Te Reo Maori in the New Zealand Curriculum

Focus Questions

Look at pages 8 & 9 of Te Reo Māori in the New Zealand Curriculum

for reasons to learn te reo Māori and discuss:

How might the information on P8 - 9 support or challenge your te reo

Māori programme?

Look at pages 11 - 13 of Te Reo Māori in the New Zealand Curriculum

and discuss the following questions:

What does meaningful communication in the target language:

Look Like?
Sound Like?

What does communicating real information for authentic reasons?

Look Like?
Sound Like?
Look at pages 14 - 15 ofTe Reo Māori in the New Zealand
Curriculum and discuss the following:

How clear is the expectation that tikanga Maori and te reo Maori will
both be taught?

What are the implications for schools teaching te reo Māori?

Look at pages 17-22 ofTe Reo Māori in the New Zealand Curriculum
and discuss to what extent this section recognises:

The importance of teachers working to students’ needs and interests;

and

The importance of whānau, hapū and iwi having their say in schools’ reo
Māori programmes.

Look at the pages 23 - 32 of Te Reo Māori in the New Zealand

Curriculum and match:

These key words with their descriptors and the example on your table.

Proficiency Target Statement

Curriculum levels
Achievement Objectives
Socio cultural Themes
Topics
Text Types

Discuss the design and layout of Te Reo Māori in the New Zealand
Curriculum and the pull-out chart, eg.:

Is the document easy to follow?

Are the graphic overviews useful (pages 35-36, 38-39, 41-42, 44-45
and the pull-out chart)?

Is the Appendix 2 glossary helpful for breaking down the different
English terms (pages 67-71)?

Does the Appendix 3 glossary of Māori words help (pages 72-73)?