Teacher Assessment Checklists

An assessment checklist takes each achievement objective (AO), and turns it into one or more ‘learner
can do’ statements. At its simplest it gives an AO as a single ‘learner can do’ statement, however, it
can be more useful to break down the AO into a series of smaller steps that the learner needs to be
able to do to meet the AO.

There is a series of tables here, one for each of levels 1 to 8 of the curriculum. These list ‘learner can
do’ statements for each of the AOs at that level, and across the six modes – listening, reading and
viewing, speaking, writing and presenting. (links here to the full tables at each level – these are below
in this doc)

Teachers can cut and paste from these tables into sheets to suit their classes and individual learners.

There are sample checklists given for level 1; these have been made by cutting and pasting from the
complete table for levels 1 to 8. (link here: Sample checklist for level 1 AO.doc)

There is also a sample of a Level 1 checklist filled in by a teacher. (link here: Sample filled checklist for
level 1 AO.doc)

There are also checklists for learners to use to rate their own progress, including samples filled in by
learners. (link here to Learner checklists)

Ratings for achievement

These have been kept simple to make checking the list straightforward. The teacher writes in 3, 2 or 1
in the column:
3 = not yet achieved
2 = achieved to an adequate standard, but not yet achieved consistently to a high standard
1 = achieved consistently and to a high standard
The 1-2-3 ratings can be explained in more detail by what the teacher writes in the comments column.
The teacher can code achievement in more sophisticated ways if desired.

Using and adapting these checklists

The teacher can select from the full table the sections that apply to the learners in their classes and
copy those sections into individual checklists. The name of the individual learner can be written at the
top of the sheet, and the date that the assessment is carried out should also be written on the
checklist. It is also possible to use a single checklist to record progress over time towards achieving an
objective by having a series of ratings and date columns. (Link here to the example(s))

Teachers can easily create their own assessment checklists

Teachers can create their own versions of checklists to reflect the programmes in their individual
classrooms. For example:

• the teacher could add in items that track achievement in understanding and producing various
genre or types of texts, such as reading, interpreting and conveying information from
timetables and calendars, or, writing a description of a process.

• Teacher assessment checklists can be constructed to match the goals set by individual
learners.
Assessment checklist for Level 1 Achievement Objectives

LEVEL 1 Teacher assessment checklist items Rating Comments:

