(te waharoa) (level 2) - nzqa

CONTENTS

PAGE

Introduction

3

General Maori - Te Waharoa Qualification

4

Te Waharoa – Te Reo / Maori Performing Arts Focus

7

Te Reo Level 1 Unit Standard Assessment Resources

9

Te Reo Level 2 Unit Standard Assessment Resources

66

Maori Performing Arts Level 2 Assessment Resources

102


190


206

Other Te Waharoa Qualification Designs (examples)

291

2 of 296

IIINNNTTTRRROOODDDUUUCCCTTTIIIOOONNN

TTThhhiiisss rrreeesssooouuurrrccceee iiisss iiinnnttteeennndddeeeddd fffooorrr tttuuutttooorrrsss wwwaaannntttiiinnnggg tttooo dddeeellliiivvveeerrr ttthhheee FFFiiieeelllddd MMMaaaooorrriii qqquuuaaallliiifffiiicccaaatttiiiooonnn ‘‘‘TTTeee WWWaaahhhaaarrroooaaa’’’

(((LLLeeevvveeelll 222 ––– 888000 cccrrreeedddiiittt))) mmmaaadddeee uuuppp ooofff AAAccchhhiiieeevvveeemmmeeennnttt SSStttaaannndddaaarrrdddsss aaannnddd///ooorrr UUUnnniiittt SSStttaaannndddaaarrrdddsss fffrrrooommm ttthhheee

NNNaaatttiiiooonnnaaalll QQQuuuaaallliiifffiiicccaaatttiiiooonnnsss FFFrrraaammmeeewwwooorrrkkk...

AAA dddeeessscccrrriiippptttiiiooonnn ooofff ttthhheee NNNaaatttiiiooonnnaaalll CCCeeerrrtttiiifffiiicccaaattteee mmmaaatttrrriiixxx iiisss ppprrrooovvviiidddeeeddd aaalllooonnnggg wwwiiittthhh ttthhheee uuunnniiittt ssstttaaannndddaaarrrdddsss aaannnddd aaasssssseeessssssmmmeeennnttt tttaaassskkksss rrreeeqqquuuiiirrreeeddd tttooo aaaccchhhiiieeevvveee ttthhhiiisss

qqquuuaaallliiifffiiicccaaatttiiiooonnn...

TTThhheee tttwwwooo ppprrrooogggrrraaammmmmmeeesss ttthhhaaattt hhhaaavvveee bbbeeeeeennn dddeeesssiiigggnnneeeddd wwweeerrreee dddooonnneee tttooo rrreeefffllleeecccttt ttthhheee fffooollllllooowwwiiinnnggg aaaccctttiiivvviiitttiiieeesss iiinnn SSSeeecccooonnndddaaarrryyy SSSccchhhoooooolllsss ––– ttthhheee cccooommmpppeeetttiiitttiiiooonnnsss ooofff KKKaaapppaaa

HHHaaakkkaaa aaannnddd MMMaaannnuuu KKKooorrreeerrrooo...

PPPllleeeaaassseee aaalllsssooo fffiiinnnddd eeexxxaaammmpppllleeesss ooofff ooottthhheeerrr TTTeee WWWaaahhhaaarrroooaaa ppprrrooogggrrraaammmmmmeee dddeeesssiiigggnnnsss ttthhhaaattt mmmaaayyy fffiiittt ttthhheee uuunnniiiqqquuueee rrreeeqqquuuiiirrreeemmmeeennntttsss ooofff yyyooouuurrr ttteeeaaaccchhhiiinnnggg iiinnnssstttiiitttuuutttiiiooonnn...

3 of 296

National Certificate in M āori (Te Waharoa) (Level 2)

Level 2

Credits 80

Purpose The National Certificate in Māori (Te Waharoa) (Level 2) [Ref: 0878] is designed to act as a target for significant achievement from field Māori and to motivate and provide a learning/training focus for learners. It is further intended to offer a pathway into mainstream achievement and to act as an opportunity to continue with further study and achievement in either field Māori or other areas. The requirements have been deliberately left non-prescriptive to enable providers with different expertise, training opportunities, and in different locations to offer a package leading to the award of the qualification.

Credit Range Elective 1 Elective 2 Level 1 credits 0-30 0-10 Level 2 and above credits 40-70 0-10 Minimum totals 70 10

Requirements for Award of Qualification This qualification will be awarded to people who have met the requirements of the elective sections. Award of NQF Qualifications Credit gained for a standard may be used only once to meet the requirements of this qualification. Unit standards and achievement standards that are equivalent in outcome are mutually exclusive for the purpose of award. The table of mutually exclusive standards is provided in the Qualifications Authority Rules and Procedures publications available at www.nzqa.govt.nz/ncea/. Reviewed standards that continue to recognise the same overall outcome are registered as new versions and retain their identification number (Id). Any version of a standard with the same Id may be used to meet qualification requirements that list the Id and/or that specify the past or current classification of the standard.

Te Waharoa is a level 2 qualification – NCEA is level 1. The point of difference is that there are no compulsory literacy

and/or numeracy components

This table tells us that we can choose: • 30 level 1 Field Maori

credits; • 40 level 2 or above Field

Maori credits; • 10 from anywhere on the

National Qualifications Framework

4 of 296

Detailed Qualification Requirements

Elective 1 A minimum of 70 credits, of which 40 are at level 2 or above, is required from the following field. Field Subfield

Domain Māori Any Any

Elective 2 A minimum of 10 credits is required from anywhere on the National Qualifications Framework.

Transition Arrangements

Version 2 Version 2 was issued following a revision to reflect the change of standard setting body (SSB) name of ‘National Standards Body – Māori’ to ‘Māori Qualifications Services’, and to reflect current formatting requirements. There are no transition implications arising from these changes. For detailed information see Review Summaries on the Qualifications Authority website.

NQF Registration Information

Process Version Date Last Date for Award Registration 1 24 July 2001 N/A Revision 2 April 2006 N/A

This section spells out the specific details regarding the requirements of this qualification

5 of 296

Standard Setting Body NZQA Māori Qualifications Services PO Box 160 WELLINGTON Telephone 04 463 3000 Fax 04 463 3115 Email [email protected] Any person or organisation may contribute to the review of this qualification by sending feedback to the standard setting body at the above address. The review of this qualification is planned to take place in 2009.

Other standard setting bodies whose standards are i ncluded in the qualification The involvement of other standard setting bodies will depend upon the standards selected.

Certification The certificate will display the logos of the Qualifications Authority and the provider.

Classification This qualification is classified according to the NQF classification system and the New Zealand Standard Classification of Education (NZSCED) system as specified below.

NQF Classification NZSCED

Code Description Code Description 65 Māori 090314 Society and Culture/Studies in

Human Society/Tikanga – Māori Customs

Quality Management Systems Providers and Industry Training Organisations must be accredited by a recognised Quality Assurance Body before they can register credits from assessment against standards. Accredited providers and Industry Training Organisations assessing against standards must engage with the moderation system that applies to those standards. Accreditation requirements and the moderation system are outlined in the associated Accreditation and Moderation Action Plan (AMAP) for each standard.

This is an opportunity for Providers and Schools to put their logo on the official National Certificate when it is awarded to the successful graduates. Make sure that your school/provider logo is displayed on

any National Certificate(s) presented.

6 of 296

TTTEEE WWWAAAHHHAAARRROOOAAA

TTTEEE RRREEEOOO /// MMMAAAOOORRRIII PPPEEERRRFFFOOORRRMMMIIINNNGGG AAARRRTTTSSS FFFOOOCCCUUUSSS ELECTIVE 1 70 credits

40 must be at level 2 or above

30 can be from anywhere in Field Maori

ELECTIVE 2 10 credits from anywhere (Field Maori and/or Mainstream)

US # LEVEL/CREDIT

DESCRIPTION

7261

1:3

TE REO – DO ALL UNIT STANDARDS

Tohu i nga whakutu

7269 1:3 Whakarite mihi ki te tangata

7265 1:3 Panui tuhinga hei whakaatu i nga hanga

7257 1:3 Whakamahi i nga tikanga tuhituhi

7262 2:3 Tohu whakapuaki poto mo nga take whanui

7270 2:3 Korero i nga mona me ana painga me te hua noa mai

7266 2:3 Panui rarangi tuhinga mo nga take noa iho

7258 2:3 Tito korero poto mo nga take mai i nga korero

13359

2:6

MAORI PERFORMING ARTS - DO 3 UNIT STANDARDS

Demonstrate knowledge and skills of waiata 13363 2:6 Demonstrate knowledge and skills of waiata a ringa

13367 2:7 Demonstrate knowledge and skills of poi

13371 2:6 Demonstrate knowledge and skills of haka

TOTAL CREDITS 42/43

OPTIONAL STRAND

MAORI PERFORMING ARTS Students choose THREE unit standards from the following list

13364 4:15 Perform waiata a ringa 13360 4:15 Perform waiata 13368 4:15 Perform poi 13372 4:15 Perform haka 13373 4:15 Perform haka wahine

CREDITS REQUIRED 45

!!! !!! !!! TTTEEE WWWAAAHHHAAARRROOOAAA CCCOOOMMMPPPLLLEEETTTEEEDDD !!! !!! !!!

7 of 296

TE REO

ASSESSMENT RESOURCES

These are available FREE OF CHARGE and can be

downloaded from the NZQA Website.

Please note that all assessment resources

required for the unit standards used in this

Te Waharoa programme design

have been included in the Manual.

8 of 296

TE REO

UNIT STANDARDS Level 1

1.7261 Whakarongo

2.7269 Körero

3.7257 Tuhituhi

4. 7265 Pänui

9 of 296

RESOURCES Level 1

ASSESSMENT ACTIVITIES AND SCHEDULES 1.Töku Kotahi, Töku Hoa, Töku Whänau • Taku Körero • Te Taitama Tepetepe • Nö Whea Au? Nö Whea Koe? 2.Ö tätai rä tënä e tama e • Töku käinga • Ngä Hanga Körero • Kua hora te kai 5.these assessment activities and schedules have be en developed from

the unit standard learning outcomes 6.these resources have been pre-moderated 7.teachers should be familiar with the unit standar ds before using

the assessment activities and schedules 8.students should have access to the assessment act ivities at the

beginning of each relevant programme topic 9.assessment schedules should not be given to stude nts 10.the assessment activities and schedules in this section are

designed to cover all of the unit standard requirem ents for Level 1 HE WHAKAMÄRAMA KI TE KAIAKO TÖKU KOTAHI, TÖKU HOA, TÖKU WHÄNAU Paerewa 7261 Tohu i ngä whakautu (Kaupae 1) Tipako 1 Ka mätau ki ngä mihi. 3 Ka mätau ki ngä kupu, ki ngä körero hanga tahi e körerotia a

whanuitia ana. 4 Ka mätau ki te whakautu i ngä pätai me te whaka tutuki

tohutohu, tonotono hoki Paerewa

7269 Whakarite mihi ki te tangata (Kaupae 1)

Tïpako 1 Ka mihi ki te tangata.

This activity assesses elements 1, 3, 4 of Whakarongo 7261 and

the körero have been delivered.

10 of 296

element 1 of Körero 7269. Element 2 of 7261 and elements 2, 3, 4 of 7269 must be completed to gain the standards. Appropriate activities that cover these elements are: 1 Taku Körero 2 Töku Kainga 3 Ö Tätai Rä E Tama E Teaching and Learning The task is set in the context of delivering a körero about oneself which has been prepared before delivery. The assessment is a listening and speaking task. Students are required to deliver a körero where only the opening mihi and closing farewells are assessed for körero. The content of their körero will be used as a listening activity for other students in the class. Students will also need to know basic directions, instructions and how to ask and respond to simple questions in Tümahi 3. This task can be completed later on in the programme if appropriate.

Students should be given time to practise delivery in terms of clarity, pace and tone. Students could be encouraged to record all students körero or select at least 3 to record. Teachers could deliver their own körero that students MUST record as a quality model. Students can do the listening exercise in Tümahi 2 in pairs and Tümahi 3 individually. Resource Preparation Papamahi 1 for the students listening exercise could be enlarged onto A3 size paper. Teachers will need to sketch a scene which covers details of a persons körero, (maunga, awa, marae, iwi, waka etc). Students will listen, follow instructions, sketch and name the details on Papamahi 2.

TÖKU KOTAHI, TÖKU HOA, TÖKU WHÄNAU Paerewa 7261 Tohu i ngä whakautu (Kaupae 1) Tipako 1 Ka mätau ki ngä mihi. 3 Ka mätau ki ngä kupu, ki ngä körero hanga tahi e körerotia a

whanuitia ana. 4 Ka mätau ki te whakautu i ngä pätai me te whaka tutuki

tohutohu, tonotono hoki Paerewa

7269 Whakarite mihi ki te tangata (Kaupae 1)

Tïpako 1 Ka mihi ki te tangata.

NGÄ TIKANGA: Individual or group activity to be carried out

inside or outside the classroom

11 of 296

NGÄ RAUEMI: Picture, collection of pictures. Ngä mahi takatü You will prepare and deliver a short körero about y ourself to a group or the class. Make notes in the box below to help you in your pre paration. ingoa

mätua

maunga

awa

marae

hapu

iwi

waka

Favourite things … -food -sports -friends -videos -books -leisure activities

Write your körero below. Include: 11.mihi 12.closing farewells Check that your körero is appropriate to your audie nce.

12 of 296

Tümahi 1 Practise delivering your körero confidently from me mory. You will be assessed on your opening mihi and closi ng farewells.

7269 1.1 � 1.2 � 1.3 � Tümahi 2 Listen to students delivering their körero. • Record relevant information on the Papamahi 1 sheet . 6. Ask questions regarding any of the information you hear after the

körero has been delivered.

13 of 296

Papamahi 1

Te Pepa Mahi a te Äkonga

Record one mihi used to open any körero that you he ar. Tö ingoa :

Kaikörero

Ingoa Mätua Maunga Awa Marae Hapü Iwi Waka Whanaunga -tanga

Ngä tino ähuatanga

Record one closing farewell that you hear.

7261 3.1 � 3.2 � 3.3 � 3.4 � 3.5 �

14 of 296

Papamahi 2

Tümahi 3 Te Pepa Mahi a te Äkonga Your teacher will describe a picture to you which w ill include: 13.a person 14.maunga 15.awa 16.iwi 17.marae 18.waka

Draw pictures in the boxes below. Name each picture below each box.

7261 4.1 � 4.2 � 4.3 �

2

5

1

4

3

6

15 of 296

Paerewa 7261, 7269: Töku Kotahi, Töku Hoa, Töku Whä nau Tümahi Ngä

Tïpako me ngä

Paearu Mahi

Ngä Taunakitanga (Ko ngä whakautu, ko ngä mahi ränei a

te akonga)

Ngä Whakawä (He tauäkï e täutu ana i

te paerewa kia taea)

1 7269 1.1 1.2 1.3

7261 1.1

Hei tauira Tënä koutou e hoa mä Tënä koe e te matua Tënä koe e te whaea Ngä mihi ki a koutou katoa aku tungäne/aku tuahine. Ki a koutou e haere ana, haere pai atu. Noho pai mai. Noho ora mai. Kia pai te haere. Kia ora koutou katoa

Opening and closing of mihi is appropriate to the audience. Opening and closing of mihi is accurately recorded. At least one example of an opening and one example of an ending is recorded.

