorahora

In Tuhinga Māhorahora or Free Writing, mokopuna should:

• Write everyday about topics of their choosing.

• Write about their own experiences and things they might imagine.

• Begin to notice, wonder, ask questions and explore new ideas through writing.

• Take a chosen piece of tuhinga māhorahora and work on it through the writing process to prepare it for publishing.

Ngā Tauira Tuhituhi

Aromatawai mō te Ako (Assessment for Learning):

• Emphasises active participation by mokopuna in the assessment process, including self-reflection and self-assessment.

• Encourages mokopuna to set personal goals, reflect on their learning journey, and identify areas for improvement.

• Supports mokopuna to gather evidence of their learning, such as creating portfolios showcasing their work.

• Provides timely, constructive feedback that guides mokopuna through the writing process, enhancing their confidence and skills.

• Uses feedback loops, where mokopuna revisit and revise their work based on kaiako and peer input.

• Ensures the assessment process fosters a sense of agency, helping mokopuna understand the purpose and value of their learning.

Mahi Aromatawai: What to look/listen for, mokopuna are:

• Writing simple sentences using familiar sight words, topic-specific words, and words related to personal interests.

• Gaining confidence to write freely, expressing thoughts and feelings through basic sentence structures.

• Using syllables to break down longer or unfamiliar words, helping with spelling and increasing independence.

• Spelling words correctly by understanding syllables and sounding them out.

• Using simple punctuation marks (e.g., full stops, capital letters) to structure writing.

• Reading their work aloud to check understanding and ensure it makes sense with expression.

• Using basic rhyme patterns or spelling rules to spell new words correctly.

• Trying out descriptive language, like kupu āhua or simple phrases to describe people, places, and actions.

• Sharing writing with peers, discussing choices, and listening to feedback to improve.

• Reflecting on their writing, recognising strengths and areas for improvement.

He Huarahi Tuhituhi Anō

Tuhi Atu, Tuhi Mai | Writing to

Tuhi Atu, Tuhi Mai:

• Involves a kaiako or more skilled writer periodically crafting a written response to content an mokopuna has produced.

• The focus is on making a connection with the mokopuna as a writer.

Tuhi Tautokotahi  | Writing with

Tuhi Tautokotahi:

• Involves everyone in the class (including the kaiako) writing during scheduled whole class 'free writing' sessions.

• The focus is for everyone to write to meet their own personal needs.

Tuhi Motuhake | Independent Writing

Tuhi Motuhake:

• Refers to mokopuna generating content on their own.

• The focus is on fostering a love of writing. The writer also has the opportunity to practice their knowledge, skill and strategies without direct support from the kaiako.

Te Whakarite i te Akoranga Tuhituhi

• Teach foundational writing skills for different genre (narrative, report, persuasive) using new vocabulary, simple sentences, and grammar.

• Incorporate storytelling, group discussions, and the use of kīwaha and whakataukī to build oral language skills.

• Choose engaging topics like pūrākau, local legends, and whānau stories, and link writing tasks to Pānui, Pūtaiao me te Hangarau, or Te Ao Māori.

• Use visual aids, sentence starters, word lists, and model texts to support mokopuna in organising their writing.

• Introduce Ngā Tauaromahi and co-construct success criteria to guide mokopuna in developing good writing practices.

• Encourage collaboration through group projects and peer feedback, while inviting whānau to contribute to writing tasks.

• Monitor progress and adjust teaching strategies based on mokopuna needs and feedback.

Te Ara Whakaako i te Tuhituhi 

Te whakamāramatanga me ngā āhuatanga

Tuhituhi Ngātahi | Shared Writing

Tuhituhi Ngātahi is a collaborative writing process where the kaiako and mokopuna create a text together. The kaiako continues to model writing and act as the scribe, but mokopuna contribute more ideas, suggest vocabulary, and help shape the structure of the text. The focus is on developing writing skills in te reo Māori and encouraging mokopuna to participate actively in the writing process.

Tuhituhi Motuhake | Independent Writing

Tuhituhi Motuhake allows mokopuna to generate their own content in te reo Māori. They use the skills and strategies learned in shared and guided writing to express their ideas independently. The focus is on developing creativity, building confidence, and refining their writing with minimal kaiako support.