1/2/3 say more about
Learner’s name:
what the
Achievement Objective Date of assessment: learner can or
cannot do
1.1 greet, farewell, and Learner can greet one person
thank people and Learner can greet two people
respond to greetings
Learner can greet three or more people
and thanks;
Learner can respond to greetings from
one person
Learner can respond to greetings from
two people
Learner can respond to greetings from
three or more people
Learner can thank one person
Learner can thank two people
Learner can thank three or more people
Learner can respond to being thanked
1.2 introduce themselves Learner can introduce self
and others and respond Learner can introduce one person
to introductions;
Learner can introduce two people
Learner can introduce three or more
people
Learner can respond to introductions
1.3 communicate about Learner can understand the numbers 1 to
number, using days of 100 when listening
the week, months, and Learner can say numbers 1 to 100
dates;
Learner can count 1 to 100 in Māori
Learner can understand numbers 1 to
100 when written in words
Learner can write the numbers 1 to 100 in
words
Learner knows the names of the days of
the week
Learner can recognise and understand
the names of the days of the week when
listening
Learner can recognise and understand
the names of the days of the week when
reading
Learner can say the names of the days of
the week
Learner can write the names of the days
of the week
Learner knows the names of the months
of the year
Learner can recognise and understand
the names of the months when listening
Learner can recognise and understand
the names of the months when reading
 Learner can say the names of the months
Learner can write the names of the
names of the months
Learner knows that numbers and the
names of days and months are
combined to make dates
Learner can understand dates while
listening
Learner can understand dates while
reading
Learner can say the date
Learner can write the date in words and
numerals
Learner can interpret dates from a diary
or calendar in Māori
1.4 communicate about Learner can understand his or her own
personal information, name when listening
such as name, age, Learner can understand other names
nationality, and home; when listening
Learner can read his or her own name
when it is written
Learner can read familiar names
Learner can say his or her own name
Learner can say the names of people he
or she knows
Learner can write his or her own name
Learner can say the names of people he
or she knows
Learner can understand age information
when listening
Learner can understand age information
when reading
Learner can tell others their own age
Learner can speak about the age of other
people and things
Learner can write down his or her age in
words
Learner can write about the age of other
people and things
Learner can understand information
about where people are from when
listening
Learner can read and understand
information about where people are
from
Learner can say where people are from
Learner can write where people are from
Learner knows the Māori names for
personally relevant places in New
Zealand
Learner knows the Māori names of
personally relevant countries
1.5 communicate about Learner can understand basic information
location; on location in space when listening
Learner can understand basic information
on location in space when reading
Learner can convey basic information on
location in space when speaking
Learner can convey basic information on
location in space when writing
Learner can understand and convey
simple information about where people
and things are currently located
1.6 understand and use Learner can understand simple
simple politeness politeness conventions when listening
conventions (for Learner can understand simple
example, ways of politeness conventions when reading
thanking people, (e.g. the greetings / mihi in a letter or an
apologising, excusing invitation)
themselves, and
Learner can use simple politeness
complimenting people);
conventions when speaking
Learner can use simple politeness
conventions when writing (e.g. in a
simple personal letter)
Learner can thank people at a basic level
Learner knows how to apologise at a
basic level
Learner knows how to excuse
themselves at a simple level from a
situation or for a mistake or poor
behaviour
Learner knows how to pay simple
compliments
1.7 use and respond to Learner can understand simple
simple classroom classroom statements when listening
language (including Learner can understand basic classroom
asking for the word to instructions when listening
express something in te
Learner can understand simple
reo Māori).
classroom statements when reading
Learner can understand basic classroom
instructions when reading
Learner can express simple classroom
statements when speaking
Learner can express basic classroom
instructions when speaking
Learner can express simple classroom
statements when writing
Learner can express basic classroom
instructions when writing
Learner can understand simple requests
for information in the classroom
Learner can respond to requests for basic
information in the classroom context
Whakarongo – Learner can identify the sounds of the
Listening consonants and vowels of Māori when
By the end of level 1, listening
learners can: Learner can recognise the difference
• identify the sounds of between short and long vowels when
letters of the te reo listening
Māori alphabet, letter Learner can recognise consonant and
combinations, single vowel sequences when listening
intonation, and stress (e.g. ka, ko, ki)
patterns;
Learner can identify sound combinations
• recognise and when listening (e.g. syllables, vowel
understand simple, combinations: whā, whai, ngau, hea,
familiar spoken kua, pau)
words, phrases, and
Learner can distinguish minimal pairs
sentences.
when listening (e.g: tai, tae; hou, hau)
Learner can recognise different intonation
patterns when listening
Learner can recognise word stress when
listening
Learner can recognise phrase and
utterance or sentence stress when
listening
Learner can recognise and understand
simple, familiar spoken words
Learner can recognise and understand
simple, familiar phrases
Learner can recognise and understand
simple, familiar sentences
Pānui – Reading Learner can identify the letters of the
By the end of level 1, Māori alphabet when reading
learners can: Learner can identify letter and sound
• identify letters of the combinations when reading
te reo Māori alphabet Learner can distinguish minimal pairs
(arapū), letter when reading (e.g: tai, tae; hou, hau)
combinations, basic Learner can recognise basic written
written language language conventions
conventions, and
Learner can use basic punctuation such
simple punctuation;
as macrons, commas, full stops and
• recognise and question marks, capital and lower case
understand simple, letters
familiar written words,
Learner can recognise and understand
phrases, and
simple, familiar written words
sentences
Learner can recognise and understand
simple, familiar written phrases
Learner can recognise and understand
simple, familiar written sentences
Mātakitaki – Viewing Learner can recognise the
By the end of level 1, communicative significance of particular
learners can: facial expressions and other body
language
• recognise the
communicative Facial expressions and body language
significance of introduced:
particular facial ...........................................................
expressions and ...........................................................
other body language; Learner can interpret meanings that are
conveyed in combinations of words and
• interpret meanings images or symbols.
that are conveyed in Visual texts introduced:
combinations of ..............................................................
words and ..............................................................
images/symbols
Kōrero – Speaking Learner can produce the sounds of
By the end of level 1, individual Māori consonants and vowels
learners can: when speaking
• imitate the Learner can produce the difference
pronunciation, between short and long vowels when
intonation, stress, speaking
and rhythm of te reo Learner can produce consonant and
Māori words, single vowel sequences when speaking
phrases, and (e.g. ka, ko, ki)
sentences; Learner can produce sound combinations
• respond appropriately when speaking (e.g. syllables, vowel
to simple, familiar combinations)
instructions, and Learner can distinguish minimal pairs
simple questions; when speaking (e.g: tai, tae; hou, hau)
• ask simple questions; Learner can produce different intonation
• initiate spoken patterns at a basic level when speaking
encounters in te reo Learner can produce simple, familiar
Māori, using simple spoken words
greetings, questions, Learner can produce simple, familiar
and statements. spoken words, with appropriate word
stress
Learner can produce familiar phrases
Learner can produce simple, familiar
utterances or sentences
Learner can produce familiar phrases and
utterances with appropriate stress when
speaking
Learner can ask simple questions
Learner can produce simple greetings
Learner can produce simple statements
Learner can issue simple instructions
Learner can respond to simple, familiar
instructions
Learner can respond to simple, familiar
questions
Tuhituhi – Writing Learner can write down the letters of the
By the end of level 1, Māori alphabet (e.g: when these are
learners can: spoken)
• write letters and Learner can write vowels with macrons
numbers; Learner can write letter combinations and
• write vowels with words, including macrons, to produce
macrons; familiar words, phrases, and sentences
in familiar contexts
• reproduce letter
combinations and Learner can write letter combinations and
punctuation for te reo words, phrases, and sentences in
Māori words, phrases, familiar contexts using appropriate
and sentences in punctuation and accurate spelling
familiar contexts; Learner can write the numbers 1 to 100 in
numerals (e.g. when these are read to
• write simple, familiar them)
words, phrases, and Learner can write the numbers 1 to 100 in
sentences using the words
conventions of written
language, such as
appropriate spelling
and punctuation.
Whakaari – Presenting Learner can use appropriate facial
By the end of level 1, expressions, body language and images
learners can: to convey messages (with and without
accompanying verbal language)
• use appropriate facial
expressions, body Learner can use selected features of
language and images visual language to add meaning to
to convey messages simple spoken text
(with and without Features introduced:
accompanying verbal .............................................................
language); .............................................................
.............................................................
• use selected features
of visual language to Learner can use selected features of
add meaning to simple visual language to add meaning to
written/oral text. simple written text
Features introduced:
.............................................................
.............................................................
.............................................................
Assessment checklist for Level 2 Achievement Objectives

LEVEL 2 Teacher assessment checklist items Rating Comments:

1/2/3 say more about
Learner’s name:
what the
Achievement Objective Date of assessment: learner can or
cannot do
2.1 communicate about Learner can describe his or her kin
relationships between relationship to members of own family
people; Learner knows kin vocabulary for key
family relationships
Learner can talk about the key family
relationships of other people
2.2 communicate about Learner can express what he or she owns
possession; (e.g. using nāku / nōku, or, ko taku X
tēnei)
Learner can express what others own
( e.g. using nā / nō wai, or, ko tana X
tēnei, ko ana X ērā)
Learner can express what is for self and
other people to have (e.g. using mā / mō
wai, māku, māu, māna)
Learner can express who currently has
something (e.g. using kei a wai, kei a au,
kei a kōrua, kei a rātou)
2.3 communicate about Learner can express his or her likes and
likes and dislikes, giving preferences
reasons where Learner has a range of ways of expressing
appropriate; his or her likes and preferences
Learner can give reasons for liking
something or someone
Learner can express dislikes
Learner has a range of ways of expressing
his or her dislikes
Learner can give reasons for disliking
something or someone
2.4 communicate about Learner can tell the time in Māori
time, weather, and Learner can use a simple time phrase
seasons; (adverbial of time) to locate an event in
time (e.g: i nanahi, i nāianei, i tērā wiki, ā
te Rāmere)
Learner can describe the daily weather at a
basic level
Learner knows the words for the seasons
Learner can give basic information about
the seasons
2.5 communicate about Learner can describe what someone or
physical characteristics, something looks like at a simple level
personality, and Learner has a wider range of ways of
feelings. describing physical appearance
Learner can describe some personality
traits
Learner has a wider range of ways of