2 7261 3.1 3.2 3.3 3.4 3.5

• Ingoa: Ana Tapiata • Mätua: Hoani räua ko Kahu • Maunga: Hikurangi/Tarawera • Awa: Waiapu me Puarenga • Marae: Iritekura me Wahiao • Hapü: Te Whanau o Iritekura me Tuhourangi • Iwi: Ngati Porou me Te Arawa • Waka: Horouta me Te Arawa Whanaungatanga: Ko taku whaea Ngä tino He reka rawa atu te aihikirimi ähuatanga: Ko Uncle Louis tana täne Kei te Mana Tohu Matauranga o Aotearoa ...

8 correct answers from the chart are recorded(reading horizontally) 3 correct answers from the chart are recorded (reading vertically) Answers given are appropriate to information received Work is accurately recorded. (Students are given the opportunity to respond to questions regarding any clarification of the mihi by correcting their Papamahi 1 sheets).

3 7261 4.1 4.2 4.3

The boxes have drawings or symbols which represent a person, maunga, waka, iwi marae etc. Each box is named.

The correct information is recorded in each box. The number of the box must correspond to the appropriate sketch and name given by the teacher. Five of the six boxes must be correct.

16 of 296

HE WHAKAMÄRAMA KI TE KAIAKO TAKU KÖRERO Paerewa 7269 Whakarite mihi ki te tangata (Kaupae 1) Tipako 2 Ka tika, ka marama te whakahua i ngä oro o te reo. 3 Ka körero möna, mö te tangata, mö te taonga hok i. 4 Ka hanga pätai, ka hanga whakautu hoki. Paerewa 7257 Whakamahi i ngä tikanga tuhituhi (Kaupae 1) Tipako 1 Ka möhio ki te tuhituhi rärangi körero mö te tangata, mö ngä

kaupapa e taunga ana ia. 2 Ka möhio ki te tuhi rerenga körero me ngä tikan ga tuhituhi o

te reo. 3 Ka möhio ki te whakamahi i ngä tauira hanga kör ero. 4 Ka möhio ki te tuhituhi i ngä pätai, ngä tohuto hu me ngä

tonotono. This activity assesses Tïpako 2, 3, 4 of Körero 7269 and all of Tuhituhi 7257. Tïpako 1 of Körero 7269 must be completed to gain the standard. Activity “ Ngä Kupu o Ngä Waiata would fulfil this requirement. Teaching and Learning Students are required to write and speak about a selection of pictures. Students should be given time to prepare good stories using a variety of stimulus (video, field trip, experience of a hui etc) before attempting this assessment. Students should be able to describe people, places, objects and location. They also need to be able to edit work for spelling and punctuation errors. Teachers can intervene at the draft stage to diagnose any writing difficulties that can be taught during this assessment as part of the class programme to improve the final product. Students are encouraged to proof and edit each others work.

Resource preparation Tümahi 1 can be enlarged on to A3 size paper and the finished good copy could be displayed as a storyboard on the wall. The pictures could be photocopied onto labels for the students to stick onto the final copy. Students can select own pictures based on the current topic they are studying in the class programme. Students should have access to dictionaries. The students selection of pictures should be photocopied in sets for the class in order to complete Tümahi 3. Alternatively, students could describe their chosen pictures and the class could draw the pictures.

17 of 296

TAKU KÖRERO Hei aromatawai tënei ngohe i te: Paerewa 7269 Whakarite mihi ki te tangata (Kaupae 1) Tipako 2 Ka tika, ka marama te whakahua i ngä oro o te reo. 3 Ka körero möna, mö te tangata, mö te taonga hok i. 4 Ka hanga pätai, ka hanga whakautu hoki. Paerewa

7257 Whakamahi i ngä tikanga tuhituhi (Kaupae 1)

Tïpako 1 Ka möhio ki te tuhituhi rärangi körero mö te tangata, mö ngä kaupapa e taunga ana ia.

2 Ka möhio ki te tuhi rerenga körero me ngä tikan ga tuhituhi o te reo.

3 Ka möhio ki te whakamahi i ngä tauira hanga kör ero. 4 Ka möhio ki te tuhituhi i ngä pätai, ngä tohuto hu me ngä

tonotono.

NGÄ TIKANGA: Hei mahi takitahi ränei , hei körerorerotanga ränei i waenganui i te äkonga me te kaiako, hei mahi ränei mä ngä äkonga katoa.

NGÄ RAUEMI: He kakati pikitia.

NGÄ TOHUTOHU:

In this activity you will:

19.discuss pictures or photographs 20.create a story for each of the pictures 21.orally discuss your pictures with the teacher 22.retell a story using some of the pictures to the class 23.write instructions

He mahi takatu

Select at least 5 pictures. In pairs, discuss each picture including all of the following:

• he aha ngä mahi i roto i ngä pikitia? • kei hea tënei wähi? • körero mö töna ähua. • ko wai mä ngä tängata? • tuhia ëtahi körero mö ö rätou ähua.

18 of 296

Tümahi 1

Write a draft story for each of the pictures. You should aim to write at least 5 sentences per pi cture. Use Papamahi 1 to check your draft. Get one other student to check your draft and sign it before writing your good copy. Papamahi 1 Use the following checklist as a guide when writing your story.

He rärangi arowhai (Checklist)

He körero mö te ähua o tëtahi tangata

mö te ähua o tëtahi wähi

mö te ähua o tëtahi taonga

mö te wähi e tau ana tëtahi taonga

mö te wähi e tü/noho/mahi ana tëtahi tangata

Me äta pänui äno kia kite mëna kei te tika:

te tuhi i ngä kupu (spelling)

te tuhi i ngä tohu körero (punctuation - comma’s, full- stops, exclamation marks, speech marks, question marks)

te wehewehe i ngä kupu (separation of words)

19 of 296

Tümahi 1 Ingoa: ___________________________________________________ _ Insert the pictures into the boxes. Write your good copy beside each box.

20 of 296

Me äta pänui anö koe i ö mahi i mua i te tukunga ki te kaiako. Check your work carefully before handing it in to t he teacher.

21 of 296

Tümahi 2 Write questions about each picture that cover: 24.people 25.places 26.objects 27.location You should write at least 2 questions per picture. Write the good copy of your questions below: In pairs, practise asking and answering questions a bout your pictures. Tümahi 3 Talk to your teacher about your pictures. Your teacher will ask similar questions to the ones you have written. You will be expected to ask your own questions abou t the pictures to your teacher. Be prepared!

22 of 296

Tümahi 4 Select at least 3 pictures. Do not show your pictures to the class. Retell a story using all of the pictures. The class will listen and select the pictures you a re talking about from a set or draw the pictures on their own paper. You need to say at least 3 sentences per picture. You may be asked questions about your pictures. Tümahi 5 Select at least ONE picture and write clear instruc tions and directions that will allow another student to read your work and draw a similar picture. Number your instructions and directions. Check your work carefully yourself and with the tea cher before handing to another student to complete. Select a student and allow them to read your writte n instructions. They should draw a picture in the box below accordi ng to your instructions. Assess their picture with the one you have selected .

23 of 296

Paerewa 7269, 7257: Taku Körero Tümahi Ngä

Tïpako me ngä

Paearu Mahi


te akonga)



1 7257 1.1 1.2 1.3 1.4 1.5 2.1 2.2 2.3 3.1 3.2

• Kei te hikoi tëtahi tängata ki ngä maunga hei whakapakari i töna tinana. He tino taumaha tana tueke i runga i töna tuarä. Kua tino köroua ia.

• I te tïmatanga o töna haere he

rangi pai, he huka i runga i nga tihi maunga, engari he makariri hoki.

• I a ia e hikoi ana ka ngaro ia i

roto i te ngahere. Ka tino mataku ia. Ko tana pätai, “ Kei hea hoki

Kua tika te tuhi i te kupu. Kua tika te wehewehe i ngä kupu. Kia kaua e iti ake i te rua ngä hiahia o te tangata me tuhi. Kia kaua e iti ake i te kotahi te tangata, te wähi, te taonga i whakaahuatia tikatia ä i whakaahua tikatia hoki te

24 of 296

au? ”

• He maha ngä rangi i a ia e ngaro ana Ko ngä tängata ö te Papa Atawhai kei te rapu i a ia i runga i tö ratou waka rererangi.

• Ko töna whakaaro me karakia ia ki te atua mo tëtahi äwhina. Ana, ka äwhinatia ia e töna manu kaitiaki me kore ake, kua hemo ia.

wähi e tü ana, e tau ana ränei. Kia kaua e iti ake i te rua ngä mahi a te tangata e körerotia ana i whakaahuatia tikatia. E märama ana te körero. Kua tika te tuhi i ngä tohu körero

2 7257 4.1

Questions are written for each picture.

At least 5 questions are accurate. At least 5 questions are asking about different things in the pictures. (e.g people, places, objects etc)

3 7269 4.1 4.2

Questions are asked and answered about selected pictures with the kaiako.

At least 3 questions are accurately asked and answered.

4 7269 2.1 2.2 2.3 3.1 3.2 3.3 3.4 4.3

Oral description of chosen pictures. Ko töku kuia tënä Ko Mane tënä He tokotoko töna Kei te haere ia ……. E haere ana ia …….

I ngä whakautu ki ngä pätai a te kaiako: Kia kaua e iti ake i te rua ngä hiahia o te äkonga i körerotia. Ko te iti rawa, kotahi te tangata, te wähi, te taonga i kitea, ä, i whakaahuatia, Ko te iti rawa, kotahi te mahi i whakaahuatia tikatia. Kua hängai ngä whakautu ki ngä pätai. Maringi noa ana ngä körero. Kua tika te whakahua i ngä oro. Mö ngä whakaahua e toru: Kua tika te whiriwhiri a te äkonga Kua tika te whakaraupapa Ka tika tä rätou köwhiri i ngä whakaahua kia kaua e iti ake i ngä äkonga e toru.

5 7257 4.2 4.3

Instructions and directions are written to create a picture.

Written instructions and directions are consistently clear and accurate. (Correct drawing of the picture could be used as evidence of clear instruction and direction).

HE WHAKAMÄRAMA KI TE KAIAKO TE TAITAMA TEPETEPE Paerewa 7265 Pänui tuhinga hei whakaatu i ngä hanga körero. (Kaupae 1) Tipako 1 Ka märama haere ki ngä whakaaro pü o ngä whiti körero

hangatahi. 2 Ka märama ki ngä rerenga körero. 3 Ka märama ki ngä tuhinga, me ngä hanga körero m ö ngä

ähuatanga e möhio ana ia. 4 Ka märama ki ngä tohutohu.

25 of 296

I mua i te aromatawaitanga mö tënei ngohe me taunga te äkonga ki: 28.te pänui-ä-waha 29.ngä tikanga tuhituhi 30.te tautohu i te whakaaro pü o

tëtahi whiti körero E rima ngä Tü mahi o tënei ngöhe. Ko te kaupapa he pakiwaitara. I mua hoki i te mahi Tümahi 1, ka whai wähi ngä äkonga ki te pänui i tëtahi körero. He mea hou tënei ki a rätou, me pänui ki a rätou anö me te matapaki ki te kaiako. Kätahi ka whakauruuru kupu rätou ki te körero kia tika ai töna rere, ko Tümahi 1 tënei.

Ko te hiahia o Tümahi 3, me whakaatu ngä äkonga mä te tä pikitia, ö rätou märamatanga ki ngä tohutohu. Ko te hiahia o Tümahi 5, me pänui te äkonga i tëtahi körero kia kitea e ia te whakaaro pü o roto. Inä, e kitea ana, ka rüritia e te äkonga. Ka taea tënei ngohe te mahi i roto i tëtahi kaupapa nui, arä tëtahi pakiwaitara. Students will be required to write a childrens book with illustrations to be read aloud to a selected audience. Teachers could arrange a visit for a reading session at the local Kohanga Reo.

TE TAITAMA TEPETEPE Paerewa 7265 Pänui tuhinga hei whakaatu i ngä hanga körero. (Kaupae 1) Tipako 1 Ka märama haere ki ngä whakaaro pü o ngä whiti körero


ähuatanga e möhio ana ia. 4 Ka märama ki ngä tohutohu. NGÄ TIKANGA: Hei mahi tënei mö roto i te akomanga, he mahi

takitahi, he matapaki hoki i waenganui i te äkonga me te kaiako.

NGÄ TOHUTOHU:

Whakaahua, he kakati whakaahua.

He mahi takatü tënei: 7269 Ka homai te kaiako i tëtahi körero ki a koe mäu hei pänui.

(Rauemi 1) Äta pänuitia kia märama koe ki ngä kupu o roto.

E 5 miniti noa iho te roa o te wä mö tënei mahi. 7270 Kia pau te 5 miniti ka whiwhi 5 miniti anö koe ki:

- te patapätai - te whakamärama i ngä kupu hou i roto i te körero. 7271 Kia pau rawa te wä ka whakahokia te pepa ki te kaia ko. Tümahi 1 1. Ka homai te kaiako i taua körero anö ki a koe, e ngari kei te

ngaro ëtahi o ngä kupu o roto. (Rauemi 2)

26 of 296

2. Äta pänuitia te körero, tuhia atu ngä kupu ki te wähi tika, kia tika ai te körero

Rauemi 1 Te Taitama Tepetepe E 5 noa iho ngä miniti mäu hei pänui i tënei körero. Rüritia ngä kupu käore i te märama ki a koe. Ka moe a Tüwhakararo i tana wahine i a

Apakura, ka whanau tä räua tamaiti. Rite tonu tä räua tamaiti ki te tepetepe. Tino kino te ngärara o tërä tamaiti. Käore a Tüwhakararo me tana wahine i

pïrangi ki tä räua tamaiti tino ngärara. Ka haere a Apakura ki te one me tana tamaiti. Ka täkaia te tamaiti ki roto i tana maro, kätahi ka whiua atu ki te moana. Kia pau te 5 miniti ka whiwhi 5 miniti anö koe ki t e pätai mö ngä

kupu hou. Rauemi 2 Te Taitama Tepetepe Tuhia atu ngä kupu tika, kia tika ai te körero. Ka _______ a Tüwhakararo i tana wahine i a Apakura,

ka _________ tä räua tamaiti.

Rite tonu ta räua tamaiti ki te tepetepe.

Tino kino te ngärara o tërä tamaiti.

Käore a Tüwhakararo me tana wahine i _________ ki t ä räua

tamaiti tino ngärara.

Ka _________ a Apakura ki te one me tana tamaiti.

Ka täkaia te tamaiti ki roto i tana maro,

kätahi ka ________ atu ki te moana.

27 of 296

Tümahi 2 Mö ia rerenga körero i raro nei (1-8) me tä koe i t ëtahi pikitia (Rauemi 3) ngäwari noa e whakaahua ana: 31.I te mahi kei te mahia 32.I te tangata e mahi ana i te mahi Whakaingoatia ngä tangata katoa i roto i ö pikitia katoa. 1. Ka moe a Tüwhakararo.