Tuhituhi Arahanga | Guided Writing

Tuhituhi Arahanga involves the kaiako working with small groups of mokopuna who have similar writing needs. The kaiako provides support and guidance throughout the writing process, including planning, drafting, revising, and editing. Mokopuna are encouraged to apply writing strategies with guidance, gradually building their confidence and independence.

Te Whakahaere i te Tuhituhi Ngātahi

Te Whakahaere i te Tuhituhi Arahanga 

Tuhinga Māhorahora

In Tuhinga Māhorahora or Free Writing, mokopuna should:

• Write regularly about topics of interest, reflecting on personal experiences, and using imagination to explore ideas.

• Engage with writing in different genre, like stories, reports, and explanations, while still developing the basic skills needed for coherent writing.

• Begin to notice and ask questions about the world around them through writing, exploring their curiosities.

• Apply feedback from kaiako and peers to improve writing, focusing on structure, clarity, and vocabulary.

• Select a piece of writing to work on through the writing process, using strategies for revision and editing before publishing.

Aromatawai mō te Ako (Assessment for Learning):

He Huarahi Tuhituhi Anō

Tuhi Atu, Tuhi Mai | Writing to

Tuhi Atu, Tuhi Mai:

• Involves a kaiako or more skilled writer periodically crafting a written response to content an mokopuna has produced.

• The focus is on making a connection with the mokopuna as a writer.

Tuhi Tautokotahi  | Writing with

Tuhi Tautokotahi:

• Involves everyone in the class (including the kaiako) writing during scheduled whole class 'free writing' sessions.

• The focus is for everyone to write to meet their own personal needs.

Tuhi Motuhake | Independent Writing

Tuhi Motuhake:

• Refers to mokopuna generating content on their own.

• The focus is on fostering a love of writing. The writer also has the opportunity to practice their knowledge, skill and strategies without direct support from the kaiako.

Te Whakarite i te Akoranga Tuhituhi

• Refine writing skills across different genre (persuasive, explanation, procedural) with a focus on complex sentences, advanced vocabulary, and audience awareness.

• Encourage formal oral activities like debates and presentations, using rich language, including kīwaha and whakataukī, to build speaking and writing skills.

• Link writing tasks to topics like iwi history, current events, Pūtaiao me te Hangarau, Te Ao Māori, and mātauranga Māori to foster critical thinking and research-based learning.

• Use planning tools like graphic organisers and writing frameworks, and provide clear feedback through Ngā Tauaromahi to help mokopuna improve their writing.

• Plan collaborative projects and encourage inspiration from community, whānau stories, and local events to deepen writing and foster creativity and independence.

• Regularly review and adjust the writing programme to ensure it supports mokopuna growth, self-assessment, and goal setting.

Te Ara Whakaako i te Tuhituhi

Tuhituhi Ngātahi | Shared Writing

Tuhituhi Ngātahi is a collaborative writing process where the kaiako and mokopuna work together to create a text. The kaiako models writing and acts as the scribe, recording the ideas, word suggestions, and parts of the text contributed by the mokopuna, helping them develop their writing skills in te reo Māori.

Tuhituhi Motuhake | Independent Writing

Tuhituhi Motuhake involves mokopuna generating their own content in te reo Māori, using the writing skills and strategies they have learned. The focus is on building independence and confidence, allowing mokopuna to express their ideas creatively and apply their knowledge with minimal support from the kaiako.

Tuhituhi Arahanga | Guided Writing

Tuhituhi Arahanga involves the kaiako working with a small group of mokopuna who are at a similar writing level. The kaiako provides guidance throughout the writing process, helping mokopuna plan, draft, revise, and edit their work in te reo Māori. The mokopuna receive targeted support based on their needs and are encouraged to apply writing strategies independently.

Te Whakahaere i te Tuhituhi Arahanga 

Tuhinga Māhorahora

In Tuhinga Māhorahora or Free Writing, mokopuna should:

• Write daily, exploring a wide range of topics and ideas, both personal and imaginative.

• Develop a clearer writing voice, focusing on more sophisticated vocabulary and sentence structure.

• Engage more deeply in the writing process by refining ideas and organising thoughts clearly to support their writing.

• Begin considering the audience and purpose of their writing, adjusting their style and tone accordingly.