Learner can describe what he or she, or
Learner has a wider range of ways of
Whakarongo –Listening
By the end of level 2,
learners can:
• identify sounds of
letters of the te reo
Māori alphabet, letter
combinations,
intonation, and stress
patterns;
• recognise and
understand familiar
spoken words even in
some unfamiliar
contexts;
• understand a range of
short oral texts
containing familiar
phrases and
sentences;
• get the gist of slightly
more complex or less
familiar te reo Māori
phrases and
sentences.
Pānui – Reading Learner can identify letters of the Māori
By the end of level 2,
learners can:
• identify letters of the te
reo Māori alphabet,
letter combinations,
and simple
punctuation;
• recognise and
understand simple, Learner can get the gist of slightly more
familiar written words,
phrases, and
sentences;
• understand short
written texts consisting
of familiar te reo Māori
words, phrases, and
sentences;
• get the gist of slightly
more complex or less
familiar te reo Māori
phrases and
sentences.
Mātakitaki – Viewing
By the end of level 2,
learners can:
describing personality traits
someone else is feeling
describing feelings
Learner can identify the sounds of
Māori, and sound combinations when
listening
Learner can identify intonation, and
stress patterns
Learner can recognise and understand
familiar spoken words in familiar
contexts
Learner can recognise and understand
familiar spoken words in some
unfamiliar contexts
Learner can understand a range of
short spoken texts containing familiar
phrases and sentences
Learner can get the gist of slightly
more complex or less familiar spoken
phrases and sentences
alphabet, letter combinations, and simple
punctuation
Learner can recognise and understand
simple, familiar written words,
phrases, and sentences
Learner can understand short written
texts consisting of familiar Māori
words, phrases, and sentences
complex or less familiar Māori phrases
and sentences.
Learner can respond appropriately to
meanings conveyed through selected
visual texts
• respond appropriately Visual texts introduced:
to meanings conveyed .............................................................
through selected visual .
texts; .............................................................
• understand and .
respond to Learner can understand and respond to
combinations of visual combinations of visual and verbal
and verbal language in language in selected texts.
selected texts. Visual texts introduced:
..............................................................
..............................................................