2. Ka haere atu a Apakura.

3. Ka mau a Whakatau ki te manu - tukutuku.

4. Ka tü a Whakatau, ä, ka huri atu ki te moana.

5. Ka tuohu a Rongotakawhiu ki te karakia.

6. Ka täkaia te tamaiti ki roto i tana maro, ä, ka whiua

ki te moana.

7. Ka karanga atu a Whakatau, “ Ko au tö tama ”. 8. Ka tangi a Apakura. Rauemi 3 Te Taitama Tepetepe Mö ia rerenga körero i raro nei (1 - 8) me tä koe i tëtahi pikitia ngäwari noa e whakaahua ana: 33.I te mahi kei te mahia 34.I te tangata e mahi ana i te mahi Whakaingoatia ngä tängata katoa i roto i ö pikitia katoa.

1. Ka moe a Tüwhakararo 2. Ka haere atu a Apakura

3. Ka mau a Whakatau ki te 4. Ka tü a Whakatau, ä, ka huri

28 of 296

manu- kötukutuku

atu ki te moana

5. Ka tüohu a Rongotakawhiu ki te karakia

6. Ka täkaia te tamaiti ki roto i tana maro, ä, ka whiua ki te moana

7. Ka karanga atu a Whakatau, “ Ko au tö tama! ”

8. Ka tangi a Apakura

Tümahi 3 Pänuitia ia whiti körero kei raro nei. Äta tohua k i te rüri (underline) te whakaaro pü (main idea) i roto ia wh iti. Ka rongo a Rongotakawhiu, ka pöuri ia. Ka körero atu ia ki tana tama, “ E noho i taku taha. Mäku koe e ako ki ngä momo karakia katoa. ” Ka karanga atu a Apakura, “ E noho koe i taku taha, ä, mäku koe e atawhai. Ka körero atu a Whakatau, “ Ka noho au ki te tuawhenua mö te ono

marama, ä, ki te moana mö te ono marama. ” Nä reira, ka pënei te noho a Whakatau, ä, ka whakarere ia i tana manu-kötukutuku i te tuawhenua, ä, i te moana hoki. Tümahi 4 - Children’s Book • Draft the story or a similar story in your own word s. 7269 Check your work for punctuation and accuracy. 7270 Write a good copy in the layout of a children’s boo k. 7271 Create pictures to match your sentences. 7272 Practise reading your story aloud so that it is int eresting and

clear. Read your story aloud taking care with:

29 of 296

35.pronunciation 36.long vowel sounds 37.punctuation (full stops, commas, speech marks, e xclamation marks,

question marks). Paerewa 7265: Te Taitama Tepetepe Tümahi Ngä

Tïpako me ngä

Paearu Mahi


te akonga)



1 1.1 3.1 3.2

Ka moe a Tüwhakararo i tana wahine i a Apakura, ka whänau tä räua tamaiti. Rite tonu tä räua tamaiti ki te tepetepe. Tino kino te ngärara o tërä tamaiti. Käore a Tüwhakararo me tana wahine i pïrangi ki ta räua tamaiti tino ngärara. Ka haere a Apakura ki te one me tana tamiti Ka täkaia te tamaiti ki roto i tana maro, kätahi ka whiua atu ki te moana.

Kua whakauru tika ngä kupu katoa kua ngaro. Kua ea ënei tipako.

2 3.1

3.2

E hängai ana ngä mahi-ä-tinana Ki ngä hangatahi i whakaritea

Kia ono e tika ana.

4.1 Instructions are correctly followed.

3 1.1 Mäku koe e ako ki ngä momo karakia katoa. Mäku koe e atawhai. Ka noho au ki te tuawhenua ki te moana hoki mö ngä marama e ono.

Main ideas are correctly drawn for the sentences. All sentences must be correctly drawn. Meaning should be clearly evident from the drawing. (Students may speak about the drawings to clarify main ideas).

4 2.1 2.2 2.3

Own story is read aloud. Story is clearly read with consistent use of tone, pronunciation and care with punctuation. Allow for 1 or 2 minor errors.

HE WHAKAMÄRAMA KI TE KAIAKO NÖ WHEA AU? NO WHEA TAKU HOA? Paerewa 7261 Tohu i ngä whakautu ( Kaupae 1 ) Paerewa 7269 Whakarite mihi ki te tangata (Kaupae 1 ) Paerewa 7265 Pänui tuhinga hei whakaatu i ngä hanga körero ( Kaupae 1 ) Paerewa 7257 Whakamahi i ngä tikanga tuhituhi ( Kaupae 1 )

30 of 296

This activity covers all four paerewa and is intend ed as a summative assessment for students who have completed or have nearly covered a year programme in Reo Mäori as a second language. Teachers need to use their own judgement about when this activity would be most appropriate according to student need s and levels. The activity would work well as a reassessment opportun ity. The activity uses räkau and was developed by Te Ata arangi Inc. The tümahi allow for facilitation and observation by th e teacher to assess students accordingly.

NÖ WHEA AU? NÖ WHEA TAKU HOA? Paerewa 7261 Tohu i ngä whakautu ( Kaupae 1 ) Tipako 1 Ka mätau ki ngä kupu mihi. 2 Ka rongo, ka mohio ki ngä oro o te reo. 3

4 Ka mätau ki ngä kupu, ki ngä körero hangatahi e kö rerotia

whänuitia ana. Ka mätau ki te whakautu i ngä pätai me te whakatutu ki tohutohu, tonotono hoki.

Paerewa

7269 Whakarite mihi ki te tangata ( Kaupae 1 )

Tïpako 1 Ka mihi ki te tangata. 2 Ka tika, ka märama te whakahua i ngä oro o te r eo. 3 Ka körero möna ake, mö te tangata, mö te taonga hoki. 4 Ka hanga pätai, ka hanga whakautu hoki. Paerewa

7265 Pänui tuhinga hei whakatu i ngä hanga (Kaupae 1)

Tïpako 1 Ka märama haere ki ngä whakaaro pü o ngä whiti körero hangatahi.

2 Ka märama ki ngä rerenga körero. 3 Ka märama ki ngä tuhinga e mau ai ngä ähuatanga e möhio ana

ia. 4 Ka märama ki ngä tohutohu. Paerewa


Tïpako 1 Ka möhio ki te tuhituhi rärangi körero mö ngä tängata mö ngä kaupapa e taunga ana ia.


3 Ka möhio ki te whakamahi i ngä tauira hanga kör ero. 4 Ka möhio ki te tuhituhi i ngä pätai, ngä tohuto hu, me ngä

tonotono.

NGÄ TIKANGA: He mahi takitahi, takirua, ä-röpü. He mahi ki ng ä räkau. He mahi i te akomanga, he mahi i te kainga . NGÄ TOHUTOHU: Using the räkau, make a picture that shows your: • maunga • awa • marae • rohe • iwi/whanaunga/hoa/tipuna • self

Tümahi 1

31 of 296

Greet your group and your kaiako. Introduce yourse lf using the visuals you have created.

Tell a story about your picture. You need to:

38.visit places

39.meet people

40.obtain objects

41.say goodbye when you leave

42.describe people, objects, places

32 of 296

Tümahi 2 Listen to the stories told by each member of your g roup. Fill in the information below for each student. Te Pepa Mähi a te äkonga

Tö ingoa : Kaikörer

o Maunga Awa Marae Rohe Iwi Hoa Whanaunga Te Taonga

Check your work carefully showing indication of:

- long vowel sounds , correct use of language and accuracy .

36 of 296

Tümahi 3 Select 5 interesting objects and instruct people t o place them in

their own picture. Tümahi 4 - Treasure Hunt

You should have 5 new objects in your picture. Sketch a map of your picture with the 5 objects pla ced in it. Write clues on paper to direct another student to e nter your picture

and find the objects. Indicate an entry point and an exit point. Find another student who will:

43.read the instructions 44.select a rakau as themselves

45. enter the picture and move through it collectin g the objects in order of the instructions and directions.

Watch carefully to ensure the student follows your written instructions and directions accurately. Make them return to the start if they make a mistake.

Tümahi 5 Ask questions about each others pictures. Your kaiako may also ask you questions at this time .

Tümahi 6 Use the information from Tümahi 2 to write a short story about someone else’s picture. Your story should include sentences about the person’s:

• maunga • awa • iwi • rohe • marae • meeting and describing people and the work they are involved in • visiting and describing places • getting an object and describing it OR Write a story about your own picture Proof your work for accuracy. You can use a dictio nary to check your story for punctuation and spelling Write your good copy below. Check your work carefully before handing it in for assessment.

37 of 296

Tümahi 7 Read your story to the class, you need to take care with long vowel sounds and correct use of punctuation.

Paerewa 7261, 7269, 7265, 7257: Nö whea au? Nö whea taku hoa? Tümahi Ngä

Tïpako me ngä

Paearu Mahi


te akonga)



1 7269 1.1 1.2 1.3 2.1 2.2

A mihimihi is given about the picture and developed into a story. Ko töku marae tënei. Ko Te Maungarongo töna ingoa. Kei muri e tü ana töku maunga a Ihowa.

A story describing a picture is told. The people met are identified and greeted.

7261 1.1

Kei raro i a ia taku awa a Te Wairua tapu e rere ana etc.

Greetings and introductions are appropriate. Farewells and closing addresses are

7269 appropriate. 3.1

3.2 3.3 3.4

Student is able to converse about his/her needs, taonga, people, places. Körero should be natural, cohesive and appropriate. Allow for hesitation.

2 7261 2.1 2.2 2.3 3.1 3.2

Student records information for the listening exercise in the box provided.

Long vowel sounds are indicated by a macron or double vowel Words are consistently separated correctly. Information is accurate.

38 of 296

3.3 3.4 3.5

At least 3 speakers körero is correct.

3 7269 4.1 4.2 4.3

7261 4.2 4.3

Students are requested to find 5 objects and place them somewhere in their own pictures.

Directions and instructions are given correctly. At least 3 are accurately demonstrated. Objects are correctly placed in the pictures.

4 7257 4.1 4.2 4.3

7265 1.1 3.1 3.2 4.1

Written instructions and directions for a treasure map to find 5 objects. Reading of instructions to locate and collect 5 objects from another students treasure map.

Written instructions are and directions are accurate, appropriate and clear. Sentences containing commonly used words are read correctly and understood. Responses to instructions are appropriate. The passage is understood by a correct response. Allow for 1 or 2 minor errors.

5 7261 4.1

Questions are asked and answered about the created pictures.

At least 3 questions are accurately answered.

6 7257 1.1 1.2 1.3 1.4 1.5 2.1 2.2 2.3 3.1 3.2

A story is written about the student’s life or another student’s life using the picture as a stimulus. (It is expected that students will include more than what is visually shown.)

A passage describing basic needs, daily actions, people, places, objects and their location have been written. Words of the passage are correctly punctuated, spelt and separated. Allow for 1 or 2 minor errors. Correct sentence patterns have been used. Story is cohesive.

7 7265 2.1 2.2 2.3

Story is read aloud to class. Story is clearly and fluently read. Student reads according to punctuation and long vowel sounds.

This assessment activity has been designed for a mo dule of work within a Reo Mäori programme. The focus is family and kinship relationships. The approximate length of time for study is 10 weeks or one term. HE WHAKAMÄRAMA KI TE KAIAKO Ö TÄTAI RÄ TËNÄ E TAMA E

Paerewa 7261 Tohu i ngä whakautu ( Kaupae 1 )

Tipako 1 Ka mätau ki ngä mihi. 2 Ka rongo, ka mohio ki ngä oro o te reo. 3

4 Ka mätau ki ngä kupu, ki ngä körero hangatahi e

körerotia whänuitia ana. Ka mätau ki te whakautu i ngä pätai me te whakatutu ki tohutohu, tonotono hoki.

Paerewa 7269 Whakarite mihi ki te tangata ( Kaupae 1 ) Tïpako 1 Ka mihi ki te tangata. 2 Ka tika, ka märama te whakahua i ngä oro o te reo. 3 Ka körero möna ake, mö te tangata, mö te taonga ho ki. 4 Ka hanga pätai, ka hanga whakautu hoki.

39 of 296

Paerewa 7265 Pänui tuhinga hei whakatu i ngä hanga körero (Kaupae 1) Tïpako 1 Ka märama haere ki ngä whakaaro pü o ngä whiti kör ero

hangatahi. 2 Ka märama ki ngä rerenga körero. 3 Ka märama ki ngä tuhinga me ngä hanga körero mö ng ä

ähuatanga e möhio ana ia. 4 Ka märama ki ngä tohutohu. Paerewa 7257 Whakamahi i ngä tikanga tuhituhi (Kaupae 1) Tïpako 1 Ka möhio ki te tuhituhi rärangi körero mö te tänga ta mö

ngä kaupapa e taunga ana ia. 2 Ka möhio ki te tuhi rerenga körero me ngä tikanga

tuhituhi o te reo. 3 Ka möhio ki te whakamahi i ngä tauira hanga körero . 4 Ka möhio ki te tuhituhi i ngä pätai, ngä tohutohu, me

ngä tonotono. Students are assessed against all four Reo Mäori un it standards at Level 1. These are integrated assessments. Teachers need to use their own judgement about when and where this activity would be most appropriate within their own programmes.

RESOURCES Ngata, H.M.

1993 English – Mäori Dictionary

Williams, H.W.

1993 A Dictionary of the Mäori Language

Cormack, I. 2000 A Dictionary and Language Guide

for Students of Mäori

40 of 296

Ö TÄTAI RÄ TËNÄ E TAMA E

Paerewa 7261 Tohu i ngä whakautu ( Kaupae 1 )

Tipako 1 Ka mätau ki ngä mihi. 2 Ka rongo, ka mohio ki ngä oro o te reo. 3

4 Ka mätau ki ngä kupu, ki ngä körero hangatahi e kö rerotia

whänuitia ana. Ka mätau ki te whakautu i ngä pätai me te whakatutu ki tohutohu, tonotono hoki.

Paerewa

7269 Whakarite mihi ki te tangata ( Kaupae 1 )

Tïpako 1 Ka mihi ki te tangata. 2 Ka tika, ka märama te whakahua i ngä oro o te re o. 3 Ka körero möna ake, mö te tangata, mö te taonga hoki. 4 Ka hanga pätai, ka hanga whakautu hoki. Paerewa

7265 Pänui tuhinga hei whakatu i ngä hanga körero (Kaupae 1)

Tïpako 1 Ka märama haere ki ngä whakaaro pü o ngä whiti k örero hangatahi.

2 Ka märama ki ngä rerenga körero. 3 Ka märama ki ngä tuhinga me ngä hanga körero mö ngä

ähuatanga e möhio ana ia. 4 Ka märama ki ngä tohutohu. Paerewa


Tïpako 1 Ka möhio ki te tuhituhi rärangi körero mö te tän gata mö ngä kaupapa e taunga ana ia.


3 Ka möhio ki te whakamahi i ngä tauira hanga kör ero. 4 Ka möhio ki te tuhituhi i ngä pätai, ngä tohuto hu, me ngä

tonotono.