• Select one piece of writing to work through, refining ideas, structure, and content through feedback from kaiako and peers.

Aromatawai mō te Ako (Assessment for Learning):

• Encourages mokopuna to reflect on their writing progress and set personal goals.

• Supports mokopuna in building portfolios to showcase their best work and track their growth.

• Provides ongoing feedback from the kaiako and peers, helping mokopuna improve their writing as they go.

• Emphasises drafting, revising, and editing as part of the writing process.

• Builds independence by helping mokopuna identify areas for self-improvement.

• Encourages the application of feedback in future writing tasks to enhance learning outcomes.

Mahi Aromatawai: What to look/listen for, mokopuna are:

• Writing well-structured, coherent sentences that include a variety of vocabulary, such as topic-specific and interest-related words.

• Demonstrating independence in generating and organising ideas for writing, using a range of planning strategies.

• Confidently explaining their writing process, including the reasoning behind word choices and sentence structures.

• Incorporating reo peha, whakataukī, whakatauākī to enhance writing and engage the audience.

• Reading their own writing aloud with fluency, expression, and awareness of audience and purpose.

• Applying punctuation accurately, including the correct use of commas, quotation marks, and paragraphing.

• Revising and editing their work independently, focusing on improving vocabulary, sentence variety, and overall coherence.

• Using feedback from kaiako and peers to refine and improve their writing.

He Huarahi Tuhituhi Anō

Tuhi Atu, Tuhi Mai | Writing to

Tuhi Atu, Tuhi Mai:

• Involves a kaiako or more skilled writer periodically crafting a written response to content an mokopuna has produced.

• The focus is on making a connection with the mokopuna as a writer.

Tuhi Tautokotahi  | Writing with

Tuhi Tautokotahi:

• Involves everyone in the class (including the kaiako) writing during scheduled whole class 'free writing' sessions.

• The focus is for everyone to write to meet their own personal needs.

Tuhi Motuhake | Independent Writing

Tuhi Motuhake:

• Refers to mokopuna generating content on their own.

• The focus is on fostering a love of writing. The writer also has the opportunity to practice their knowledge, skill and strategies without direct support from the kaiako.

In the first three years of kura, mokopuna have been learning to correctly form first the lowercase letters, followed by the capital letters in this sequence:
Note: The lowercase and uppercase o, O, should be formed as an oval.

Numerals

Cursive does not apply to numerals. Check that mokopuna can form the numerals 0 to 9 correctly - if not, focus instruction on these numerals in isolation before moving to getting them to practice combinations of two-digit and three digit numbers, Practising numbers in patterns can also support their learning in pāngarau e.g. 5, 10, 15, 20 etc.

The primary objective in year 4 is to teach mokopuna cursive writing (te tuhi rere) where ligatures are added to some letters. This depends, of course, on readiness. Some mokopuna may be capable of joining letters in year 3; others may not achieve this skill until years 7 and 8.

“Cursive” (te tuhi rere) is a term that usually refers to handwriting in which the letters within words are connected by ligatures or joining strokes to increase the speed of writing. Mokopuna will also need to add slope to their letter and numeral formation.

Although some mokopuna may begin to link letters independently, it is desirable to teach them how to join letters to one another, for such joins or ligatures (rere hono) are the basis on which fluency and speed are built.

Note: When cursive writing, add the macrons once the word is completed to keep the writing fluent.

Diagonal ligatures are made naturally to the following letters; 

At a later stage, it is helpful if mokopuna practice groups of three or four letters, which are joined.

Te Aromatawai i te Tuhi ā–Ringa

Mahi Aromatawai: What to look/listen for, mokopuna are:

Letter and Numeral Formation

• Consistency:

  • Look for consistent slant, size, and spacing of letters and numerals.

  • Ensure uniformity in letter and numeral height and width.

• Accuracy:

  • Check that each letter and numeral  is formed correctly and clearly.

  • Verify the correct starting and ending points for each letter and numeral.

• Connections:

  • Ensure smooth and correct connections between letters.

  • Look for continuous strokes without lifting the pen/pencil unnecessarily.

• Legibility:

  • Ensure that the writing is easy to read.

  • Look for distinct and recognisable letters and numerals.

Writing Fluency

• Speed

  • Observe the speed of writing to ensure it is neither too slow nor too rushed.