Kōrero – Speaking Learner is beginning to use

By the end of level 2,
learners can:
• begin to use
pronunciation,
intonation, stress, and
rhythm for emphasis
and to distinguish
meaning;
• respond appropriately
to simple, familiar
instructions and simple
questions;
• ask simple questions
and give simple
information;
Learner can initiate simple conversations
• initiate simple
conversations in te reo
Māori.
Tuhituhi – Writing
By the end of level 2,
learners can:
• write simple, familiar
words, phrases, and
sentences using
spelling and
punctuation
conventions;
• convey simple te reo
Māori messages in
written form;
• write a series of
sentences in te reo
Māori describing the
appearance or
characteristics of
something.
Whakaari – Presenting
By the end of level 2,
learners can:
• produce visual texts to
present information Learner can combine visual and verbal
and/or ideas;
pronunciation for emphasis and to
distinguish meaning
Learner is beginning to use intonation
for emphasis and to distinguish
meaning
Learner is beginning to use stress and
rhythm for emphasis and to distinguish
meaning
Learner can respond appropriately to
simple, familiar instructions
Learner can respond to simple
questions
Learner can ask simple questions
Learner can give simple information
Learner can write simple, familiar
words, phrases, and sentences using
spelling and punctuation conventions
Learner can convey simple messages
in writing
Learner can write a series of
sentences describing the appearance
of something.
Learner can write a series of
sentences describing the
characteristics of something.
Learner can also write the following:
............................................................
............................................................
............................................................
............................................................
............................................................
Learner can produce visual texts to
present information
Learner can produce visual texts to
present ideas
• combine visual and language to present information
verbal language to Learner can combine visual and verbal
present information language to present ideas.
and/or ideas.
Visual texts produced by this learner:
...........................................................
.
...........................................................
.
...........................................................
.
...........................................................
.
...........................................................
.
Assessment checklist for Level 3 Achievement Objectives
LEVEL 3 Teacher assessment checklist items Rating Comments:
1/2/3 say more about
Learner’s name:
Achievement Objective what the
Date of assessment: learner can or
cannot do
3.1 communicate, Learner can describe habits
including comparing
Learner can describe routines
and contrasting, about
habits and routines; Learner can compare and contrast habits
Learner can compare and contrast routines
3.2 communicate about Learner can relate information about events
events and where they he or she has been involved in
take place;
Learner can relate information about events
he or she is currently involved in
Learner can relate events he or she plans
to be involved in
Learner can relate information about events
others have been involved in
Learner can relate information about where
events take place
3.3 give and follow Learner can give simple directions to a
directions; location
Learner can give more complex directions
to a location
Learner can use a map to give directions to
a location
Learner can give simple directions to
complete a task
Learner can give more complex directions
to complete a task
Learner can follow simple directions to a
location
Learner can follow more complex directions
to a location
Learner can use a map to follow directions
to a location
Learner can follow simple directions to
complete a task
Learner can follow more complex directions
to complete a task
3.4 communicate, Learner can convey information about how
including comparing he or she travels to familiar destinations
and contrasting, about
Learner can convey information about how
how people travel;
others travel to familiar destinations
Learner knows relevant vocabulary for
modes of transport
Learner can express comparisons and
contrasts about how people travel
Learner can provide information based on
timetables and brochures
Learner can interpret information from
timetables and brochures
3.5 communicate about Learner can convey information about what
immediate past he or she has just done, or done recently
activities.
Learner can convey information about what
others have just done, or done recently
Whakarongo –
Listening
By the end of level 3,
learners can:
• understand specific
detail and overall
meaning in familiar
contexts and in some
unfamiliar contexts;
• understand a range of
short oral texts
consisting mainly of
familiar language;
• get the gist of short
oral texts that contain
some unfamiliar
language.
Pānui – Reading
By the end of level 3,
learners can:
• understand specific
detail and overall
meaning in a range of
short written texts
consisting mainly of
familiar language;
• get the gist of short
written texts that
contain some
unfamiliar language.
Mātakitaki – Viewing
By the end of level 3,
learners can:
• identify and respond
to some visual and
verbal features of
texts, and the ways
these features interact
for particular
purposes;
• understand and
respond to a range of
Learner can understand specific detail
in familiar contexts when listening
Learner can understand overall
meaning in familiar contexts when
listening
Learner can understand specific detail
in some unfamiliar contexts when
listening
Learner can understand overall
meaning in some unfamiliar contexts
when listening
Learner understand a range of short
spoken texts consisting mainly of
familiar language
Types of spoken texts familiar to this
learner:
..............................................................
..............................................................
..............................................................
..............................................................
Learner can get the gist of short
spoken texts that contain some
unfamiliar language
Learner can understand specific detail
in a range of short written texts
consisting mainly of familiar language
Learner can understand overall
meaning in a range of short written
texts consisting mainly of familiar
language
Types of written texts familiar to this
learner:
..............................................................
..............................................................
..............................................................
..............................................................
Learner can get the gist of short written
texts that contain some unfamiliar
language.
Learner can identify and respond to
some visual and verbal features of
texts, and the ways these features
interact for particular purposes
Learner can understand and respond to
a range of features in selected visual
texts.
Visual texts introduced:
..............................................................
...............................................................
..............................................................
 features in selected ..............................................................
visual texts.
Kōrero – Speaking Learner can initiate short
By the end of level 3, conversations
learners can:
Learner can sustain short
• initiate and sustain conversations
short conversations;
Learner can give short prepared talks
• give short prepared on familiar topics
talks on familiar
Learner can use generally appropriate
topics;
pronunciation, stress, rhythm, and
• use generally intonation
appropriate
Learner can express simple original
pronunciation, stress,
ideas
rhythm, and
intonation; Learner can describe familiar events
• express simple Learner can describe familiar people
original ideas; Learner can describe familiar things.
• describe familiar
events, people, and
things.
Tuhituhi – Writing Learner can use resources (e.g.
By the end of level 3, dictionaries and glossaries) to
learners can: experiment with some new language in
• use resources (for writing and to check spelling
example, dictionaries Resources used by this learner:
and glossaries) to ............................................................
experiment with ............................................................
some new language ............................................................
in writing and to
check spelling; Learner can prepare and write short
texts on familiar topics
• prepare and write Familiar topics for this learner:
short texts on familiar ............................................................
topics; ............................................................
• write simple personal ............................................................
letters and emails; Learner can write simple personal
• use appropriate letters
writing conventions. Learner can write simple personal
emails
Learner can use appropriate writing
conventions
Learner can also write the following:
............................................................
............................................................
............................................................
............................................................
............................................................
Whakaari – Presenting Learner can present texts in which
By the end of level 3, visual and verbal features interact to
learners can: produce particular meanings and
• present texts in which effects
visual and verbal Learner can present or perform a
features interact to legend that pays attention to visual
produce particular language features.
meanings and
Learner can present or perform a
 effects; whakataukī that pays attention to visual
language features.
• present/perform a
legend/whakataukī/p Learner can present or perform a
epeha/waiata that pepeha that pays attention to visual
pays attention to language features.
visual language Learner can present or perform a
features. waiata that pays attention to visual
language features.
Visual texts produced by this learner:
............................................................
............................................................
............................................................
............................................................
............................................................
Assessment checklist for Level 4 Achievement Objectives
LEVEL 4 Teacher assessment checklist items Rating Comments:
1/2/3 say more about
Learner’s name:
Achievement Objective what the
Date of assessment: learner can or
cannot do
4.1 request, offer, Learner can make requests
accept, and decline
Learner can make offers
things, invitations, and
suggestions; Learner can accept things, invitations,
suggestions
Learner can decline things, invitations,
suggestions
4.2 communicate about Learner can express what he or she is
plans for the immediate about to do
future;
Learner can express his or her plans for
the immediate future
4.3 communicate about Learner can express his or her obligations
obligations and
Learner can express his or her