CONDITIONS Individual, pair and small group work. In and out of class. NGÄ TOHUTOHU For this module of work, there are 10 Tümahi or assessment tasks that require you to: 7261 read, identify and separate words and punctuate a text

based on whakapapa 7265 read and comprehend a text based on whakapapa 7266 complete a simple whakapapa chart and recite it by memory 7267 record your own whakapapa on audio tape 7268 ask/answer questions about a classmate’s whakapapa 7269 follow oral and written instructions 7270 listen to , and comprehend words and text • write a story based on a set of pictures

41 of 296

Tümahi 1 (Tümahi 1 and 2 are pair activities) This text has no punctuation. Read the text aloud, and identify and

separate each word correctly. You should also use the correct

punctuation eg capital letters, commas, full stops, and macrons where

appropriate. The pronunciation should also include the correct use of

the short/long vowels.

tenakoutoukatoakotokatutemaungakokiekieteawakohoroutatewakakotewhanauarakairoatehapukongatiporouteiwikongerirauakongungungamatuanopikihorotemamanorotoruatepapakowhakaruarauakowihangatunganekopareteteinakoiatepotikio heeniteneikoautematamuaotewhanaukohiwitemokaihekiwiia noreiratenakoutoutenakoutoutenakoutoukatoa Each pair will write own correct copy of the above whakapapa text on

the lines provided below.

7265 2.1 � 2.2 � 2.3 � 3.1 � 3.2 �

7257 2.1 �� 2.2 �� 2.3 ��

Tümahi 2

42 of 296

Read the punctuated whakapapa text from Tümahi 1. U sing the whakapapa chart below, fill in each family member in the corr ect order of descent. Also show whether person is tane (t) or wahine (w) . _____________ = _____________ ( ) ( ) _____________ ______________ _________ _____ _______________ ( ) ( ) ( ) ( ) Draw Hiwi

7265 1.1 � 3.1 � 3.2 �

7257 2.1 �

43 of 296

Tümahi 3 (This is an individual activity) Write a mihi to 2 or more people Write your own whakapapa. Describe one or more fami ly members and

include their work/ activity of interest, using the example from

Tümahi 1 as a guide. End your topic with a farewel l speech.

Learn your whakapapa, and then recite it by memory onto a cassette

tape.

Then hand in to tutor. (These cassette tape record ings are required

for Tümahi 4)

7257 3.1 �� 3.2 ��

7269 1.1 �� 1.2 �� 1.3 �� 2.1 �� 2.2 ��

44 of 296

Tümahi 4 The purpose of this exercise is to listen and gathe r information in relation to whänau, hapü, iwi and rohe. A prepared cassette tape of a classmate’s whakapapa ( Tümahi 3) will be distrib uted to each student by your tutor. You will then be given 10 m inutes to listen and gather information pertaining to your classmate (no note taking material is required during this time). You will t hen be asked 8 questions about information gathered from the cassette.

7261 3.3 �� 3.4 ��

7269 3.1 � 3.2 � 3.3 � 3.4 �

45 of 296

Tümahi 5

This activity assesses student’s ability to follow step by step

instructions. This is an individual activity and co mmunication with

others is not permitted.

Carefully read and follow instructions below.

Tïkina he pene räkau

Tängia e whä ngä mea ki raro, ki roto i te pouaka Tïkina he pene karakara

Tangohia kia whä ngä kara anake Karahia ngä pikitia Hoatu tö pikitia ki te kaiako KAUA E WHAKAATU TÖ PIKITIA KI Ö HOA MAHI

46 of 296

7265 4.1 � Tümahi 6

Tümahi 5 can be used as a guide to write 8-10 step by step instructions for a classmate

to draw a picture. Students must also consider and include different colours and where

used.

• ___________________________________________________ ____________ • ___________________________________________________ ____________ • ___________________________________________________ ____________ • ___________________________________________________ ____________ • _____________________________________________________________ • ___________________________________________________ ____________ • ___________________________________________________ ____________ • ___________________________________________________ ____________ • ___________________________________________________ ____________ • ___________________________________________________ ____________

4.2 � 4.3 �

Tümahi 7

In pairs, and using classmate’s cassette from Tümah i 6, one will give

instructions to draw a picture and one will follow. Once you have

finished, compare pictures.

47 of 296

Switch roles and repeat.

• 4.2 � 4.3 �

7269 4.3 � Tümahi 8 (This is an individual activity) Students will hear 3 words. Listen carefully, and t hen circle the word that sounds different. A) 1 2 3

E) 1 2 3

I) 1 2 3

O) 1 2 3

U) 1 2 3

H) 1 2 3

Listen and select the sentence that best describes each of the following

pictur es.

48 of 296

________ _________

_________ _________

________ _________

7261 2.1 �� 2.2 �� 2.3 �� 3.1 � 3.2 � 3.5 4.1 �

49 of 296

Tümahi 9 Select a picture to write a 70-80 word story. Your story must

describe the following:

• the appearance of the person / object in the pictur e

• what they are doing, where they are going or where they are

located

Once finished, write 6 questions related to the sto ry. Get

classmates to proof read your draft copies, then wr ite your final

draft below and hand in to teacher.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

50 of 296

Write your 6 questions below

1. 2. 3. 4. 5. 6.

7257 1.1 � 1.2 � 1.3 � 1.4 � 1.5 � 4.1 �

Tümahi 10 (This is an individual activity) Using a copy of a classmate’s story and questions f rom Tümahi 9,

students will read and then answer the questions re lating to the

story.

51 of 296

Answers

1.

2. 3. 4. 5. 6.

7257 2.1 �

52 of 296

Paerewa 7261, 7269, 7265, 7257: Ö tätai rä tënä e t ama e Tümahi Ngä Tïpako

me ngä Paearu Mahi


te akonga)

Ngä Whakatau (He tauäkï e täutu ana i te paerewa kia taea)

1

7265 2.1 2.2 2.3 3.1 3.2

7257 2.1 2.2 2.3

Tënä koutou katoa, ko Titirangi te

maunga. Ko Kari te awa. Ko Tere te

waka. Ko Te Whänau a Punua te hapü.

Ko Ngati Kuia te iwi……….

Text is read aloud 3/5 long vowel sounds are read correctly. 3/5 short vowel sounds are read correctly. 9/17 sentences are read correctly. 9/17 sentences are grammatically correct and must contain 2 written examples of pitü (fullstop) and 2 written examples of pitä (comma)

2

7265 1.1 3.1 3.2

7257 2.1

Hira = Tini (t) (w) Piri Muri Huri Mere (t) (w) (t) (w)

All spaces are filled in with 7 different names. 4/6 names must be in the correct order of descent All names must be spelt correctly 4/6 gender types are (t) (w) correct

3

7257 3.1 3.2

7269 2.1 2.2 1.1 1.2 1.3

Tënä koutou katoa e ngä hoa/e ngä/te kaiako/ e ngä rangatira Ko Titirangi t e maunga. Ko Waipaoa te awa. Ko Horouta te waka. Ko Ngati Oneone te hapu……. No reira ki a koutou kua wehe atu, haere rä. Ki a tätou e noho nei, kia ora anö tätou.

Cassette tape of whakapapa is produced Must include 4 kinship terms, for example mama, papa, teina, tuakana used accordingly with ‘Ko wai sentences Must include 4 of the following tribal terms maunga/awa/ waka/ marae/ hapü / iwi Cassette tape of whakapapa must be recited from memory on to cassette tape Recited whakapapa must include 3 examples of oro toroa (long vowel sound) and 3 examples of oro tahi purua (dipthong) Must include a mihi and poroporoaki

Cassette Tape

53 of 296

4

7261 3.3 3.4

7269 3.1 3.2 3.3 3.4

Ko wai te maunga? Ko wai te awa? No whea ia? He kaiako töku mämä He wahine ataahua ia

5/8 reponses must be correct.

5

7265 4.1

At least 2 pictures & 2 colours are illustrated.

6

7257 4.2 4.3

Tikina he pene whitau Tuhia to ingoa ki runga i t•u pepa Homai te pene Hoatu te pepa ki te kaiako

At least 4 different commands are mentioned eg homai/tikina/hoatu/tuhia & are correctly structured.

7

7261 4.2 4.3

7269 4.3

2 pictures & 2 colours are illustrated correctly as instructed. 4 tohutohu are correctly delivered by memory.

8

7261 2.1 2.2 2.3 3.1 3.2 3.5 4.1

A) 1 2 3 E) 1 2 3 I) 1 2 3 O) 1 2 3 1 2 3 4

4/6 word sounds are circled & correctly identified 4/7 pictures are identified & numbered correctly.

9

7257 1.1 1.2 1.3 1.4 1.5 4.1

Ko Harita te kotiro. E waru ona tau. No Ngapuhi ia. Kei te pouri a Harita. Kei te tangi ia. Kua ngaro tana ngeru. He pango te tae o tana mokai.

At least 5 different sentence structures are used & are correctly structured. At least two of the following are correctly used within a sentence. Colours Verbs Pronouns Nouns Numbers No less than 70 words, no more than 100.

10

7257 2.1

7265 1.1 3.1 3.2

Answers 1. Kei Poneke ia e noho ana

A least 5/6 answers are correct

54 of 296

Tümahi 1 (mä te kaiako tënei) Tënä koutou katoa, Ko Tokatea te maunga, Ko Kiekie te awa, Ko Horouta te waka, Ko Te Whänau a Rakairoa te hapü Ko Ngati Porou te iwi. Ko Tünge räua ko Ngungu ngä mätua. Nö Pikihoro te mämä. Nö Rotorua te päpä. Ko Whakarua räua koWihari ngä tungäne. Ko Pare te teina. Ko ia te pötiki. Ko Heeni tënei. Ko au te mätämua o te whänau. Ko Hiwi te mokai. He kiwi ia. Nö reira tënä koutou, tënä koutou, tënä koutou katoa. Before carrying out for this activity 8 questions b ased on the information recorded on the students cassette tapes must be prepared. The questions posed may differ for each student dep ending on the information provided by each student.

55 of 296

Tümahi 8 (mä te kaiako tënei) Listen to the following words. Circle the word tha t sounds

different.

A) hotoke hotoke hotoki E) mäna mana mana I) taunga taunga tanga O) parapara parapara parepara U) ngäki naki naki H) kararehe karaihe kararehe Listen and select, which sentences best describe th e following

pictures.

1 Ko Reweti tona ingoa. Kei te noho ia. Kei muri i a i te tepu. Kei te korero ia ki runga i te waea korero.

2 Ko Hinauri räua ko Tau ä räua ingoa. He putiputi kei te waha o

Hinauri. Kei a ia he pëke hoki. Kei te kanikani rä ua. 3 Ko Hona ia. Kei te harikoa ia. Kei te mau potae ia. He manu kei roto

i töna ringa matau. He pü kei töna ringa mäui. 4 Kei te noho ia. Kei te kai ia. E rua öna taring a. Kotahi te whiore.

Ko Mere töna ingoa. 5 He tane ia. Kei te tino katakata ia. Kei te pup uri ia i töna potae,

kei töna ringa matau. He pango te kara o töna pota e. • Tokowhä rätou. He tängata pango rätou. Kei te pup uri ëtahi i ngä

pukapuka waiata. Kei te waiata enei tängata. 3. Tokorua räua. Kei te takoto te tama i runga i te t uru. He tangata

pouniho te koroua. He mä töna koti. He mä ö räua makawe.

56 of 296

HE WHAKAMÄRAMA KI TE KAIAKO TÖKU KAINGA

Paerewa

7261

Tohu i ngä whakautu ( Kaupae 1 )

Tïpako 1 Ka mätau ki ngä mihi. 2 Ka rongo, ka möhio ki ngä oro o te reo. 3 Ka mätau ki ngä kupu, ki ngä körero hangatahi e körerotia

whänuitia ana. 4 Ka mätau ki te whakautu i ngä patai me te whakat utuki

tohutohu, tonotono hoki. Paerewa 7269 Whakarite mihi ki te tangata (Kaupae 1 ) Tïpako 1 Ka mihi ki te tangata. 2 Ka tika, ka märama te whakahua i ngä oro o te re o. 3 Ka körero möna ake, mö te tangata, mö te taonga hoki. 4 Ka hanga pätai, ka hanga whakautu hoki. Paerewa 7265 Pänui tuhinga hei whakaatu i ngä hanga körero ( Kaupae 1 ) Tïpako 1 Ka märama haere ki ngä whakaaro pü o ngä whiti k örero

hangatahi. 2 Ka märama ki ngä rerenga körero. 3 Ka märama ki ngä tuhinga, me ngä hanga körero mö ngä

ähuatanga e möhio ana ia. 4 Ka märama ki ngä tohutohu. Paerewa 7257 Whakamahi i ngä tikanga tuhituhi ( Kaupae 1 ) Tïpako 1 Ka möhio ki te tuhituhi rärangi körero mö te tan gata, mö ngä


te reo. 3 Ka möhio ki te whakamahi i ngä tauira hanga kör ero. 4 Ka möhio ki te tuhituhi i ngä pätai, ngä tohuto hu, me ngä

tonotono. The activity was developed by Te Ataarangi Inc. Th e tümahi allow for facilitation and observation by the teacher who can assess students accordingly. This activity covers all four paerewa at Level 1 an d is intended for use as a summative assessment activity for students who have completed or have nearly covered a year programme i n Reo Mäori as a second language. Teachers need to use their own judgement about when this activity would be most appropriate according to student need s and levels. A teacher’s script for Tümahi 1 is included at the end of the activity. The format is similar to the activity, “No Whea Au? Nö Whea Töku Hoa? ”

57 of 296

TÖKU KAINGA

Paerewa 7261 Tohu i ngä whakautu ( Kaupae 1 ) Tïpako 1 Ka mätau ki ngä mihi. 2 Ka rongo, ka möhio ki ngä oro o te reo. 3 Ka mätau ki ngä kupu, ki ngä körero hangatahi e körerotia

whänuitia ana. 4 Ka mätau ki te whakautu i ngä patai me te whaka tutuki

tohutohu, tonotono hoki. Paerewa

7269 Whakarite mihi ki te tangata (Kaupae 1 )

Tïpako 1 Ka mihi ki te tangata. 2 Ka tika, ka märama te whakahua i ngä oro o te r eo. 3 Ka körero möna ake, mö te tangata, mö te taonga hoki. 4 Ka hanga pätai, ka hanga whakautu hoki. Paerewa

7265 Pänui tuhinga hei whakaatu i ngä hanga körero ( Kaupae 1 )

Tïpako 1 Ka märama haere ki ngä whakaaro pü o ngä whiti körero


ähuatanga e möhio ana ia. 4 Ka märama ki ngä tohutohu. Paerewa

7257 Whakamahi i ngä tikanga tuhituhi ( Kaupae 1 )

Tïpako 1 Ka möhio ki te tuhituhi rärangi körero mö te tangata, mö ngä


te reo. 3 Ka möhio ki te whakamahi i ngä tauira hanga kör ero. 4 Ka möhio ki te tuhituhi i ngä pätai, ngä tohuto hu, me ngä

tonotono.

