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.

Te Ara Whakaako i Te Huanui ki te Reo

Te whakamāramatanga me ngā āhuatanga mō te huanui ki te reo

Te Huanui ki te Reo is recommended as an oral language instructional approach. This oral language approach combines aspects of the communicative approach, task-based learning and content-based instruction. These approaches provide a structure for scaffolding new vocabulary and language. Including opportunities to model, support, and integrate oral language within meaningful contexts.

Te Whakahaere i Te Huanui ki te Reo

Below are examples of what the kaiako and mokopuna are likely to be doing at each stage of Te Huanui ki te Reo. Activities have been sourced from He Rau Taki Kōrero and Te Reo ā-Waha: He Aratohu mā te Pouako to support this:

Te Ārahi i te reo

Te Tuku i te reo

Te Kōtuitui i te reo

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 seven years mokopuna are building language skills by using grammar rules, expanding vocabulary, and recalling words as needed. They actively discuss, question, and evaluate what they hear. By listening to longer pieces, they learn to summarise, combine ideas, and form opinions. They also use figurative language to express ideas and add detail creatively.

(More to come)

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:

• Applying grammar rules and building their language repertoire and can recall as appropriate 

• Discussing, questioning and challenging information they hear

• Listening to extended pieces of language to summarise, synthesise and form an opinion

• Using figurative language to express ideas, add detail and embellish their topic

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.

Te Ara Whakaako i Te Huanui ki te Reo

Te whakamāramatanga me ngā āhuatanga mō te huanui ki te reo

Te Huanui ki te Reo is recommended as an oral language instructional approach. This oral language approach combines aspects of the communicative approach, task-based learning and content-based instruction. These approaches provide a structure for scaffolding new vocabulary and language. Including opportunities to model, support, and integrate oral language within meaningful contexts.

Te Whakahaere i Te Huanui ki te Reo

Te Ārahi i te reo

Te Tuku i te reo

Te Kōtuitui i te reo

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 eight years mokopuna are enhancing their communication by incorporating elements of their own dialect while consistently monitoring and self-correcting their reo. They express their thoughts clearly and appropriately, integrating figurative language to convey deeper meaning. Presentations are enriched through the use of body language, movement, and taonga Māori. Additionally, they aim for native-like fluency and intonation in their speech, creating a natural and authentic delivery.

(More to come)

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 some aspects of their own dialect

• Consistently monitoring and self correcting their reo 

• Expressing thoughts clearly and appropriately

• Integrating figurative language to express a deeper meaning

• Using body cues and movement, and 'taonga Māori’ when presenting 

• Speaking with native like fluency and intonation

He Kōrero Whānui

In the first seven 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 in the year three class should be fully conversant with what mokopuna in the preceding year at kura have learnt. This can be achieved by carefully studying the content detailed for the second year at kura, and checking in with the mokopuna themselves as well as their previous kaiako as appropriate. 

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

The year three 'consolidation phase' is an important transition point - most mokopuna in the first three years will be between mastering basic pānui skills related to 'learning to read' and 'using reading as a tool for acquiring new information and knowledge, i.e. 'reading to learn'.  

Ngā Kete Kōrero levels Kiekie to early Pīngao are useful for supporting mokopuna who are still learning to read while reading to learn is associated with Ngā Kete Kōrero level mid-Pīngao.

Ngā Ara Whakaako Pānui 

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 Motuhake | Independent Reading

Pānui Motuhake enables mokopuna to read independently for enjoyment and to practise their developing pānui skills. As a rule of thumb, Ngā Kete Kōrero texts at levels lower than the level they are working on instructionally are a good source of texts for this purpose. 

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., Tuhinga Tūhono).  

• an author and/or illustrator

• mokopuna interests. 

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

Te Whakahaere i te Pānui Arahanga

Te Aromatawai i te Pānui

Mahi Aromatawai

Assessment tasks: currently being trialled

Te Mōhiohio Pū (Phonics check), 

Te Mōhiohio Kupu, 

Te Mōhiohio Orotuhi at 55 weeks (in draft)

He 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

In the first eight 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 in the year three class should be fully conversant with what mokopuna in the preceding year at kura have learnt. This can be achieved by carefully studying the content detailed for the second year at kura, and checking in with the mokopuna themselves as well as their previous kaiako as appropriate. 