responsibilities;
responsibilities
Learner can express what others are
obliged to do
Learner can express what others are
responsible for
4.4 give and seek Learner can give permission to others
permission;
Learner can ask for permission
4.5 communicate about Learner can convey information about the
the quality, quantity, quality of things
and cost of things.
Learner can convey information about
general quantity
Learner can convey information about
specific quantities
Learner can convey information about the
general cost of things
Learner can convey information about the
specific cost of things using money
expressions (dollars and cents)
Whakarongo – Learner can make use of context and
Listening familiar language when listening to work
By the end of level 4, out meaning of less familiar items
learners can:
Learner can make use of context and
• make use of familiar language when listening to work
context and out relationships between things,
familiar language events, and ideas
to work out Learner can understand specific details in
meaning and spoken contexts that may contain some
relationships unfamiliar language.
between things,
events, and ideas;
• understand specific
details in contexts that
may contain some
unfamiliar language.
Pānui – Reading Learner can understand a range of short
By the end of level 4, written texts that consist mainly of familiar
learners can: language
• understand a Written texts understood by this learner:
range of short ............................................................
written texts that ............................................................
consist mainly of ............................................................
familiar language; Learner can understand overall
• understand overall meaning and specific detail in contexts
meaning and that may contain some unfamiliar
specific detail in language
contexts that may Learner can guess the meanings of
contain some unfamiliar words and phrases used in
unfamiliar familiar contexts.
language; Familiar contexts for this learner:
• guess the meanings of ............................................................
unfamiliar words and ............................................................
phrases used in ............................................................
familiar contexts.
Mātakitaki – Viewing Learner can identify particular features of
By the end of level 4, visual language
learners can:
Learner can understand particular visual
• identify particular features and their significance in
features of visual communicating information and ideas to
language and specific audiences
understand their Learner can understand combinations of
significance in visual and verbal language
communicating
information and Learner can respond to combinations of
ideas to specific visual and verbal language
audiences; Learner can understand the significance of
• understand and visual language in communicating
information and ideas to specific
respond to
audiences
combinations of visual
and verbal language Learner can respond to the significance of
and their significance visual language in communicating
in communicating information and ideas to specific
information and ideas audiences
to specific audiences. Typical audiences for this learner:
............................................................
............................................................
............................................................
Kōrero – Speaking Learner can initiate short personal
By the end of level 4, conversations
learners can:
Learner can respond in short personal
• engage in short conversations
personal Learner can sustain short personal
conversations; conversations
• make plans with Learner can make plans with friends face-
friends, face to to-face
face, and by
Learner can make plans with friends on the
telephone;
telephone
• initiate and sustain
Learner can initiate short conversations
short
including polite social conventions, such
conversations that
as declining invitations, making excuses
involve polite
social interactions Learner can sustain short conversations
 (such as declining including polite social conventions, such
invitations); as declining invitations, making excuses
• give short Learner can give short prepared talks on
prepared talks on familiar topics
familiar topics; Learner can use generally appropriate
• use generally pronunciation, stress, rhythm and
appropriate intonation
pronunciation, stress,
rhythm, and intonation.
Tuhituhi – Writing Learner can use resources (e.g.
By the end of Level 4, dictionaries and glossaries) to experiment
learners can: with new language
• use resources (for Typical resources used by this learner:
example, ............................................................
dictionaries and ............................................................
glossaries) to ............................................................
experiment with Learner can use resources to review writing
new language and for accuracy
to review writing Learner can write short texts on familiar
for accuracy; topics
• write short texts on Topics familiar to this learner:
familiar topics; ............................................................
• plan longer written ............................................................
texts and write ............................................................
parts of these; Learner can plan longer written texts and
• use appropriate write parts of these
writing Learner can use appropriate writing
conventions; conventions
• send text and email Learner can send text messages
messages. Learner can send email messages
Learner can also write the following:
............................................................
............................................................
............................................................
............................................................
............................................................
Whakaari – Presenting Learner can communicate information
By the end of level 4, through texts in which visual and verbal
learners can: features interact to produce particular
• communicate meaning and effects
information, ideas Learner can communicate ideas through
or narrative texts in which visual and verbal features
through texts in interact to produce particular meaning
which visual and and effects
verbal features Learner can communicate a narrative
interact to produce through texts in which visual and verbal
particular meaning features interact to produce particular
and effects; meaning and effects
• present/perform Learner can present or perform
traditional or traditional aspects of the culture in
modern aspects of selected settings
the culture in Learner can present or perform modern
selected settings. aspects of the culture in selected
settings
Visual texts produced by this learner:
............................................................
............................................................
............................................................
............................................................
............................................................
Assessment checklist for Level 5 Achievement Objectives
LEVEL 5 Teacher assessment checklist items Rating Comments:
1/2/3 say more about
Achievement Objective what the
Learner’s name: learner can or
Date of assessment: cannot do
5.1 communicate about Learner can communicate about his or her
past activities and past activities
events;
Learner can communicate about others’
past activities
Learner can communicate about past
events he or she was involved in
Learner can communicate about past
events they were not involved in
5.2 communicate about Learner can communicate about present
present and past states, states
feelings, and opinions;
Learner can communicate about past states
Learner can communicate about present
feelings
Learner can communicate about past
feelings
Learner can communicate about present
opinions
Learner can communicate about past
opinions
5.3 communicate about Learner can communicate about past habits
past habits and routines;
Learner can communicate about past
routines
5.4 describe, compare, Learner can describe people
and contrast people,
Leaner can compare and contrast people
places, and things.
Learner can describe places
Leaner can compare and contrast places
Learner can describe things
Leaner can compare and contrast things
Whakarongo – Learner can make use of context and
Listening familiar language when listening to work
By the end of level 5, out meaning
learners can:
Learner can make use of context and
• make use of context familiar language when listening to work
and familiar language out relationships between things
to work out meaning Learner can make use of context and
and relationships familiar language when listening to work
between things, out relationships between events
events, and ideas;
Learner can make use of context and
• understand specific familiar language when listening to work
details in contexts that out relationships between ideas
may contain some
Learner can understand specific details in
unfamiliar language;
spoken contexts that may contain some
• distinguish between unfamiliar language
past and present
Learner can distinguish between past and
actions and states.
present actions when listening
 Learner can distinguish between past and
present states when listening
Typical listening contexts for this learner:
............................................................
............................................................
............................................................
Pānui – Reading Learner can make use of context and
By the end of level 5, familiar language to work out meaning
learners can: when reading
• make use of context Learner can make use of context and
and familiar language familiar language when reading to work
to work out the out relationships between things
relationships between Learner can make use of context and
things, events, and familiar language when reading to work
ideas; out relationships between events
• understand specific Learner can make use of context and
details in contexts that familiar language when reading to work
may contain some out relationships between ideas
unfamiliar language;
Learner can understand specific details in
• distinguish between written contexts that may contain some
past and present unfamiliar language
actions and states.
Learner can distinguish between past and
present actions when reading
Learner can distinguish between past and
present states when reading
Mātakitaki – Viewing Learner can understand information and
By the end of level 5, ideas encountered in a variety of visual
learners can: texts
• understand and Learner can respond to information and
respond to information ideas encountered in a variety of visual
and ideas encountered texts
in a variety of visual Learner can identify particular features of
texts; visual language in communicating
• identify particular information to a specific audience for a
features of visual specific purpose, on their own and in
language and combinations with verbal language.
understand their Learner can understand the significance of
significance in particular features of visual language in
communicating communicating information to a specific