58 of 296

NGÄ TIKANGA Students may do these activities individually, in p airs or in groups. NGÄ TOHUTOHU This is a räkau activity where you will be required to construct a classroom or a house. Tümahi 1

Sentences containing the following sounds will be read out to you. Listen carefully to

each sentence. In the right-hand column, write the number of times each sound is

spoken in the sentence.

1 ai

2 ia

3 ea

4 ua

5 ae

6 oa

7 ao

8 ei

9 eo

10 ui

11 oi

12 oe

13 ie

14 eu

15 io

16 iu

17 au

7261 2.1 � 2.2 � 2.3 �

Tümahi 2

59 of 296

Using the räkau, make a picture that of your DREAM house. Your picture must include: 1. moemanga • taonga/taputapu 1. kauta 1. huarahi 1. rüma noho 1. taone 1. rüma kaukau/wharepaku

Greet your group and your kaiako. Introduce yourse lf using a short pepeha. Tell a story about your picture that describes your home and contents. You need to talk about: 46.your house and the rooms 47.the street where your house is located 48.the town where your house is located 49.a person who lives there, ( whanaunga, tamariki, tipuna) and

something that person does 50.in detail, an object that person has received To conclude your description, offer a farewell to t he group/class.

1. 1.1 � 1.2 � 1.3 �

2.1 � 2.2 �

3.1 � 3.2 � 3.3 � 3.4 �

60 of 296

Tümahi 3

Listen to the stories told by each member of your g roup. Fill in the information below for each student. Te Pepa Mähi a te äkonga

Tö ingoa : Kaikörero Maunga Awa Hapu Iwi Kainga Rohe Mahi Hiahia

Check your work carefully showing indication of: - long vowel sounds , correct use of language and accuracy .

• 2.3 �

3.1 � 3.2 � 3.3 � 3.4 � 3.5 �

61 of 296

Tümahi 4

Ask at least 4 questions about someone else’s pictu re.

• one of these should provide direction

• one of these should give instruction

Your kaiako may also ask you questions at this time about information you have recorded in Tümahi 3.

• 4.1� 4.2� 4.3�

7261 4.1� 4.2� 4.3�

Tumahi 5

Choose 2 objects and instruct two people to place t hem into their own picture.

Example: türu, pouaka whakaata, tëpu, käpata and so on. Write two different instructions on paper to direct two other

students to follow.

Watch carefully to ensure the student follows your written

instructions and directions accurately. Make them return to the

start if they make a mistake.

• 4.1 �� 4.2 �� 4.3 ��

� 4.1 � 4.2 �

� 4.1 � 4.2 � 4.3 �

Tümahi 6

Your kaiako will give you written instructions abou t your picture. As you follow these instructions, read each one alo ud.

- 1.1 �

2.1 � 2.2 � 2.3 �

4.1 � Tümahi 7 Draw a picture using köwhaiwhai and whakairo symbol s to describe your pepeha. Your picture should include:

• maunga • awa • iwi • rohe • marae • whänau logo/ taonga

Talk about your picture to your group.

62 of 296

Tümahi 8 Use the information from tümahi 2 and a friend’s pi cture from tümahi 6,write a short story about your friend. Your story should include sentences about the person’s:

• maunga • iwi • rohe • marae • whare • awa • huarahi • taone • logo • taonga • whänau

Tümahi 9 Use a dictionary to check your story for punctuatio n and spelling before handing it in for assessment.

• 1.1 � 1.2 � 1.3 � 1.4 � 1.5 �

2.1 � 2.2 � 2.3 �

3.1 � 3.2 �

Tümahi 10 Read your story to the class, you need to take care with macrons and punctuations.

7265 3.1 � 3.2 �

63 of 296

Paerewa 7261, 7269, 7265, 7257: Töku Kainga

Tümahi Ngä Tïpako me ngä Paearu

Mahi


te akonga)

Ngä Whakawä (He tauäkï e täutu ana i te

paerewa kia taea)

Anei ngä whakautu:

1 AI 6 2 IA 6 3 EA 3 4 UA 5 5 AE 6 6 OA 5 7 AO 7 8 EI 9 9 EO 4

10 UI 7 11 OI 6 12 OE 5 13 IE 4 14 EU 5 15 IO 4 16 IU 5 17 AU 8

1

7261 2.1 2.2 2.3

The different sounds used have been identified. The amount of occurences have been correctly recorded. Must have 12 out of 17 right.

2

7269 1.1 1.2 1.3 2.1 2.2 3.1 3.2 3.3 3.4

7261 1.1

A mihimihi is given about the picture and developed into a story. Using räkau, a picture pertaining to the student’s dream home is constructed. Depicted in the picture are the following:

• moemanga • käuta • rüma noho • rüma kaukau/wharepaku • he taonga/taputapu • he taone • he huarahi

Kua möhio ki ngä mihi/poroporoaki.

A story describing a picture is told. The people met are identified and greeted. Greetings are appropriate. Farewells are appropriate. The people met and the area of the house are described. Needs and desires are expressed clearly. Requests for objects are correctly made. Körero should be natural, cohesive and appropriate. Allow for some hesitation.

3

7261 2.3 3.1 3.2 3.3 3.4 3.5

Student records information for the listening exercise in the box provided.

The places, people and objects are appropriately described and recorded. At least 3 speakers körero is correct.

4

7269 4.1 4.2 4.3

7261 4.1 4.2 4.3

Questions and answers:

- he aha te ingoa o to iwi? - kei tehea rohe tena? - he aha te ingoa o to hoa? - me tohu e koe te huarahi ki tö

kainga - me hanga e koe he whare papa-rua

The questions asked and answers given are appropriate.

64 of 296

5

7269 4.1 4.2

7261 4.1 4.2 4.3

Students are requested to find 5 objects and place them somewhere in their own pictures.

At least 3 are accurately demonstrated. Objects are correctly placed in the pictures.

7269 4.1 4.3

7257 4.1 4.2 4.3

7261 4.2 4.3

Instructions could include:

• Anei ëtahi türu. Waiho ki te nohomanga.

• Hoatu he whäriki ki te käuta.

• Waihotia tënei räkau ki te taha

o töu whare

Directions and instructions are given correctly. Written instructions are correct. Responses to instructions are correct.

6

7265 1.1 2.1 2.2 2.3 4.1

Students read written instructions aloud.

Instructions are read aloud. Responses made are appropriate. The main idea of each passage read is identified.

7

Re

Assessment

7257 1.1 1.2 1.3 1.4 1.5 2.1 2.2 2.3 3.1 3.2

A picture is drawn using köwhaiwhai and whakairo designs depicting one’s pepeha

• Maunga • Rohe • Awa • Marae • Whanau/logo/taonga • Iwi

A story is told describing a picture of one’s pepeha Re-assessment for körero

8

Story written. Includes:

• Maunga • Awa • Iwi • Rohe • Marae • Whanau logo/taonga

A passage containing sentences about basic needs is written. The sentence construction is appropriate. Words have been inserted correctly into the chosen sentence patterns.

9

7257 1.1 1.2 1.3 1.4 1.5 2.1 2.2 2.3 3.1 3.2

Dictionary to check written work

A passage describing

• Basic needs • Actions • People, places,

objects and their location has been written.

• Words have been inserted into the chosen sentence pattern

10

7265 3.1 3.2

Read to class

Story has been read to class. Care with macrons and punctuation appropriate.

65 of 296

Ngä Oro kë He Mahi Whakarongo: He rauemi mä te Kaiako NGÄ TOHUTOHU: Read the sentences containing the following

sounds out to the students. Äta whakahuatia ngä orotahi pürua kia rua ngä wä. Äta pänuitia ki ngä akonga ënei rerenga körero. 1. AI Pai noa iho te kai i ngä mätaitai i te tak utai o töku käinga 2. IA Töku hiahia kia horomia e Heremia ngä pia o te Tuanui 3. EA Ko tëhea te mea e wätea ana hei turaki i t e taiepa 4. UA Kua pua te puawai putiputi kei tua i te wha re o Rua 5. AE I tae atu a Maemae räua ko töna whaea ki t e kïnga tapu o te

marae o Raetihi. 6. OA Kei te harikoa taku hoa a Paeroa he toa tan a hoa ki te hanga

whare 7. AO Kaore a Maopao i nanao atu i tana whao hei paopao i ngä räkau 8. EI Kei te tü teitei te heihei i runga i ngä p eipei o te mära a Meimei 9. EO Ko te reo o Kaeo kaore e rongohia i te eke o o te maunga engari wheoro o te hau ka rongo i ngä matapihi o te whar e 10. UI Hui atu te kähui huia i Te Puia uiui ai i n gä tui o Ngäpuhi 11. OI Ka poipoi, ka ioioi ngä toitoi i ngä hau äw hiowhio 12. OE I hoea e koe te waka o Tühoe ki te raka mäh oe e toe ana i rähaki 13. IE Kei te tiemi ngä kiekie i te mahi a te tiek e 14. EU Nö Patuheuheu a Reureu räua ko Te Weu 15. IO He möhio ahau he tiotio ngä pio o te whare 16. IU Ka whiuwhiu te kötiro tana poi ka karawhiu tana hope

kia piupiu töna tinana

17. AU Ka pau i a Tautau ngä paukena o te mära a Te Whauwhau o Maungatautari.

66 of 296

TE REO UNIT STANDARDS

Level 2

51.7262 Whakarongo

52.7270 Körero

53.7258 Tuhituhi

54.7266 Pänui

67 of 296

RESOURCES Level 2

ASSESSMENT ACTIVITIES AND SCHEDULES 1. Rangi and Rongo 2. Tangata Rongonui

� Whakataetae Täkaro � Töku Whakapapa

5. Me Äta Whakarongo, Aue! E hine e! (Reassessment Activities) 55.these assessment activities and schedules have b een developed from

the unit standard learning outcomes 56.these resources have been pre-moderated 57.teachers should be familiar with the unit standa rds before using

the assessment activities and schedules 58.students should have access to the assessment ac tivities at the

beginning of each relevant programme topic 59.assessment schedules should not be given to stud ent � all of the assessment activities and schedules in t his section are

designed to cover all of the unit standard requirem ents for Level 2

HE WHAKAMÄRAMA KI TE KAIAKO Rangi and Rongo Paerewa 7270 Körero i ngä take möna me ana painga mä te hua noa mai

(Kaupae 2) Tipako 1 Ka hua noa mai te whakaaro i roto i ngä k örerorero. 2 Ka whakauru i ngä kupu mahi, i ngä kupu whakawh iwhi. 3 Ka whakapuaki i ngä kaupapa e pä ana, e pai ana hoki ki a

ia. 4 Ka whakaahua i tëtahi mea, i tëtahi mahi ränei. Paerewa 7262 Tohu whakapuaki poto mo nga take whanui (Kaupae 2) Tipako 1 Ka märama ki te whakarärangi whakaaro 2 Ka märama ki ngä kupu tohu wä. 3 Ka märama ki ngä whakapuaki poto e pä ana ki ng ä take i waho

atu o öna ake hiahia. 4 Ka märama ki te nuinga o ngä momo pätai me ngä momo tohutohu

This activity focuses on storytelling by using pict ure prompts. Teachers or students need to prepare sets of pictur e cards, emotion cards and tense cards.

68 of 296

To enable students to be successful at this speakin g/listening assessment the following areas must be covered thor oughly. Students must be able to: • understand the various tense forms • use verbal tenses, possessives and words to describ e situations and

objects • structure ideas into a sensible order (sequence) • recognise and respond to a variety of questions and instructions • sustain a conversation relating to a wide variety o f topic • comprehend a sustained series of short utterances r elating to a wide

variety of topic • spontaneously reply to a variety of questions and i nstructions.

RANGI AND RONGO Paerewa 7270 Körero i ngä take möna me ana painga mä te hua noa mai

(Kaupae 2) Tipako 1 Ka hua noa mai te whakaaro i roto i ngä k örerorero. 2 Ka whakauru i ngä kupu mahi, i ngä kupu whakawh iwhi. 3 Ka whakapuaki i ngä kaupapa e pä ana, e pai ana hoki ki a ia 4 Ka whakaahua i tëtahi mea, i tëtahi mahi ränei. Paerewa

7262 Tohu whakapuaki poto mo nga take whanui (Kaupae 2)

Tïpako 1 Ka märama ki te whakarärangi kupu. 2 Ka märama ki ngä kupu tohu wä 3 Ka märama ki ngä whakapuaki poto e pä ana ki ng ä take i waho

atu o hiahia öna ake.

4 Ka märama ki te nuinga o ngä momo pätai.

NGÄ TIKANGA: Individual and teams (3 - 4 members) To be completed during 2 class periods NGÄ RAUEMI: Sets of 4 - 5 sequenced picture cards (jumbled) Sets of emotion cards Sets of tense (past, present, future) cards NGA TOHUTOHU: 60.Form a team of 3 - 4 students. 61.Your team will receive a set of jumbled pictures . 62.Create a story using all of the pictures. 63.Individually retell your story to the rest of th e class. 64.Listen carefully to other students’ stories and retell the main

ideas. 65.Take part in a class discussion. 66.Record the main ideas and tenses that you hear w hen others tell

their stories. 67. Retell a story from your recorded notes. Tümahi 1

69 of 296

TEAM 68. In your team discuss the pictures and orally constr uct a story.

Your team story should include; - at least 3 sentences per picture - at least 4 different possessives = a, o, mä, mö, nä, nö, (t)ä, (t)ö.

69. Each team member must be able to effectively retell the team’s story to the rest of the class.

INDIVIDUAL 70.Give your story a title. 71.Select an emotion and a tense. 72.Practise retelling your team story incorporating these two

features. 73.Be prepared to discuss the main ideas of your st ory. 74.Deliver your story to the class. 75.Answer any questions about your story.

70 of 296

Tümahi 2 76.Listen to at least three different stories and r ecord notes. 77.One of the stories must be the teacher’s story. 78.Record notes in the tense that the story was del ivered in. 79.Identify the tense. 80.Include the main ideas of each story.

Ingoa o te pakiwaitara

Story 1 Story 2 Story 3

Main ideas: Tense used:

71 of 296

Tümahi 3 81.Select at least one story from your recorded not es. 82.Use your notes to rewrite the story. 83.Your story must use the main ideas and correct t ense.

72 of 296

Paerewa 7270, 7262: Rangi And Rongo Tümahi Ngä

Tïpako me ngä

Paearu Mahi


te akonga)



1 7270 1.1 1.2 1.3 1.4 2.1 2.2 3.1 3.2 4.1 4.2

7262 4.1 4.2

Ko Rangi räua ko Rongo

Inänahi ka haere a Rangi räua ko Rongo ki Te Papa. I tütaki a Rangi i tëtahi hoa wahine. Töna ähua he rerekë ki töna ake ähua, ëngari tino hiahia a Rangi he hoa möna. I ui ia ki a ia, “ mö wai te tino hoa o tö moemoeä? ” I kï te hoa hou, “he mea örite i a ahau, e whä öna waewae, he ihu roa töna. ” I kï atu a Rangi, “ tä mäua ko Rongo möhiotanga ko au taua tino hoa moemoea! ” Nö te tino hiahia o Rangi ka hongi ia i te päpäringa o te hoa wahine. I mamae tö te ihu o Rangi. Nä Rongo i katakata i töna hoa. Töna hoa küware rawa, töna hoa nöna te manawa käpö. I pakaru te manawa o Rangi i raro i te kaha o te whakamä!

