LEARNING INTENTIONS AND SUCCESS CRITERIA

Possible learning intentions and success criteria for this unit of work are presented below, in the form of an assessment rubric. For more information about learning intentions and success criteria please refer to Section One.

Understand and use words for common classroom objects

For example:

akomanga (classroom), rorohiko (computer), kaiako (teacher), pukapuka (book)

Success criteria: Self-

assessment

Peer assessment

Teacher

assessment

I can understand simple words about the classroom when I hear them.

I can say simple words about the classroom.

I can write simple words about the classroom.

See the vocabulary list at the end of this unit for more language to support the learning intentions.

Understand and respond appropriately to some classroom instructions

For example:

Rārangi mai. (Line up.) Kuhu mai ki roto. (Come inside.)

Success criteria: Self-

assessment

Peer assessment

Teacher

assessment

I can understand simple instructions in the classroom when I hear them.

I can respond appropriately to simple instructions in the classroom when I hear them.

Ask and answer the question “He aha” (“What”) For example:He aha tēnei? (What’s this?) He mahere whenua o Rakiura tēnei. (This is a map of Stewart Island.)

Success criteria: Self-

assessment

Peer assessment

Teacher

assessment

I can ask a question using “He aha” (What).

I know the words “tēnei” (this) and “tēnā” (that) and how to use them in a simple sentence.

I can use the correct words for some common classroom objects.

Ask and answer questions about possessionFor example:Kei a wai te makatiti? (Who has the stapler?) Kei a ia. (She/He has it.) Kei a koe te pene whero? (Do you have the red pen?) Āe. (Yes.)

Success criteria: Self-

assessment

Peer assessment

Teacher

assessment

I can ask and answer a question about possession.

I know the singular pronouns “au”/“ahau”, “koe”, and “ia”.

I can use the correct words for some common classroom objects.

Ask and answer questions about locationFor example:Kei hea te peita? (Where’s the paint?) Anei, kei raro i te tēpu. (Here it is, under the table.)

Note:The use of “anei” indicates that the person giving this response is near the paint. Otherwise, they would use “anā” or “arā” (meaning “there it is”).

Success criteria: Self-

assessment

Peer assessment

Teacher

assessment

I can ask a question about location using the correct form.

I can answer a question about location using the correct form.

Understand instructions in PE lessons and respond appropriately to themFor example:E peke! (Jump!) Waewae takahia! (Stamp your feet!) E huri! (Turn around!)

Success criteria: Self-

assessment

Peer assessment

Teacher

assessment

I can understand simple instructions in a PE lesson when I hear them.

I can respond appropriately to simple instructions in a PE lesson.

Understand and respond appropriately to directional instructionsFor example:Titiro mai! (Look this way!) Oma atu! (Run away!)

Success criteria: Self-

assessment

Peer assessment

Teacher

assessment

I understand the difference between “mai” and “atu”.

I can understand simple directional instructions when I hear them.

I can respond appropriately to simple directional instructions.

Understand and use “me” at the beginning of a sentence to make a suggestionFor example:Me pānui pukapuka tātou. (Let’s read books.)

Success criteria: Self-

assessment

Peer assessment

Teacher

assessment

I understand and can respond when someone uses “me” to make a suggestion.

I can use “me” in a sentence to make a suggestion.

Understand the use of “mā” to mean “and others”For example:tamariki mā (children and others)

Success criteria: Self-

assessment

Peer assessment

Teacher

assessment

I can understand the meaning of “mā” after a common or proper noun.

I can use the word “mā” correctly in a sentence or phrase.

Ask someone to pass something, using the correct formFor example:Homai te pene whero. (Pass me the red pen.)

Hoatu te pukapuka ki a Hone. (Pass the book to Hone.)

Success criteria: Self-

assessment

Peer assessment

Teacher

assessment

I can ask somebody to pass something using the correct form.

I can understand when somebody asks me to pass them something.

Understand and use common words for the colours to describe objects in the classroom For example:He pene hinu kōwhai (a yellow crayon).

Success criteria: Self-

assessment

Peer assessment

Teacher

assessment

I can name some colours in Māori.

I can describe objects in the classroom using my knowledge of the colours.

Understand and use the Māori terms for the curriculum learning areas For example:

pūtaiao (science), tikanga ā-iwi (social sciences), pāngarau (mathematics)

Success criteria: Self-

assessment

Peer assessment

Teacher

assessment

I understand the Māori names for the curriculum learning areas.