information to a audience for a specific purpose, on their
specific audience for a own and in combinations with verbal
specific purpose, on language
their own and in
combinations with
verbal language.
Kōrero – Speaking Learner can initiate short conversations
By the end of level 5,
Learner can sustain short conversations
learners can:
Learner can give short talks on familiar
• initiate and sustain topics in a range of contexts in the past
short conversations;
Learner can give short talks on familiar
• give short talks on topics in a range of contexts in the
familiar topics in a present
range of contexts, past
Learner can discuss topics of mutual
and present;
interest with a friend
• discuss topics of mutual
Learner can discuss topics of mutual
 interest; interest with a teacher
• use appropriate Learner can discuss topics of mutual
pronunciation, stress, interest in a group
rhythm, and intonation. Typical topics for this learner:
............................................................
............................................................
............................................................
Learner can use appropriate pronunciation,
stress, rhythm, and intonation
Tuhituhi – Writing Learner can use resources to experiment
By the end of level 5, with new language
learners can:
Learner can use resources to review writing
• use resources to for accuracy
experiment with new Learner can write information on familiar
language and review topics in a range of contexts in the past
writing for accuracy;
Learner can write information on familiar
• write information on topics in a range of contexts in the present
familiar topics in a
Learner can use appropriate writing
range of contexts, past
conventions
and present;
Learner can write an expository text
• use appropriate writing
conventions; Learner can write a recount text
• write a range of text Learner can write a narrative text
types, for example, Learner can also write the following:
expository, recount, and ............................................................
narrative texts. ............................................................
............................................................
............................................................
............................................................
Whakaari – Presenting Learner can communicate information
By the end of level 5, through texts in which visual and verbal
learners can: features interact to produce particular
• communicate meanings and effects
information, ideas or Learner can communicate ideas through
narrative through texts texts in which visual and verbal features
in which visual and interact to produce particular meanings
verbal features interact and effects
to produce particular Learner can communicate a narrative
meanings and effects; through texts in which visual and verbal
• present/perform a features interact to produce particular
variety of visual texts meanings and effects
for a range of purposes Learner can present or perform a variety of
and audiences. visual texts
Learner can present or perform a variety of
visual texts for a range of purposes
Learner can present or perform a variety of
visual texts for a range of audiences
Visual texts produced by this learner:
............................................................
............................................................
............................................................
............................................................
............................................................
Assessment checklist for Level 6 Achievement Objectives
LEVEL 6 Teacher assessment checklist items Rating Comments:
1/2/3 say more about
Learner’s name:
Achievement Objective what the
Date of assessment: learner can or
cannot do
6.1 give and follow Learner can give instructions for a simple
instructions; task
Learner can follow instructions for a simple
task
Learner can give instructions for a more
complex task
Learner can follow instructions for a more
complex task
Learner can give instructions for a difficult
task
Learner can follow instructions for a
difficult task
6.2 communicate about Learner can convey information about
problems and solutions; problems at a simple level
Learner can convey information about
problems at a more complex level
Learner can convey solutions to simple
problems
Learner can convey solutions to more
complex problems
6.3 communicate about Learner can communicate about his or her
immediate plans, hopes, immediate plans
wishes, and intentions;
Learner can communicate about his or her
hopes
Learner can communicate about his or her
wishes
Learner can communicate about his or her
intentions
6.4 communicate in Learner can communicate in formal
formal situations. situations
Learner can communicate appropriately at
a ..................
Learner can communicate appropriately at
a ..................
List a series of formal situations that are
relevant for your learners, such as:
pōwhiri at school, pōwhiri on a marae,
speaking competition, school assembly –
and then turn these into assessment
statements. You might also specify the
communication role that the learner will
perform, and a specific context, e.g:
• Learner, as tangata whenua, can
greet manuhiri during a school-based
pōwhiri
• Learner, as manuhiri, can respond to
formal greetings in the hongi line after
 a pōwhiri
• Learner can present a prepared
speech in a school assembly
• Learner can write an article for the
local newspaper
• Learner can write invitations or
posters for a major school event
• Learner can write a letter to a local
business asking for sponsorship
• Learner can write a letter to his or her
iwi rūnanga to apply for a scholarship
Whakarongo – Learner can make use of context and
Listening familiar language to understand
By the end of level 6, instructions when listening in informal
learners can: contexts
• make use of context Learner can make use of context and
and familiar language familiar language to understand
to understand instructions when listening in formal
instructions and contexts
information in formal Learner can make use of context and
and informal contexts; familiar language to understand
• understand specific information when listening in informal
details in contexts that contexts
may contain some Learner can make use of context and
unfamiliar language; familiar language to understand
• distinguish between information when listening in formal
past and present contexts
actions and states. Learner can understand specific details
when listening in contexts that may
contain some unfamiliar language
Learner can distinguish between past and
present actions when listening
Learner can distinguish between past and
present states when listening
Pānui – Reading Learner can make use of context and
By the end of level 6, familiar language to understand written
learners can: instructions informal contexts
• make use of context Learner can make use of context and
and familiar language familiar language to understand written
to understand written instructions in formal contexts
instructions and Learner can make use of context and
information in formal familiar language to understand written
and informal contexts; information in informal contexts
• understand specific Learner can make use of context and
details in contexts that familiar language to understand written
may contain some information in formal contexts
unfamiliar language;
Learner can understand specific details
• distinguish between in written texts in contexts that may
past and present contain some unfamiliar language
actions and states.
Learner can distinguish between past and
present actions when reading
Learner can distinguish between past and
present states when reading
Mātakitaki – Viewing Learner can understand various meanings,
By the end of level 6, information and ideas encountered in a
learners can: visual texts
• understand and Learner can respond to various meanings,
respond to various information and ideas encountered in a
meanings, ideas and visual texts
effects in visual texts Learner can understand various meanings,
for different purposes information and ideas encountered in a
and audiences; visual texts for different purposes
• use appropriate Learner can respond to various meanings,
terminology to describe information and ideas encountered in a
ways that visual and visual texts for different purposes
verbal language
Learner can understand various meanings,
interact for specific
information and ideas encountered in a
effects and purposes.
visual texts for different audiences
Learner can respond to various meanings,
information and ideas encountered in a
visual texts for different audiences
Learner can use appropriate terminology
to describe ways that visual and verbal
language interact for specific effects
Learner can use appropriate terminology
to describe ways that visual and verbal
language interact for specific purposes
Kōrero – Speaking Learner can initiate more extended
By the end of level 6, conversations in informal contexts
learners can:
Learner can sustain more extended
• initiate and sustain conversations in informal contexts
more extended Learner can initiate more extended
conversations in both conversations in formal contexts
formal and informal
contexts; Learner can sustain more extended
conversations in formal contexts
• discuss projects and
Learner can discuss projects and tasks
tasks in pairs or
in pairs e.g. when sharing peer feedback
groups, for example,
on writing
when sharing peer
feedback on writing; Learner can discuss projects and tasks
in groups
• give short talks on
familiar topics in Learner can give short talks on familiar
familiar contexts, past topics in familiar contexts, in the past
and present; Learner can give short talks on familiar
• use appropriate topics in familiar contexts, in the present
pronunciation, stress, Learner can use appropriate pronunciation,
rhythm, and intonation. stress, rhythm, and intonation
Tuhituhi – Writing Learner can use resources to
By the end of level 6, experiment with new language
learners can:
Learner can use resources to review
• use resources to writing for accuracy
experiment with new Learner can write information on familiar
language and to review topics with past time reference
writing for accuracy;
Learner can write information on familiar
• write information on topics with present time reference
familiar topics with
Learner can write information on familiar
past, present, and
topics with future time reference
future time reference;
Learner can write a range of text types
• write a range of text
 types and more and more extended texts, e.g:
extended texts (for Learner can write formal letters
example, formal
letters, personal Learner can write personal letters
letters, blogs, longer Learner can write blogs
essays, descriptions, Learner can write longer essays
and narratives);
Learner can write longer descriptions
• use a range of written
planning tools, such as Learner can write longer narratives
skeleton plans and Learner can write argument texts
mind maps; Learner can write these texts too
• use appropriate writing ............................................................
conventions. ............................................................
............................................................