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

The year three 'consolidation phase' is an important transition point - most mokopuna in the first three years will be between mastering basic pānui skills related to 'learning to read' and 'using reading as a tool for acquiring new information and knowledge, i.e. 'reading to learn'.  

Ngā Kete Kōrero levels Kiekie to early Pīngao are useful for supporting mokopuna who are still learning to read while reading to learn is associated with Ngā Kete Kōrero level mid-Pīngao.

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., Tuhinga Tūhono).  

• an author and/or illustrator

• mokopuna interests. 

Various series have been produced that can be used for these instructional approaches.  

Te Whakahaere i te Pānui Arahanga

Mahi Aromatawai

Assessment tasks: currently being trialled

Te Mōhiohio Pū (Phonics check), 

Te Mōhiohio Kupu, 

Te Mōhiohio Orotuhi at 55 weeks (in draft)

He 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.

Te Whakarite i te Akoranga Tuhituhi 

• Build on writing skills by refining different genre (persuasive, narrative, descriptive) using complex sentences and varied vocabulary.

• Encourage clear opinions in persuasive writing with reasons and examples, and use debates and formal presentations to develop oral skills.

• Connect writing tasks to real-world issues, iwi history, and Māori perspectives, while linking to other subjects like Pūtaiao me te Hangarau and Te Ao Māori.

• Provide structured frameworks and peer feedback to help plan, organise, and revise writing.

• Encourage self-assessment and goal setting to track progress.

• Promote independent writing by letting mokopuna research and choose topics of interest.

• Foster teamwork with collaborative writing tasks that involve critical thinking and clear communication.

• Regularly adapt lessons based on mokopuna needs and feedback.

Te Ara Whakaako i te Tuhituhi 

Te whakamāramatanga me ngā āhuatanga

Tuhituhi Ngātahi | Shared Writing

Tuhituhi Ngātahi continues to be a collaborative process where the kaiako models complex writing, focusing on themes and ideas that encourage deeper analysis and critical thinking. The kaiako still scribes, but mokopuna actively participate in planning, drafting, and refining ideas. They are encouraged to use more advanced structures, vocabulary, and varied sentence forms, with the kaiako guiding their thought process and helping to refine language use in te reo Māori.

Tuhituhi Motuhake | Independent Writing

Tuhituhi Motuhake encourages mokopuna to independently generate and refine their writing. Mokopuna are expected to demonstrate high levels of autonomy in their writing, including using more complex vocabulary, varied sentence structures, and exploring deeper cultural or historical themes. The kaiako provides minimal direct support, allowing mokopuna to express ideas critically and creatively while applying all their learned writing skills with confidence.

Tuhituhi Arahanga | Guided Writing

Tuhituhi Arahanga focuses on developing mokopuna ability to write independently with structured guidance. The kaiako works with small groups or individuals, providing support in areas such as refining their writing style, exploring complex themes, and organising their thoughts more clearly. Mokopuna are expected to take greater responsibility for their writing and are given opportunities to edit and revise their work with increasing independence, using advanced writing strategies and te reo Māori grammar.

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 seven 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, Tuhinga Whakangahau)

• 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, Tuhinga Takenga Pūtaiao)

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

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

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

• Explore the history and meaning of traditional customs and stories, reflecting on how they shape identity (Tuhinga Paki Whakamārama; Tuhinga Pūrākau Whakamārama; Tuhinga Tūhono)

Through these purposes, shared writing in the seventh year helps mokopuna further strengthen their writing abilities, using writing to engage with more complex ideas and communicate meaning effectively.

Te Whakahaere i te Tuhituhi Arahanga 

Tuhinga Māhorahora

In Tuhinga Māhorahora or Free Writing, mokopuna should:

• Write regularly on a range of topics, refining their writing skills in both personal and more formal genre such as persuasive or informational writing.

• Engage in writing tasks that require deeper thinking, exploring new ideas and different perspectives through their writing.

• Consider how writing can influence, inform, and reflect, while adapting to various audiences.

• Use feedback and revision strategies to improve structure, flow, and clarity, refining their drafts over time.