  • Aim for a balanced pace that maintains legibility.

• Flow:

  • Ensure a natural and fluid movement when writing.

  • Check for continuous, unbroken lines in words and sentences.

Spatial Awareness

• Spacing:

  • Check the spacing between letters and words to ensure it is even and appropriate.

  • Avoid crowded or overly spaced writing.

• Alignment:

  • Ensure writing is aligned with the lines on the paper.

  • Check for consistent alignment of letters on the line and that p is correctly positioned with the descender written below the line.

The primary objective in Year 5 is to refine the cursive writing (te tuhi rere) produced by the mokopuna by ensuring consistency in letter formation and fluidity in ligatures. This involves improving the smoothness of joins between letters and developing greater speed and accuracy in writing longer words and sentences. While many mokopuna will have begun cursive writing in Year 4, the focus in Year 5 is on enhancing legibility and confidence, recognising that readiness varies—some mokopuna may still be building foundational skills, while others are advancing toward fluency.

“Cursive” (te tuhi rere) is a term that usually refers to handwriting in which the letters within words are connected by ligatures or joining strokes to increase the speed of writing. Mokopuna will also need to add slope to their letter and numeral formation.

Note: When cursive writing, add the macrons once the word is completed to keep the writing fluent.

Note: Ligatures are not used with uppercase letters.

Horizontal ligatures; Next, teach those letters which join with horizontal ligatures.

Variations can be expected to show the beginning of an individual style.

Te Whakaako i te Tuhi ā-Ringa

Model Fluent Writing

• Demonstrate how to write longer words and sentences with smooth, continuous strokes, emphasising minimal pen lifts.

• Revisit challenging connections e.g., o and w

Practice Words and Sentences in Context

• Have mokopuna practice writing common phrases or sentences with attention to fluency, spacing, and alignment.

• Include tasks where mokopuna combine numerals and words (e.g., dates, labels) to reinforce clarity in mixed contexts.

Individual and Group Feedback

• Walk around the room to observe handwriting, providing specific feedback on consistency, connections, and legibility.

• Use peer-review exercises to encourage mokopuna to identify strengths and areas for improvement in each other’s work.

Extended Writing Tasks

• Guide mokopuna in writing short paragraphs, focusing on maintaining legibility and a steady pace over longer pieces.

• Encourage self-reflection on their handwriting, discussing how fluency and presentation improve clarity.

The primary objective in Year 6 is to achieve mastery in cursive writing (te tuhi rere), with mokopuna demonstrating fluent, legible, and efficient handwriting across a range of contexts. By this stage, mokopuna should confidently use ligatures to join letters seamlessly, maintaining consistent size, slant, and spacing. Mastery at Year 6 ensures mokopuna are prepared for more advanced writing tasks, though readiness may still vary, and some mokopuna may continue refining these skills beyond Year 6.

“Cursive” (te tuhi rere) is a term that usually refers to handwriting in which the letters within words are connected by ligatures or joining strokes to increase the speed of writing. Mokopuna will also need to add slope to their letter and numeral formation.

Mokopuna should join only those letters that can be connected readily in rhythmical units. This permits them to reposition their hand and arm, and provides a momentary rest for the hand and fingers. Ligatures are not used with numerals  or uppercase letters.

Diagonal ligatures happen naturally from the following letters;

Diagonal ligatures are made naturally to the following letters; 

Model Efficient, Masterful Handwriting

• Demonstrate how to write extended paragraphs and formal tasks (e.g., headings, assignments) with fluent, legible cursive.

• Highlight how fluid connections and consistent alignment contribute to overall presentation and readability.

Sustained Writing Practice

• Have mokopuna practice writing extended texts (e.g., short essays or creative pieces) in their handwriting books.

• Focus on speed and accuracy, ensuring they balance efficiency with legibility.

Targeted Feedback for Refinement

• Provide detailed feedback on specific elements such as challenging joins, spacing, or alignment.

• Encourage mokopuna to self-evaluate their work, identifying areas for improvement and recognising their mastery in other areas.

Application in Authentic Contexts

• Introduce real-world tasks such as writing letters, journaling, or creating neat formal documents.

• Celebrate mastery by showcasing their best work and encouraging pride in their handwriting.