84.The retelling of at least one story is spontaneous.

85.The words are appropriately used and word order is clear.

86.Allow for hesitation. 87.Ideas are easy to

follow and are sequenced correctly.

88.The use of tense is consistent and appropriate.

89.At least four different possessive terms are used in the story. (ie) a, o, mä, mö, nä, nö, (t)ä, (t)ö.

3 7262 1.1 2.1 3.1

Ko Rangi räua ko Rongo Inänahi i hïkoi haere räua ki Te Papa. I tutuki he hoa wahine möna. Töna ähua he rerekë. I hongi räua. I mamae töna ihu. I kata töna hoa. I pä mai te ähua whakamä.

90.The main ideas are accurately recorded in the retelling of the story (written form).

91.The tense is correctly identified and used.

73 of 296

HE WHAKAMÄRAMA KI TE KAIAKO Tangata Rongonui Paerewa 7258 Ka tito körero poto mö ngä take mai i ngä körero (Kaupae 2) Tipako 1 Ka tito körero poto e pä ana ki ngä take e taunga ana ia. 2 Ka whakamahi i ngä kupu arahi 3 Ka tuhi mö tana e pai ai e kino ai ränei. Paerewa 7270 Korero i nga take möna me ana painga mä te hua noa mai

(Kaupae 2) Tipako 1 Ka hua noa mai te whakaaro i roto i ngä k örerorero. 2 Ka whakauru i ngä kupu mahi, i ngä kupu whakawh iwhi. 3 Ka whakapuaki i ngä kaupapa e pä ana, e pai ana hoki ki a

ia. 4 Ka whakaahua i tëtahi mea, i tëtahi mahi ränei.

This collection of activities is combined to create a product that will show a student’s creativity and ability to rec all past experiences through process writing and reading (ie ) planning, writing, proof reading, editing and reflecting on b oth process and product . A biography is an account about someone else’s life . Students will: • research a person they wish to write a biography ab out • record important information to bring to publicatio n standard • be interviewed about the person • create a visual image • deliver an oral seminar to the class Students can: 92.choose well-known people or tüpuna, kaumatua, or rangatahi in

their own regions who have achieved significance, m ana or some other feat of excellence in their lives

93.brainstorm a list of potential people on the boa rd to include singers, researchers, weavers, carvers, sportspeopl e and so on

94.discuss some of the significant achievements of these people 95.watch “This is Your Life ” 96.read passages out of autobiographies or biograph ies 97.listen to music composed by famous Maori or view interviews from

“ Mai Time ” on video. 98.The draft work for the oral seminar could be dev eloped into a

speech for “Manu Körero ” .

TANGATA RONGONUI

74 of 296

Paerewa 7258 Ka tito körero poto mö ngä take mai i ngä körero (Kaupae 2) Tipako 1 Ka tito körero poto e pä ana ki ngä take e taunga ana ia. 2 Ka whakamahi i ngä kupu arahi. 3 Ka tuhi mö tana e pai ai e kino ränei. Paerewa

7270 Korero i nga take möna me ana painga mä te hua noa mai (Kaupae 2)

Tïpako 1 Ka hua noa mai te whakaaro i roto i ngä k örerorero. 2 Ka whakauru i ngä kupu mahi, i ngä kupu whakawh iwhi. 3 Ka whakapuaki i ngä kaupapa e pä ana, e pai ana hoki ki a

ia. 4 Ka whakaahua i tëtahi mea, i tëtahi mahi ränei.

NGÄ TIKANGA: This is an individual assessment which can be completed in and out of class. An interview with the teacher is required. NGÄ TOHUTOHU: A biography is an account about someone else’s life . You will research, plan, write, draw, describe and present particular sections of a chosen person’s life and experiences. You will do this by completing the following tasks: 1. an interview with the Editor of your biography

• a written section of significant aspects of a pers on’s life

• a visual image(s) depicting significant events in y our person’s

life with notes

• giving explanations or descriptions

• an oral seminar including: • a description of your person • significant events in the person’s life • your own feelings and opinions about the person’s a chievements • your

visual interpretation as a stimulus for presentatio n of your oral seminar.

Preparation Choose a person who has achieved something signific ant in their lives. Tupuna, Kaumätua, Rangatahi

Collect information about the person, their life, e xperiences, achievements. You may need to interview the person or gather evid ence from other sources. You should include the following:

75 of 296

• the persons whakapapa (at least 3 generations) • experiences with family • experiences at school • experiences at events • desires, ambitions, goals, achievements • factors that influenced their lives or significant events in the

person’s life • a description of the person. Make notes and draft a story below:

Retain any notes you have made and attach them to t his paper.

76 of 296

Tümahi 1 The Editor (teacher) is the person who will help yo u prepare your work for publication. You will discuss the plan for your biography with y our Editor: 99.What to put into it (information, experiences, s tructure, etc.) 100.How it is going to look (appear for publication ) Note: Use the lined space provided to complete your conversation with the Editor of your biography. Me whakaotihia ä körua körerorero e pä ana ki te t uhinga nei.

77 of 296

1. Ko Te Etita: Kia ora anö! He aha ngä kaupapa e hiahia ana koe

ki te tuhi?

2. Ko Te Etita: Ka rawe hoki! Nä wai koe i äwhina ki te kohi i ng ä

kaupapa nei?

3. Ko Te Etita: Ka pai tënä. Mä wai e whakaputa öu tuhinga ki roto i te

pukapuka?

4. Ko Te Etita: He tangata tino rongonui tënä! Kei hea te tïmatang a o

te tuhinga?

5. Ko Te Etita: Ki töku möhio, he wähi tika tënä. Kei te whakamut u

koe i äu

tuhinga i hea?

78 of 296

6. Ko Te Etita: Në rä! E hia ngä wähanga tuhi? (chapters)

7. Ko Te Etita: Ae marika! Ähea koe tuhi mai ai?

Ko Te Etita: E kï! Nä reira e hoa, kia ü, kia mau i runga i äu t uhinga

haurongo.

Hei konä rä!

Make an interview time with the Editor (teacher) Y ou will be asked at least 7 similar questions to the ones that appear above. Be prepared! You may refer to your notes for guidance during the intervi ew

79 of 296

Tümahi 2 Draw a diagram showing the whakapapa of your person . You must show relationships back at least 3 generat ions. Insert a picture of your person if possible. Write sentences under the diagram to explain the re lationships of the person in terms of: • tuakana • teina • tuahine • tungäne Other terms such as kuia, koroua, hoa rangatira etc , can be used. You must use a, o, tä, tö in your sentences.

WHAKAPAPA

80 of 296

WHAKAPAPA RELATIONSHIPS

81 of 296

Tümahi 3 Design a visual image showing significant events in your persons life. The finished product can be in the form of a poster , mural, multi-media image, 3D, video. Plan your image in the box below.

PLAN

82 of 296

VISUAL IMAGE NOTES

Make notes giving an explanation about each of the images you include: Construct your image and practise using it as a sti mulus for your oral seminar.

83 of 296

Tümahi 4 Use the information from your preparation notes to develop a speech to deliver to the class. Your good copy of the speech will need to be writte n here. Include: • the persons whakapapa • description of at least 2 significant events in the person’s life • your own feelings and opinions about the person’s a chievements and

links to your own life. • anything unusual or stimulating about the person yo u would like to

share with the class Check spelling! Check the use of correct sentences! Check accuracy! Write your good copy here.

Hand in for marking!

84 of 296

Tümahi 5 Deliver your speech to the class. Use the visual image you have created as a stimulus . You must: • include the person’s whakapapa • give a detailed and precise account of at least 2 s ignificant

events in the person’s life • use appropriate construction use the correct tenseThe purpose of your speech is to entertain and give a good description of the person’s life an d significant experiences

85 of 296

Paerewa 7258, 7270: Tangata Rongonui Tümahi Ngä

Tïpako me ngä

Paearu Mahi


te akonga)



1 7270 1.1 2.2 1.3 1.4

Student has dialogue with teacher about their biography.

101.Replies to at least 5 out of 7 questions asked by the Editor (teacher).

102.Replies are consistently accurate and informative.

103.Replies are spontaneous.

2 7258 2.1 2.2

The person’s whakapapa is written and explained in terms of relationships.

104.Correct relationship terms are used for: tuakana, teina, tuahine, tungäne.

105.Appropriate possessives are correctly used: a ,o, tä, tö must be correctly mentioned.

4 7258 1.1 1.2 1.3 1.4 2.3 3.1

A description of the person’s life is written.

106.Passages are relevant to the topic.

107.At least 3 main ideas are clear and correctly sequenced.

108.Correct word order and sentences are consistently used.

109.Work is consistently accurate in terms of spelling and grammar.

110.Tense is appropriate. Meaning is clear.

5 7270 1.2 2.1 2.2 3.1 3.2 4.1 4.2

A speech is delivered spontaneously to the class using a visual stimulus.

111.Words used are appropriate to the speech being delivered.

112.Word order and sentence patterns are consistently clear and accurate.

113.Correct use of tense is consistent.

114.Possessives are correctly used.

115.Description and information given is consistently accurate and precise. • Speech is structured

and flows easily from idea to idea.

HE WHAKAMÄRAMA KI TE KAIAKO Pürongo: Whakataetae Täkaro Paerewa 7266 Pänui rarangi tuhinga mö ngä take o te wä (Kaupae 2) Tipako 1 Ka möhio ki ngä whakaaro pü o te tuhinga mö ngä take e

taunga ana ia. 2 Ka märama ki te tikanga o ngä kupu hou i roto i ngä rärangi

körero 3 E pänui ana i täna e hiahia ana. Paerewa 7258 Tito körero poto mö ngä take mai i ngä körero (Kaupae 2) Tipako 1 Ka tito körero poto e pä ana ki ngä take e taunga ana ia. 3 Ka tuhi mö täna e pai ai, e kino ai ränei.

86 of 296

This task assesses all of Pänui 7266 and Tïpako 1 a nd 3 of Tuhituhi 7258. Tïpako 2 must be completed in order to gain 7258. Activity “ Te Whänau ä Horiana ” will fulfill this requirement . Students are expected to select a topic of interest and collect a variety of articles to read. Word attack skills sh ould be used to work out meaning of unfamiliar passages. Students will write an article based on their readi ng experiences for publication in “ Toi Te Kupu ” , to show their compreh ension. Teachers could submit the finished work to “Toi Te Kupu ” for publication.

PÜRONGO: WHAKATAETAE TÄKARO Paerewa 7266 Pänui rärangi tuhinga mö ngä take o te wä (Kaupae 2) Tipako 1 Ka möhio ki ngä whakaaro pü o te tuhinga mö ngä take e

taunga ana ia 2 Ka märama ki te tikanga o ngä kupu hou o roto i ngä rärangi

körero. 3 E pänui ana i täna e hiahia ana. Paerewa

7258 Tito körero poto mö ngä take mai i ngä körero (Kaupae 2)

Tïpako 1 Ka titio körero poto e pä ana ki ngä take e taunga ana ia. 3 Ka tuhi mö täna e pai ai, e kino ai ränei

NGÄ TIKANGA: Individual work and in and out of class assessment. NGÄ TOHUTOHU: You will: Read a selection of texts about an event. Make notes on at least 2 of the texts. Select one text to study in depth. Write a report for publication. Preparation Read a selection of articles on hui. You should re ad at least 3 different articles from different sources. The hui could be: 116.a meeting 117.a sports event 118.a competition 119.kapa haka 120.manu körero 121.about social issues Highlight any words you are unfamiliar with.

87 of 296

Tümahi 1 Record your reading in the box below. TITLE SOURCE Give your opinion of the text. Explai n and summarise

the main ideas.

88 of 296

TITLE SOURCE Give your opinion of the text. Explai n and summarise

the main ideas.

89 of 296

Tümahi 2 Select ONE text and insert in the box below. Work out meanings of the unfamiliar words you have highlighted. Use the following strategies: 122.your knowledge of words surrounding the unfamil iar word 123.your understanding of sentences before and afte r the word 124.your knowledge of the main ideas 125.clues such as tense, verb and location markers 126.use of the dictionary

READING PASSAGE

Insert new words in the box below and their meaning s. Be prepared to discuss with your teacher how you worked out the me aning.

NEW WORD MEANING

90 of 296

Tümahi 3 You are a reporter for a Mäori magazine and must de liver a piece for publication ”Toi Te Kupu ” . Write a draft report about a major event you have a ttended, participated in or read about. You must include the following: 127.name of event 128.the date 129.the place 130.a summary of the event 131.explanation of at least 2 interesting activitie s at the event 132.your overall opinion of the event - include at least one thing

you liked and one thing that could have been improv ed Follow the format of your chosen reading text for f urther guidance.

91 of 296

Write your first draft below:

92 of 296

Tümahi 4 Write your final copy. You must check that your passages are relevant to r eport writing about a specific event. You need to check: 133.spelling 134.meanings of words 135.consistent use of the correct tense (past, pres ent, future) Your good copy should be at least 180-250 words in length.

Paerewa 7258, 7266 Pürongo: Whakataetae Takaro Tümahi Ngä

Tïpako me ngä

Paearu Mahi


te akonga)



93 of 296

1 7266 1.1 1.2

Ko ngä tamariki nohinohi ënei o tëtahi whänau e whakareri ana ki te takaro. Kua haere kë ngä tamariki pakeke ki te käreti. Ko ngä tamariki nohinohi ënei e whakareri nei i tö rätau papa täkaro hei wähi whawhai mö rätau i te taha o te awa o Waiapu. He tamaiti haututu ënei.

136.Kua märama ki ngä whakaaro pü o tëtahi tuhinga, ä, kua täea hoki te whakaräpopoto ënei tuhinga.

137.Kua pänui kia toru ngä momo tuhinga.

2 7266 2.1 3.1

Te Whawhai i ngä Tahataha o te Waiapu Ko ngä mea pakeke o mätau kua haere kë ki te käreti. Ko mätau ngä mea tamariki. I muri i tä mätau whakaritenga i ä mätau käpene, ka karia e mätau ä mätau rua mö te wähi whawhai. Ko te mahi i muri mai, he rapa i ngä pöhatu koi i kö tata tonu mai i te wähi whawhai, arä, i te awa o Waiapu. E hia ränei ngä wä i patua ai au mö te tapahi i ngä arero o ngä hü, te tapatapahi hoki i ngä taia motokä mö ä mätau kötaha. He roa rawa hoki te tatari kia pakü rawa te wïra o te motokä. Kua tae tonu hoki ki te wä whawhai.

138.Kua taea te pürongo

ngä tuhinga nänä i whiriwhiri.

139.Kua möhio ki te tikanga o ngä kupu e tauhou ana ki a ia.