Learner can use a range of written
planning tools, such as skeleton plans
and mind maps
Learner can use appropriate writing
conventions for longer and more diverse
texts
Whakaari – Presenting Learner can use visual language to
By the end of level 6, communicate with different audiences
learners can:
Learner can use visual language to
• use visual language to communicate for different purposes
communicate with Learner can use combinations of visual
different audiences for and verbal language to communicate
different purposes; with different audiences
• use combinations of Learner can use combinations of visual
visual and verbal and verbal language to communicate for
language to different purposes.
communicate with
Visual texts produced by this learner:
different audiences for
............................................................
different purposes.
............................................................
............................................................
............................................................
............................................................
Assessment checklist for Level 7 Achievement Objectives
LEVEL 7 Teacher assessment checklist items Rating Comments:
1/2/3 say more about
Learner’s name:
Achievement Objective what the
Date of assessment: learner can or
cannot do
7.1 communicate about Learner can communicate about future
future plans; plans
7.2 offer and respond to Learner can offer advice
advice, warnings, and
Learner can respond to advice
suggestions;
Learner can convey warnings
Learner can respond to warnings
Learner can make suggestions
Learner can respond to suggestions
7.3 express and respond Learner can express approval
to approval and
Learner can respond to expressions of
disapproval, agreement
approval
and disagreement;
Learner can express disapproval
Learner can respond to expressions of
disapproval
Learner can express agreement
Learner can respond to expressions of
agreement
Learner can express disagreement
Learner can respond to expressions of
disagreement
7.4 offer and respond to Learner can offer information
information and
Learner can respond to information and
opinions, giving
offers of information
reasons;
Learner can offer opinions
Learner can respond to opinions
Learner can give reasons for their opinions
Learner can give reasons for offering
information, or for the nature of the
information
7.5 read about and Learner can read about and understand
recount actual or actual events in the past
imagined events in the
Learner can read about and recount actual
past.
events in the past
Learner can read about and understand
imagined events in the past
Learner can read about and recount
imagined events in the past
Whakarongo – Learner can understand much of what
Listening other speakers of Māori say about a
By the end of level 7, range of topics
learners can:
List key topics for this learner here:
• understand much ............................................................
of what other ............................................................
speakers of Māori ............................................................
 say about a range ............................................................
of topics across a Learner can understand much of what
range of spoken other speakers of Māori say across a
text types, formal range of spoken, informal text types
and informal; List key informal spoken text types for
• distinguish this learner here:
between facts and ............................................................
opinions and ............................................................
recognise ............................................................
intentions to ............................................................
persuade and Learner can understand much of what
influence. other speakers of Māori say across a
range of spoken, formal text types
List key formal spoken text types for
this learner here:
............................................................
............................................................
............................................................
............................................................
Learner can distinguish between facts
and opinions when listening
Learner can recognise intentions to
persuade and influence when listening
Pānui – Reading Learner understand much of what is
By the end of level 7, written in Māori about a range of topics
learners can:
Learner understand much of what is
• understand much written in Māori across a range of written
of what is written in text types:
te reo Māori about Learner can understand narrative
a range of topics, texts
across a range of
written text types Learner can understand expository
including narrative, texts
expository, and Learner can understand persuasive
persuasive texts; texts
• distinguish Learner can understand .................
between facts and texts
opinions and Learner can distinguish between facts and
recognise opinions when reading
intentions to Learner can recognise intentions to
persuade and persuade and influence when reading
influence.
Mātakitaki – Viewing Learner can understand visual texts that
By the end of level 7, have been created for a range of purposes
learners can:
List purposes here for this learner:
• understand and ............................................................
respond to visual ............................................................
texts that have ............................................................
been created for a ............................................................
range of purposes, Learner can understand visual texts that
audiences and have been created for different audiences
effects;
List audiences here for this learner:
• describe how ............................................................
visual and verbal ............................................................
features are ............................................................
combined for ............................................................
 different purposes, Learner can understand visual texts that
audiences and have been created for different effects
effects. List effects here for this learner:
............................................................
............................................................
............................................................
............................................................
Learner can understand visual texts that
have been created for a range of
purposes
List purposes here for this learner:
............................................................
............................................................
............................................................
............................................................
Learner can describe how visual and verbal
features are combined for different
purposes
Learner can describe how visual and verbal
features are combined for different
audiences
Learner can describe how visual and verbal
features are combined for different effects
Kōrero – Speaking Learner can use Māori to entertain as well
By the end of level 7, as to inform when speaking
learners can:
Learner can use Māori to entertain as well
• use te reo Māori as to persuade when speaking
language to Learner can initiate and sustain extended
entertain and conversations in Māori
persuade as well
as to inform; Learner can give talks on a range of topics
• initiate and sustain List key topics here for this learner:
............................................................
conversations in te
............................................................
reo Māori;
............................................................
• give talks on a ............................................................
range of topics in a
Learner can give talks in a range of contexts
range of contexts;
• use appropriate (e.g: Learner can give a 3 minute
pronunciation, impromptu speech amongst classmates;
intonation, rhythm, learner can give an impromptu speech in
and stress. the presence of manuhiri )
List key contexts here for this learner:
............................................................
............................................................
............................................................
............................................................
Learner can use appropriate pronunciation,
intonation, rhythm and stress
Tuhituhi – Writing Learner can use resources to
By the end of level 7, experiment with new language when
learners can: writing
• use resources to Learner can use resources to review
experiment with writing for accuracy
new language and List key resources used by this learner:
to review writing ............................................................
 for accuracy; ............................................................
............................................................
• write in te reo
............................................................
Māori about a
range of topics, Learner can write in Māori about a range of
using words and topics
expressions that List key topics here for this learner:
are appropriate for ............................................................
the purpose and ............................................................
intended audience; ............................................................
• begin to use ............................................................
language to Learner can write in Māori using words and
entertain and expressions that are appropriate for the
persuade as well purpose
as to inform. Learner can write in Māori using words and
expressions that are appropriate for
intended audience
Learner is beginning to use language to
entertain as well as inform
Learner is beginning to use language to
persuade as well as inform
Learner comfortably uses language to
entertain as well as inform
Learner comfortably uses language to
persuade as well as inform
Whakaari – Presenting Learner can use visual language in a
By the end of level 7, range of texts for different audiences
learners can:
Learner can use visual language in a
• use visual range of texts for different audiences
language in a purposes
range of texts for Learner can use visual language in a
different range of texts for different audiences
audiences, effects
purposes and
effects; Learner can combine features of visual
and verbal language in a range of texts
• combine features for different audiences
of visual and
Learner can combine features of visual
verbal language in
and verbal language in a range of texts
a range of texts for
for different purposes
different
audiences, Learner can combine features of visual
purposes and and verbal language in a range of texts
effects; for different effects
• create new visual Learner can create new visual texts to
texts to express express their own information and ideas
their own List key visual texts here for this learner:
information and ............................................................
ideas. ............................................................
............................................................
............................................................
Assessment checklist for Level 8 Achievement Objectives