• Take one piece of writing through the full writing process: drafting, revising, and publishing a polished version.

Ngā Tauira Tuhituhi

The following samples of writing by mokopuna are arranged in order of skill development from left to right. Here are examples of what mokopuna writing might look like in the first seven years. 

Te Aromatawai i te Tuhituhi

Aromatawai ō te Ako (Assessment of Learning):

• Evaluates mokopuna ability to write for a variety of purposes, including persuasive, explanatory, and reflective texts.

• Assesses the use of advanced vocabulary, complex sentence structures, and clarity in communicating ideas.

• Uses assessment rubrics, exemplars, and tools from He Manu Tuhituhi to measure writing progress.

• Summarises strengths and identifies areas for improvement in formal assessments.

• Focuses on the quality and depth of final, published writing pieces.

Aromatawai mō te Ako (Assessment for Learning):

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

• Supports the development of writing portfolios, showcasing progress across different genres.

• Provides regular, constructive feedback from kaiako and peers to guide improvement.

• Fosters self-assessment and peer assessment, building critical thinking skills.

• Emphasises revising, editing, and polishing drafts based on feedback.

• Promotes the transfer of feedback and learning into future writing tasks to strengthen skills.

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

• Writing a variety of text types with a clear purpose, structure, and audience in mind.

• Using more complex sentence structures, including compound and complex sentences, to convey nuanced ideas and arguments.

• Demonstrating strong command of punctuation to clarify meaning and improve readability.

• Expanding vocabulary through independent reading and exposure to different writing genres, using appropriate and precise word choices to suit context and purpose.

• Applying advanced spelling strategies, such as understanding word origins, common prefixes and suffixes, and using dictionaries and other resources effectively.

• Reflecting on writing with self-assessment and peer feedback, setting clear goals for improvement.

• Writing fluently and confidently, keeping a clear flow in longer pieces.

• Revising drafts with a focus on grammar, style, voice, and clarity to create polished work.

• Understanding how different writing purposes need different strategies and structures.

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

• Focus on writing mastery with well-organised texts in various genre (persuasive, explanatory, research reports) using strong evidence and analysis.

• Develop oral presentation skills with formal discussions and performances, incorporating Māori language and cultural references.

• Explore Māori cultural and historical topics in writing, linking to global issues and community projects.

• Guide mokopuna in writing for different audiences and adjusting tone and style, using peer and kaiako-led editing for feedback.

• Support independent research and writing through long-term projects with proper citations.

• Encourage collaborative writing projects that require planning, discussion, and idea negotiation.

• Reflect on writing practices and adjust teaching strategies to foster independence and creativity.

Te Ara Whakaako i te Tuhituhi

Te whakamāramatanga me ngā āhuatanga

Tuhituhi Ngātahi | Shared Writing

Tuhituhi Ngātahi focuses on collaborative writing, where the kaiako models advanced writing techniques and guides mokopuna in exploring and analysing complex topics. Mokopuna play an even more active role, leading discussions, contributing sophisticated ideas, and refining language use. The kaiako acts as a facilitator, helping mokopuna to deepen their understanding of content while encouraging them to express nuanced ideas and engage with various text types.

Tuhituhi Motuhake | Independent Writing

Tuhituhi Motuhake emphasises full independence in writing, where mokopuna generate sophisticated, critical, and reflective content. The focus is on mokopuna demonstrating mastery over language, organisation, and structure, and writing with a high degree of creativity, coherence, and insight. They engage with complex themes, integrate personal and cultural perspectives, and refine their writing with minimal support from the kaiako. At this stage, mokopuna are encouraged to take full responsibility for the quality of their work, self-assess, and set goals for continued improvement.

Tuhituhi Arahanga | Guided Writing

Tuhituhi Arahanga involves mokopuna working with the kaiako in small groups or one-on-one to refine their writing. The kaiako provides targeted support for developing advanced writing skills, such as analysing texts critically, improving the flow and structure of their writing, and using more varied sentence structures and vocabulary. Mokopuna are expected to take greater ownership of their writing process, applying their learning independently while continuing to receive focused feedback on refining their skills in both content and language.