3 7266 1.3 2.2

I te rä o te Rätapu, rua tekau mä toru o Pipiri, i tü ngä whakataetae whakapä poro a Tühoe i te papa täkaro i Whakatane. Ko te tino kaupapa o tënei huihuinga, ko te whakakotahi i ngä whänau maha o Tuhoe e noho ana i te motu whänui. Tekau ma rima ngä tïma i täkaro i täua rä, ä, ko te tïma o Te Tira Hou o Tamaki makaurau me te tïma o Tuhoe ki Poneke i purei kia kite ko wai ngä toa mö te rä. Otirä i te mutunga, i wikitoria te tïma o Te Tira Hou 26-24, ëngari ko te tangata i tohua ko te “ kaitäkaro o te rä ” nö te tïma o Tuhoe ki Poneke, ko Purari Paka. Ki öku whakaaro, he whakataetae tino whakahirahira, tino ätaahua hoki tënei. Ko te mea nui ki ahau ko te whakawhanaungatanga.

140.Kua whakaputa i öna whakaaro mö te tuhinga.

141.Kua möhio, kua whakamahitia ëtahi o ngä punga tohu wä, tohu wähi hoki.

4 7258 1.1 1.2 1.3 1.4 3.1

He Whakataetae Täkaro Rähoroi? He rä mo te moe? He rä mö te whakatä? Käore. I te Rähoroi te rima o Akuhata, ka mahi ngä marae a tëtahi whakataetae täkaro? Ko ngä täkaro o te rä he hutuporo, he netiporo me ngä täkaro ngahau. E rua ngä tïma hutuporo. Ko Marae Roa tëtahi, ko Marae Poto hoki. He tino poto ngä kaiwhakataetae o Marae Roa, he tino roa ngä kaiwhakataetaed o Marae Poto. Kätahi te ähei o ia taha - ahakoa te poto, ahakoa te roa o ngä toa. He pai ngä këmu. Ko te hua he örite! Ko hutuporo te toa o te rä. E rua ngä tïma netiporo. Ka timata te këmu, ka putu te raruraru i waenganui i ngä kaiwhakataetae. Ka patua te Kapene o Marae Roa e te kapene o Marae Poto. Ka whawhai te katoa! Ko te mekemeke te toa o te rä! Ka pai te mahi täkaro ngakau o te rä. Ko ngä tau omaoma peke ko ngäs tau omaoma hua me pune, ko ngä tau omaoma waewae toru. Ko te katakata te toa o te rä!

142.Date and place have been identified.

143.At least 1 opinion of a significant event has been clearly expressed.

144.The main kaupapa has been clearly expressed.

145.The events are accurately reported and ideas are logically sequenced.

146.Length of the report is at least 180-250 words.

147.Spelling is accurate and word meaning is appropriate.

148.Sentences are clearly understood.

149.Sentence constructions are appropriate.

150.The tense is appropriate.

94 of 296

HE WHAKAMÄRAMA KI TE KAIAKO Me Äta Whakarongo Paerewa 7262 Tohu whakapuaki poto mö ngä take whänui (Kaupae 2) Tipako 1 Ka märama ki te whakarärangi whakaaro 2 Ka märama ki ngä kupu tohu wä 3 Ka märama ki ngä whakapuaki poto e pä ana ki ng ä take i waho

atu o öna ake hiahia. 4 Ka märama ki te nuinga o ngä momo pätai, me ngä momo

tohutohu.

E ono ngä tümahi o tënei ngohe. E rima ngä puka rauemi mä te kaiako, kotahi te puka rauemi mä te äkonga. Nä te mea he rerekë ngä kaupapa o ia tümahi, tëtehi i tëtehi, ka taea te toha haere kia mahia e ngä äkonga puta noa i te tau. Mä konei e ähei ai te kaiako ki te köwhiri i te tümahi e ü ana ki tënä wähanga, ki tënä wähanga o te hötaka ako hei aromatawaitanga. He pai ake tënei momo whakahaere i te whakamahi i ngä tümahi katoa i te wä kotahi, përä i tëtehi whakamätautau ökawa.

95 of 296

ME ÄTA WHAKARONGO! Paerewa 7262 Tohu whakapuaki poto mö ngä take whänui (Kaupae 2) Tipako 1 Ka märama ki te whakarärangi whakaaro. 2 Ka märama ki ngä kupu tohu wä. 3 Ka märama ki ngä whakapuaki poto e pä ana ki ng ä take i waho

atu o ngä hiahia öna ake. 4 Ka märama ki te nuinga o ngä momo pätai, me ngä momo

tohutohu.

NGÄ TIKANGA: Test conditions.

NGÄ TOHUTOHU: E 6 ngä tümahi mö tënei ngohe. He mahi whakarongo tëne i. • Ka whiriwhiri koe mai i ngä pikitia, ko tëwhea tang ata kei te

körerotia (Tümahi 1).

1. Ka whiriwhiri koe mai i ngä pikitia, ko tëwhea wähi kei te

körerotia (Tümahi 2).

2. Ka tautohu koe mai i ngä körero hangatahi, ngä kupu tohu wä

(Tümahi 3).

3. Ka whakatikatika koe i ëtehi rärangi kupu e noho tï takataka ana (Tümahi 4).

4. Ka whakautu koe i ëtehi pätai mö tëtehi pikitia (Tü mahi 5).

5. Ka whai tohutohu koe, ä, ka tuhi ai koe i runga mah ere, te ara tika e ahu atu ana ki tëtehi taonga huna (Tümahi 6) .

6. Tümahi 1 - Whakaähua Tangata Me äta whakarongo koe ki te körero a te kaiako kia taea e koe te

täutu ko wai rä te tangata e whakaahuatia ana.

Tuhia te ingoa o te tangata i raro i te pikitia e t ika ana.

96 of 296

Tümahi 2 - Whakaähua Wähi Ka rongo koe i ëtehi körero e whakaahua ana i ëtehi pikitia.

I a koe e whakarongo ana, me whiriwhiri, ä, me täut u ko tëwhea o

ngä pikitia kei te whakaahuatia.

I te taha o te pikitia tuatahi, tuhia te nama 1, i te taha o te mea tuarua - te nama 2, ä, ka përä tonu te mahi mö te pikitia tuatoru me te tuawhä.

97 of 296

Tümahi 3 - Ngä Haerenga o Arapeta Me äta whakarongo ki ngä körero hangatahi ka körero hia e te

kaiako.

Mö ia rärangi körero hangatahi me täutu koe i ngä k upu anake e tohu ana i te wä. Arä, te wä mua, te wä tü, me te wä heke.

Tuhia te kïanga tika, te rerenga körero tika ränei, ki töna wähi tika i runga i te mahere i raro nei.

wä mua

wä tü wä heke

Tümahi 4 - Kupu Tïtakataka Ka rongo koe ëtehi huinga kupu e noho tïtakataka.

Mö ia huinga, e 3 ngä wä pänui.

Mö te wä tuatahi me whakarongo noa iho koe. Mö te wä tuarua me tuhi koe i ngä kupu i runga i ng ä rärangi i raro nei. Mö te wä tuatoru me whakarongo anö kia mohio mëna k ua mau i a koe ngä kupu katoa.

Mö ia huinga kupu, ka whakaatu te kaiako ko tëwhea te kupu tïmata.

98 of 296

Ngä Kupu Tïtakataka 1. ________________________________________________ ______________ 2. ________________________________________________ ______________ 3. ________________________________________________ ______________ 4. ________________________________________________ ______________ 5. ________________________________________________ ______________ Ngä Körero Hangatahi Tuhia ngä kupu kia takoto hei körero hangatahi tika . 1. ________________________________________________ ______________ 2. ________________________________________________ ______________ 3. ________________________________________________ ______________ 4. ________________________________________________ ______________ 5. ________________________________________________ ______________

99 of 296

Tümahi 5 - Te Papa Rëhia Ka rongo koe i ëtehi pätai mö te pikitia.

Me äta whakarongo, me äta tirotiro hoki ki te pikit ia kia taea e

koe te whakautu ngä pätai

Tuhia ngä whakautu ki ngä pätai ki raro iho nei. Ngä Whakautu 1._______________________________ 6._______________ ________________ 2. ______________________________ 7._______________ ________________ 3. ______________________________ 8._______________ ________________ 4. ______________________________ 9._______________ ________________ 5. ______________________________ 10.______________ ________________

© New Zealand Qualifications Authority - All rights reserved

Tümahi 6 - Rapu Taonga HE WHAKAMÄRAMA: I tëtehi wä e noho ana tëtehi röpü kura i tëtehi pu ni i te taha o te awa. Tekau mä rua ngä äkonga, e rua ngä pouako. Ka kitea e tëtehi o ngä äkonga, ko Mäui töna ingoa, tëtehi mah ere taonga. Kei runga i taua mahere taonga nei ëtehi tohutohu e whakaatu ana i te wähi e huna ana tëtehi taonga. Ko taua taonga he pëke moni, kei roto i te pëke rä kötahi miriona tära. Nä te n ui o te moni, ka puta te whakaaro i a Mäui kia tere tana haere ki te kimi i ngä moni rä. Nö reira ko ënei körero e whai ake nei mö tana haerenga ki te mau i taua taonga rä. Me äta whakarongo mai ki ngä körero nei, ä, tohua m ai i runga i te mahere te huarahi i takahia e Mäui ki te kimi, k i te rapu i te taonga huna, arä, te pëke moni.

KUPU HOU - KUPU ÄWHINA

wähi-a-Tümatauenga = marae ätea tomokanga matua = këti nui whakarängaro = haere puku toka = köwhatu, pöhatu kapohia = tangohia pükaki = te huinga o ngä awa repo = te wähi mäkü, te wähi pöharuharu piriti = arahanga uru räkau = he huinga räkau e tütahi ana


MAORI PERFORMING ARTS

LEVEL 2

13359 WAIATA

13363 WAIATA-Ā-RINGA

13367 POI

13371 HAKA

15019 WHAKARAKA


UNIT STANDARD 13359

Unit Standard 13359 Version 3 DEMONSTRATE KNOWLEDGE & SKILLS OF WAIATA

Level 2 Credit 6

TUTOR INFORMATION

Please remember that the focus is M āori Performance. Therefore; the most effective activities for assessment will be those that are practical or

performance based written tests should be discouraged assessments can occur in a range of contexts, e.g. school or marae, within the

classroom, practices or other learning contexts kapa haka competitions can be used to assess the performance expectations of this

unit standard local kapa experts may be used to assess candidates. Tutor Resources • NZQA Kapa Haka Videos (free resource to all accredited Māori Performing Arts

providers). • Audio Tapes – a good point of reference to access is your local Māori radio station

that will have an archival library of reference material. • Kapa Haka composers and tutors in your community. • Library resources e.g:

Ngata, A. - Ngā Mōteatea Anthology Huata, N. – The rhythm and life of Poi Karetu, H. – Haka: The dance of a noble people Gardiner, W. – Haka: A living tradition O’Connor, B. & Patterson, L. – He Whai: Old & new string figures from

Aotearoa New Zealand Assessment Booklet – VERY IMPORTANT The assessment schedule is used and completed by the assessor once all tasks have been completed. Student Booklet – VERY IMPORTANT The student receives this booklet. It outlines important information for the student including: Assessment information Activities for students to assist them to complete the assessment tasks. Other important information.



Level 2 Credit 6

ASSESSMENT TASKS

Element 1: Demonstrate knowledge of the different c ategories of waiata.

Assessment Task 1:

This task assesses Performance Criteria 1.1:

1.1 Demonstration includes a description of oriori, pātere, waiata tangi, waiata aroha and pao.

Task 1: Present an oral, written and/or visual* description of the different categories of waiata *Note: a visual display may include but is not limited to power point presentation,

slides, video or poster presentation.

Waiata Categories – Correctly describe each category Sample answers that would be acceptable

• Oriori A chant that is commonly recognized as a lullaby - A lullaby used to lull a child into calmness or to sing them to sleep

• Pao A pao is a chant with a beat, consisting of one or more couplets of lyrics. No set actions, and wide variety of themes and subject matter. Many are short ditties, composed on the spot.

• Patere A chant done in a light haka style.

• Waiata tangi Waiata Tangi known as weeping waiata are composed by both men and women and is a song, piece of music, or poem expressing grief or regret. It is a way of referring to a dead person, loss of land or crops, illness, or some other loss. Also done as a form of remembering and mourning the person who died.

• Waiata aroha Waiata Aroha is a chant that expresses love and as such are composed by both men and women. Can be done in long form or simply as a short piece of music, or poem expressing fondness and affection. Also done as a form of remembering a person.

/5 C NC

Verification of Oral, Written or Visual Research ev idence to be signed by Assessor

Verification Signature: Date:


Assessment Task 2:


1.2 Demonstration includes an explanation of the history and tikanga of at least one item from any of the five categories of waiata - oriori, pātere, waiata tangi, waiata aroha, pao.

Task 2: Provide an oral, written and/or visual* explanation of the history and tikanga of one waiata.

*Note: a visual display may include but is not limited to power point presentation, slides, video or poster presentation.



Element 2: Demonstrate the essential skills of waia ta.

Range: at least one item from any of the five categ ories of waiata - oriori, p ātere, waiata tangi, waiata aroha, pao.

Assessment Task 3:


2.1 Demonstration incorporates iwi variation with regard to appropriate movement, voice, and pronunciation.

Task 3: Perform a waiata from memory, displaying appropriate movement, voice and pronunciation, and incorporating iwi variation. Key factors to consider:

• the item is chosen from ONE of the FIVE categories of waiata • Kua matatau ki ngā kupu.

Kua TIKA te tū me te kori o te tinana, te mita o te reo, te whakahua o ngā kupu me te hā. The table on the following page provides guidelines to assist the assessor in ensuring that the student meets the requirements of the national standard.


ELEMENT 2 – TUTOR CHECKLIST Copy five checklists per student one for each item being assessed and attach to assessment schedule..

REQUIREMENTS

PERFORMANCE WILL

INCORPORATE

TUTOR COMMENTS

CHECKLIST

Waiata is performed.

Indicate one from

Oriori

Pātere

Waiata tangi

Waiata aroha

Pao

Body movement

Performance incorporates iwi variations

Voice Chants in unison or harmony, as appropriate

Chants with expression

Chants in a style, according to waiata item requirements

Hā (tone colour) reflects te reo, pronunciation is correct

Lyrics Waiata is memorised

Overall Performs as rehearsed

Follows kaupapa, tikanga, and wairua with dignity and respect

Descriptions required to judge iwi variations

Voice unison

expression

exactness of timing

correctness of pronunciation

Lyrics Amount that is memorised



5 waiata have been learned

1 waiata is demonstrated/performed


All rights reserved .

UNIT STANDARD 13359 – LEVEL 2 : CREDIT 6


Level 2 Credit 6

ASSESSMENT SCHEDULE

Please note: The following table is not a complete assessment schedule. It is a guide that provides an outline of some requirements for evidence and judgement for the tasks that have been developed. Providers are encouraged to design their own model answers as evidence statements and to give the appropriate judgement statements to assist the assessor to decide learner competence. Practical components will also require assessor verification.