I can use the Māori names for the curriculum learning areas.

Understand and respond to some greetings and farewells

For example:

Kia ora. (Hi.) Mōrena. (Good morning.)

Pō mārie. (Goodnight.) Ka kite anō. (See you again.)

Success criteria: Self-

assessment

Peer assessment

Teacher

assessment

I can understand a variety of greetings and farewells in Māori.

I can respond to a variety of greetings and farewells in Māori.

I can initiate a variety of greetings and farewells in Māori.

Language tip

To ask two people how they are, you say “Kei te pēhea kōrua?” To ask three or more, you say “Kei te pēhea koutou?”

Ask and answer questions about dispositionFor example:Kei te pēhea koe? (How are you?) Kei te ngenge/hōhā/wera/mate/pōuri au. (I’m tired/bored/hot/sick/sad.)

Success criteria: Self-

assessment

Peer assessment

Teacher

assessment

I can ask how someone is feeling.

I can respond when someone asks me how I am.

Use knowledge of the numbers one to sixty to express timeFor example:tekau mā rua karaka (twelve o’clock), koata ki te tahi karaka (quarter to one), hāwhe pāhi i te ono karaka (half past six), (e) rua meneti ki te whitu karaka, (two minutes to seven), (e) rima tekau mā waru meneti pāhi i te ono karaka (fifty-eight minutes past six)

Success criteria: Self-

assessment

Peer assessment

Teacher

assessment

I can count to sixty in Māori.

I can express the time in whole hours.

I can express the time in half hours.

I can express the time in quarter hours.

I can express the time by the minute, counting either past or towards the hour.

Describe the different times of the school dayFor example:He wā tina/whakatā. (It’s time for lunch/for a break.)

Success criteria: Self-

assessment

Peer assessment

Teacher

assessment

I can understand when someone is talking about the different times of the school day.

I can talk about the different times of the school day using the correct expressions.

Answer the roll-call in te reo MāoriFor example:

Kei konei au. (I’m here.) Kei te ngaro ia. (She’s/He’s absent.) Kei te māuiui ia. (She’s/He’s sick.) Kei te tūreiti ia. (She’s/He’s late.)

Success criteria: Self-

assessment

Peer assessment

Teacher

assessment

I can answer when the teacher calls my name on the roll.

I can tell the teacher why another student is absent.

Understand and use some phrases to give praise

For example:

Ka mau te wehi! (Awesome!) Ka pai tō mahi. (Your work is good.) Tino tika koe. (You’re correct.)

Success criteria: Self-

assessment

Peer assessment

Teacher

assessment

I can understand when someone is praising me.

I can praise someone else.

Understand and use a simple phrase that expresses politeness

For example:

Kia ora. (Thank you.) Āta kōrero. (Could you speak more slowly/clearly [please].)

Success criteria: Self-

assessment

Peer assessment

Teacher

assessment

I understand some simple phrases for expressing politeness.

I can use the correct language to be polite.

Understand and use some everyday survival expressions in the classroomFor example:He aha te kupu Māori mō ...? (What’s the Māori word for ...?) Kei te mārama? (Understood?)

Success criteria: Self-

assessment

Peer assessment

Teacher

assessment

I can use the correct expression to ask for help.

I have the confidence to ask for help.

Use “ko” to name the different people who work at schoolFor example:Ko Ms Hāwea te tumuaki. (Ms Hāwea is the principal.) Ko Mr Green te kaitiaki o te kura. (Mr Green is the school caretaker.) Ko Matua Piripi te kaiako o ngā pīpī. (Piripi is the teacher of the Year 1 students.) Ko Whaea Whetū te kiripaepae. (Whetū is the office person.)

Success criteria: Self-

assessment

Peer assessment

Teacher

assessment

I understand how to use “ko” when I’m speaking about people.

I know the Māori words for some of the different roles in our school.

I can describe the different people who work in our school, using the correct vocabulary.

Specify the day of the weekFor example:Ko te Mane. (It’s Monday.) Ko te Tūrei. (It’s Tuesday.)

Success criteria: Self-

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Peer assessment

Teacher

assessment

I can recite the days of the week.

I can read and write the days of the week.

Specify the month of the yearFor example:Ko te Māehe. (It’s March.) Ko te Pēpuere. (It’s February.)

Success criteria: Self-

assessment

Peer assessment

Teacher

assessment

I can recite the months of the year.

I can read and write the months of the year.