Te Whakahaere i te Tuhituhi Ngātahi

Te Whakahaere i te Tuhituhi Arahanga

Tuhinga Māhorahora

In Tuhinga Māhorahora or Free Writing, mokopuna should:

• Write every day, exploring more complex topics with a deeper level of analysis and reflection.

• Develop a more sophisticated writing style, using a range of genres including research-based writing, persuasive texts, and reflective pieces.

• Write with clear attention to audience, adjusting tone, structure, and content to suit the task and purpose.

• Actively seek feedback to refine writing, paying attention to detail in terms of clarity, logic, and language.

• Work through the writing process, revising and editing drafts until the writing is well-structured, clear, and polished.

Ngā Tauira Tuhituhi

The following samples of writing by mokopuna are arranged in order of skill development from left to right. Here are examples of what mokopuna writing might look like in the first eight years. 

Te Aromatawai i te Tuhituhi

Aromatawai ō te Ako (Assessment of Learning):

• Assesses mokopuna ability to craft well-structured, coherent texts across various genres, such as persuasive, analytical, and reflective writing.

• Focuses on advanced use of te reo Māori, including complex sentence structures, figurative language, and precise vocabulary.

• Uses exemplars and tools from He Manu Tuhituhi to evaluate writing quality and progress.

• Summarises overall achievement through rubrics and feedback on final published work.

• Highlights strengths and areas for development in mokopuna written outputs.

Aromatawai mō te Ako (Assessment for Learning):

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

• Supports the creation of writing portfolios that showcase growth and diversity of writing.

• Provides regular feedback from kaiako and peers, helping mokopuna refine and improve their drafts.

• Fosters self-assessment and peer-assessment practices to develop critical thinking and evaluative skills.

• Emphasises continuous revision and editing, encouraging mokopuna to apply feedback independently.

• Focuses on transferring learned strategies into future writing tasks to enhance overall performance.

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

• Crafting well-structured pieces with sophisticated sentence structures, including varied sentence lengths, active/passive voice, and advanced punctuation techniques.

• Demonstrating a wide and precise vocabulary, selecting words that reflect the purpose, tone, and style of the writing, and integrating complex terms with ease.

• Using complex and multi-syllable words, and independently applying advanced strategies such as understanding the background or meaning of words and using dictionaries effectively.

• Integrating whakataukī, whakatauākī, kīwaha, and kīrehu in ways that deepen the authenticity and richness of their writing.

• Writing with a clear voice, adjusting tone, style, and form to suit the audience and purpose (e.g., formal vs informal, personal reflection vs persuasive argument).

• Engaging in self-reflection and peer feedback to improve writing.

• Revising and editing to improve clarity, flow, and organization of longer pieces.

• Using research skills to gather and incorporate relevant data and examples.

• Explaining writing choices (e.g., structure, word choice, tone) and understanding how writing can influence an audience.

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 Tuhi Rere (Cursive Writing)

Mastery of cursive writing should typically be expected by the end of Year 6.

By this stage, mokopuna should demonstrate:

1. Fluency: The ability to write smoothly and efficiently in cursive.

2. Legibility: Consistent letter formation, spacing, alignment, and readability in longer texts.

3. Speed: Sufficient writing speed to support classroom tasks like note-taking and extended writing assignments.

4. Practical Application: Integration of cursive writing across a range of tasks, including creative writing, formal assignments, and personal notes.

Years 7 and 8 are then opportunities for mokopuna to refine their personal handwriting style and apply their skills efficiently in more complex, time-sensitive, or creative tasks.

“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.

Te Tuhi Rere (Cursive Writing)

Mastery of cursive writing should typically be expected by the end of Year 6.

By this stage, mokopuna should demonstrate:

1. Fluency: The ability to write smoothly and efficiently in cursive.

2. Legibility: Consistent letter formation, spacing, alignment, and readability in longer texts.

3. Speed: Sufficient writing speed to support classroom tasks like note-taking and extended writing assignments.

4. Practical Application: Integration of cursive writing across a range of tasks, including creative writing, formal assignments, and personal notes.

Years 7 and 8 are then opportunities for mokopuna to refine their personal handwriting style and apply their skills efficiently in more complex, time-sensitive, or creative tasks.

“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.