LEVEL 8 Teacher assessment checklist items Rating Comments:

1/2/3 say more about
Learner’s name:
Achievement Objective what the
Date of assessment: learner can or
cannot do
8.1 communicate about Learner can communicate about certainty
certainty and
Learner can communicate about uncertainty
uncertainty, possibility
and probability; Learner can communicate about possibility
Learner can communicate about probability
8.2 develop an argument Learner can develop an argument or point
or point of view, with of view, giving reasons
reasons;
8.3 recount a series of Learner can recount a series of events to
events to inform, inform
persuade, or entertain;
Learner can recount a series of events to
persuade
Learner can recount a series of events to
entertain
8.4 communicate the Learner can communicate the same
same information in information in different ways to suit
different ways in different contexts
different contexts;
List key contexts here for this learner:
............................................................
............................................................
............................................................
............................................................
8.5 respond to selected, Learner can respond to selected and
and adapted, Māori adapted texts about Māori language
texts about Māori
Learner can respond to selected and
language and culture.
adapted texts about Māori culture
Whakarongo – Learner can understand much of what other
Listening speakers of Māori say about a range of
By the end of level 8, topics
learners can:
List key spoken topics here for this learner:
• understand much ............................................................
of what other ............................................................
speakers of Māori ............................................................
say about a range ............................................................
of topics; Learner can distinguish between facts,
• distinguish opinions, and hypotheses when listening
between facts, Learner can recognise intentions to
opinions, and persuade and influence in different spoken
hypotheses and contexts.
recognise
List key spoken contexts here for this
intentions to
learner:
persuade and
............................................................
influence in
............................................................
different contexts.
............................................................
............................................................
Pānui – Reading Learner can understand much of what is
By the end of level 8, written by other users of Māori about a
learners can: range of topics
• understand much List key spoken topics here for this learner:
of what is written ............................................................
by other users of ............................................................
Māori about a ............................................................
range of topics; ............................................................
• distinguish Learner can distinguish between facts,
between facts, opinions, and hypotheses while reading
opinions, and Learner can recognise intentions to
hypotheses and persuade and influence in different
recognise contexts.
intentions to
List key written contexts here for this
persuade and
learner:
influence in
............................................................
different contexts.
............................................................
............................................................
............................................................
Mātakitaki – Viewing Learner can understand the ways in
By the end of level 8, which artists, speakers and writers
learners can: combine visual and verbal features to
• understand the present ideas in a range of genres and
ways in which settings
artists, speakers Learner can understand the ways in
and writers which artists, speakers and writers
combine visual combine visual and verbal features to
and verbal present information in a range of genres
features to present and settings
ideas and Learner can understand the ways in
information to which artists, speakers and writers
achieve particular combine visual and verbal features to
effects in a range achieve particular effects in a range of
of genres and genres and settings
settings;
Learner can understand and respond to
• understand and visual features used to present
respond to visual information for particular effects in a
features used to range of genres and settings.
present
Learner can understand and respond to
information and
visual features used to present ideas for
ideas for particular
particular effects in a range of genres
effects in a range
and settings
of genres and
settings. List key genres here for this learner:
............................................................
............................................................
............................................................
............................................................
List key settings here for this learner:
............................................................
............................................................
............................................................
............................................................
Kōrero – Speaking Learner can initiate and sustain
By the end of level 8, conversations in a range of contexts
learners can:
Learner can give talks on a range of
• initiate and sustain topics in a wide range of contexts
conversations; List key contexts here for this learner:
• give talks on a ............................................................
 range of topics in a ............................................................
wide range of ............................................................
contexts; ............................................................
• produce a wide Learner can produce a wide range of
range of spoken informal spoken text types
text types, formal List key informal spoken text types here for
and informal; this learner:
• adapt spoken texts ............................................................
to suit different ............................................................
audiences and ............................................................
purposes; ............................................................
• use te reo Māori to Learner can produce a wide range of formal
entertain and to spoken text types
persuade as well List key formal spoken text types here for
as to inform. this learner:
............................................................
............................................................
............................................................
............................................................
Learner can adapt spoken texts to suit
different audiences
Learner can adapt spoken texts to suit
different purposes
Learner can use Māori to entertain as well
as to inform
Learner can use Māori to persuade as well
as to inform.
Tuhituhi – Writing Learner can use resources to
By the end of level 8, experiment with new language and to
learners can: review writing for accuracy
• use resources to Learner can write about a range of topics
experiment with across a wide range of text types,
new language and selecting words and expressions that are
to review writing appropriate for the purpose and intended
for accuracy; audience
• write about a Learner can adapt written texts to suit
range of topics different audiences and purposes
across a wide Learner can write Māori to entertain and to
range of text types, persuade as well as to inform.
selecting words
List key written text types or genre here for
and expressions
this learner:|
that are
............................................................
appropriate for the
............................................................
purpose and
............................................................
intended audience;
............................................................
• adapt written texts
List key written topics here for this learner:
to suit different
............................................................
audiences and
............................................................
purposes;
............................................................
• use te reo Māori to ............................................................
entertain and to
persuade as well
as to inform.
Whakaari – Presenting Learner can combine visual and verbal
By the end of level 8, features to present ideas and information
learners can: to achieve particular effects in a range of
• combine visual genres and settings
and verbal Learner can use visual language in a
features to present range of genres for different audiences,
ideas and purposes and effects
information to Learner can create new visual texts to
achieve particular express their own information and ideas
effects in a range
of genres and List key genres here for this learner:
settings; ............................................................
............................................................
• use visual ............................................................
language in a ............................................................
range of genres for
List key written settings here for this learner:
different
............................................................
audiences,
............................................................
purposes and
............................................................
effects;
............................................................
• create new visual
Visual texts produced by this learner:
texts to express
............................................................
their own
............................................................
information and
............................................................
ideas.
............................................................
............................................................