UNIT STANDARD INFORMATION

EVIDENCE

[The answer expected]

JUDGEMENT STATEMENT

[Defines the standard to be achieved]

C/NC

[Credit /

No Credit]

TASK 1

Element 1

Oral, visual and/or written answers reveal the following information:

Waiata Aroha Waiata Aroha is a chant that expresses love and as such are composed by both men and women. Can be done in long form or simply as a short piece of music, or poem expressing fondness and affection. Also done as a form of remembering a person. Waiata Tangi Waiata Tangi known as weeping waiata are composed by both men and women and is a song, piece of music, or poem expressing grief or regret. It is a way of referring to a dead person, loss of land or crops, illness, or some other loss. Also done as a form of remembering and mourning the person who died. Pao A pao is a chant with a beat, consisting of one or more couplets of lyrics No set actions, and wide variety of themes and subject matter. Many are short ditties, composed on the spot. Patere A chant done in a light haka style. Oriori A chant that is commonly recognized as a lullaby - A

FIVE out of FIVE

Categories correctly described.


lullaby used to lull a child into calmness or to sing them to sleep.

TASK 2

Element 1

Performance Criteria 1.2

Oral, visual and/or written research of an item from ONE of the FIVE categories of waiata.

ONE research item.

Oral, visual and/or written research will have the following components:

• the category that matches the researched item

• the name of the chosen item

• the composer • where the item comes from • when and why the item

was composed • the words and translation

of the item • the purpose of the item (if

any) • other messages that this

item may be addressing.

TASK 3

Element 2


ONE chosen performance item from ONE of the FIVE categories of waiata.

For performance standard expected see the NZQA video.

1. Kua matatau ki ngā kupu. 2. Kua TIKA te tū me te kori o

te tinana, te mita o te reo, te whakahua o ngā kupu me te hā.

C = Credit NC = No Credit

Print candidate’s name _____________________________________________ Candidate’s signature _____________________________________________ Assessor’s signature__________________________________________________ Start date _________________ Completion date ____________________



Level 2 Credit 6

ACTIVITY INFORMATION

By the end of this unit, you will be required to complete the following tasks:

Present an oral, written and/or visual description of the different categories of waiata. Provide an oral, written and/or visual explanation of the history and tikanga of ONE

waiata. Perform a waiata from memory, displaying appropriate movement, voice and

pronunciation.

IMPORTANT INFORMATION

• All of the above tasks must be completed to achieve this unit standard.

Special note re: task 3. This unit standard is at Level 2 , and it requires a demonstration of the essential skills of waiata displaying appropriate movement, voice and pronunciation incorporating iwi variation - Kia tika te tū me te kori o te tinana, te mita o te reo, te whakahua o ngā kupu me te hā.

• You will not be expected to achieve performance competency, as this is a Level 4

requirement .

• The 6 credits of 13359 equates to approximately 60 hours of learning to complete this unit standard (Equation 1 credit = 10 hours).

• The unit standard assessment tasks can be presented in many different ways.

Appropriate and relevant ideas can be discussed with your tutor to ensure unit standard requirements are complied with.

• Please ensure that you have a clear understanding of the Assessment Process.

Remember that there are no silly questions.


ACTIVITY 1

PRESENT AN ORAL, VISUAL AND/OR WRITTEN DESCRIPTION OF THE DIFFERENT CATEGORIES OF WAIATA

Demonstrate knowledge of the different categories of waiata.

Demonstration includes a description of oriori, pātere, waiata tangi, waiata aroha and pao.

The five different categories of waiata are oriori, waiata tangi, waiata aroha, pātere and pao.

You are required to describe the characteristics of each category of waiata for this task. Suggested evidence for this task may include: written description; poster or mural description; power point presentation; skit; item composed to describe categories. Do not limit yourself to a ‘fill in the space’ written description. Give an oral, written and/or visual description of the following categories of waiata: Oriori Waiata tangi


Waiata aroha Patere Pao


ACTIVITY 2

PROVIDE AN ORAL, WRITTEN AND/OR VISUAL EXPLANATION OF THE HISTORY AND TIKANGA OF ONE WAIATA

The Glossary in this unit standard explains that history refers to the reason for the composition, the composer and when the item was composed. Tikanga refers to the meaning, values and Maori World View. ACITIVITY:

Research the history and tikanga of at least one item from any of the five categories of waiata - oriori, pātere, waiata tangi, waiata aroha, pao.

You are required to choose ONE waiata to research. Presentation of rangahau MUST incorporate all of the following requirements History

Name of item Reason for composition When it was composed?

Tikanga What are the words and translation of the item? What is the item’s purpose? e.g promotion of te reo, anti smoking message etc What, if any, are the other messages that this item addressing?


ACTIVITY 3

PERFORM A WAIATA FROM MEMORY, DISPLAYING APPROPRIAT E MOVEMENT, VOICE AND PRONUNCIATION INCORPORATING IWI

VARIATION.

This is a performance based activity.

Kupu from the five waiata featured in the Kapa Haka Videos are included in this booklet. These kupu can be used to learn the featured waiata, however, you are not restricted to using the waiata from the video as you may have your own selection to choose from. This standard requires you to perform ONE waiata item for assessment. The video gives you an accurate performance standard expected for Level 2 and provides example items of each waiata category. Remember that the key requirements are: 3. Kua matatau ki ngā kupu. Kua TIKA te tū me te kori o te tinana, te mita o te reo, te whakahua o ngā kupu me te

hā.

HEI HEI – CATEGORY : PAO

HEI HEI HEI AHA TE HEI HEI HEI HEI HEI AHA TE HEI HEI AUE TE KAI WHAKAOHORERE

KI TE ATA PO TERE NGATA TERE PUKU

KI TE AWHI AWHI AUE AUE TE HIA HIA NEKE NEKEHIA HI NEKE NEKEHIA

HI HI HA HI HI HA HI

RIMURIMU – CATEGORY : WAIATA AROHA

RIMURIMU TERE TERE I RUNGA I TE MARAE NEI E TERE ANA I TE IPO

I WAHO NEI

TANGIHIA MAI RA – CATEGORY : WAIATA TANGI

TANGIHIA MAI RA TE TANGI PAMAMAO NEI RA KEI ROTO E AUHI AKE NEI KO TE HUA RA NEI TAKEA MAI RA

NO IHOMATUA NUI NO TE TIHI UERANGI NA TANE TE WAIORA I KAWEA MAI RA

TERA KOIA – CATEGORY : PATERE

TERA KOIA KO TIOREORE RA TERA KOIA KO TIOREORE RA

PUREHUREHU ANA I RUNGA RA E AKU KAIKAMO

E WAIRUTU NEI

E WAIRUTU NEI E TE TAHA KURA WHAKARIKA RAWA MAI TE AHIAHI

TE POUTOKOMANAWA

TE POUTOKOMANAWA E NO MAHI E AU KA TURUTURU TI AIA TI AIA TI AIA HEI

TE WHANAU – CATEGORY : ORIORI

TENEI TE ROOPU TE WHANAU E MIHI NUI ATU NEI – AUE KA PU TE RUHA KA HAO TE RANGATAHI E

AUE AUE AUE HI – AUE AUE AUE HA



Level 2 Credit 6

ASSESSMENT INFORMATION

You are required to complete all the following tasks to gain the credits for this unit standard.

Task 1. Present an oral, written and/or visual description of the different categories of waiata.

Task 2. Provide an oral, written and/or visual explanation of the history and tikanga of ONE waiata. Task 3. Perform a waiata from memory, displaying appropriate movement, voice and pronunciation.

IMPORTANT INFORMATION All of the above tasks must be completed to achieve this unit standard.

Special note re: task 3. This unit standard is at Level 2 , and it requires a demonstration of the essential skills of waiata displaying appropriate movement, voice and pronunciation incorporating iwi variation - Kia tika te tū me te kori o te tinana, te mita o te reo, te whakahua o ngā kupu me te hā.

You will not be expected to achieve performance competency, as this is a Level 4 requirement . The 6 credits of 13359 equates to approximately 60 hours of learning to complete this unit standard (Equation 1 credit = 10 hours). The unit standard assessment tasks can be presented in many different ways. Appropriate and relevant ideas can be discussed with your tutor to ensure unit standard requirements are complied with. Please ensure that you have a clear understanding of the Assessment Process. Remember that there are no silly questions.


Element 1: Demonstrate knowledge of the different c ategories of waiata.

Assessment Task 1:


1.1 Demonstration includes a description of oriori, pātere, waiata tangi, waiata aroha and pao.

Task 1: Present an oral, written and/or visual* description of the different categories of waiata. *Note: a visual display may include but is not limited to power point presentation, slides,

video or poster presentation.

Waiata Categories – Correctly describe each category 1. Oriori

2. Pao

3. Patere

4. Waiata tangi

5. Waiata aroha

/5 C NC




Assessment Task 2:


1.2 Demonstration includes an explanation of the history and tikanga of at least one item from any of the five categories of waiata - oriori, pātere, waiata tangi, waiata aroha, pao.

Task 2: Provide an oral, written and/or visual* explanation of the history and tikanga of one waiata.




Element 2: Demonstrate the essential skills of waia ta.


Assessment Task 3:



Task 3: Perform a waiata from memory, displaying appropriate movement, voice and pronunciation, and incorporating iwi variation. Key factors to consider:

• the item is chosen from ONE of the FIVE categories of waiata • the waiata is performed from memory • the performed item demonstrates APPROPRIATE movement, voice and

pronunciation. Verification of Performance to be signed by Assesso r Verification Signature: Date:




Level 2 Credit 6

ASSESSMENT SCHEDULE


UNIT STANDARD

INFORMATION

EVIDENCE


JUDGEMENT STATEMENT


C/NC

[Credit /

No Credit]

TASK 1

Element 1



Waiata Aroha Waiata Aroha is a chant that expresses love and as such are composed by both men and women. Can be done in long form or simply as a short piece of music, or poem expressing fondness and affection. Also done as a form of remembering a person. Waiata Tangi Waiata Tangi known as weeping waiata are composed by both men and women and is a song, piece of music, or poem expressing grief or regret. It is a way of referring to a dead person, loss of land or crops, illness, or some other loss. Also done as a form of remembering and mourning the person who died. Pao A pao is a chant with a beat, consisting of one or more couplets of lyrics No set actions, and wide variety of themes and subject matter. Many are short ditties, composed on the spot. Patere A chant done in a light haka style Oriori A chant that is commonly recognized as a lullaby - A lullaby used to lull a child into calmness or to sing them to sleep

FIVE out of FIVE

Categories correctly identified.

TASK 2

Element 1


Oral, visual and/or written research of an item from ONE of the FIVE categories of waiata.

ONE research item.

Oral, visual and/or written research will have the following


components:

the category that matches the researched item

the name of the chosen item

the composer where the item

comes from when and why the

item was composed

the words and translation of the item

the purpose of the item (if any)

other messages that this item may be addressing.

TASK 3

Element 2


ONE chosen performance item from ONE of the FIVE categories of waiata.

For performance standard expected see the NZQA video.

4. Kua matatau ki

ngā kupu. 5. Kua TIKA te tū me

te kori o te tinana, te mita o te reo, te whakahua o ngā kupu me te hā.




UNIT STANDARD 13359

Unit Standard 13363 Version 3 DEMONSTRATE KNOWLEDGE & SKILLS OF WAIATA- Ā-RINGA

Level 2 Credit 6

TUTOR INFORMATION




unit standard local kapa experts may be used to assess candidates. Tutor Resources • New Zealand Qualifications Authority Kapa Haka Videos (free resource to all

accredited Māori Performing Arts providers). • Audio Tapes – a good point of reference to access is your local Māori radio station



Aotearoa New Zealand Assessment Booklet – VERY IMPORTANT The assessment schedule is used and completed by the assessor once all tasks have been completed. Student Booklet – VERY IMPORTANT The student receives this booklet. It outlines important information for the student including:

Assessment information Assessment tasks Other important information.



Level 2 Credit 6

ASSESSMENT TASKS

Element 1: Demonstrate knowledge of the history and tikanga of waiata ā ringa.

Assessment Task 1:


1.1 Demonstration includes a description of pōhiri, poroporoaki, aroha, whakanui, karakia, tangi, whakatoi, ngahau, whakahāwea, whakapapa.

Task 1: Present an oral, visual* and/or written description of the different themes of waiata-ā-ringa. *Note: a visual display may include but is not limited to power point presentation, slides,


• powhiri song of welcome • poroporoaki song that farewells • aroha song expressing love • whakanui song of acknowledgement • karakia song expressing prayer • tangi song expressing loss or death • whakatoi song that makes fun of something or someone • ngahau song to entertain • whakahawea song that belittles something or someone • whakapapa song reciting genealogy

C NC Assessment Task 2:

This task assesses Performance Criteria 1.2: 1.2 Demonstration includes an explanation of the history and tikanga of waiata ā

ringa according to iwi tradition. Range: at least five items from any of - pōhiri, poroporoaki, aroha, whakanui, karakia,

tangi, whakatoi, ngahau, whakahāwea, whakapapa.

Task 2: Provide an oral, visual* and/or written explanation of the history and tikanga of FIVE waiata-ā-ringa that you have researched i.e ONE item from FIVE of the ten themes.





Element 2: Demonstrate the essential skills of waia ta ā ringa.

Range: at least one item from any five of the ten t hemes of waiata ā ringa - p ōhiri, poroporoaki, aroha, whakanui, karakia, tangi, whakatoi, ngahau, whakah āwea, whakapapa.

Assessment Task 3:


2.1 Demonstration incorporates iwi variation with regard to movement, voice, and pronunciation.

Task 3: Perform waiata-ā-ringa from memory displaying appropriate movement, voice and pronunciation. Key factors to consider:

• the item is chosen from one of the ten themes of waiata a ringa • Kua matatau ki ngā kupu.

Kua TIKA te tū me te kori o te tinana, te mita o te reo, te whakahua o ngā kupu me te hā. Verification of Performance to be signed by Assesso r Verification Signature: Date:


ELEMENT 2 – TUTOR CHECKLIST Copy five checklists per student - one for each it em being assessed and attach to assessment schedule .

REQUIREMENTS

PERFORMANCE WILL

INCORPORATE

TUTOR COMMENTS

CHECKLIST


Indicate one from any FIVE of the TEN themes of waiata-ā-ringa:

Pōhiri

Poroporoaki

Aroha

Whakanui

Karakia

Tangi

Whakatoi

Ngahau

Whakahāwea

Whakapapa

Body movement


Voice Chants in unison or harmony, as appropriate

Chants with expression

Chants in a style, according to waiata item requirements




Follows kaupapa, tikanga, and wairua with dignity and respect.

Descriptions required to judge iwi variations

Voice unison

expression

exactness of timing





5 waiata are demonstrated/performed.




Level 2 Credit 6

ASSESSMENT SCHEDULE



EVIDENCE


JUDGEMENT STATEMENT


C/NC

[Credit /

No Credit]

Task 1

Element 1



Aroha – song expressing love Tangi – song expressing loss

or death Karakia – song expressing

prayer Whakatoi – song that makes

fun of something or someone Whakapapa – song reciting

genealogy Whakahawea – song that

belittles something or someone Whakanui – song of

acknowledgement Ngahau – song to entertain Poroporoaki – song that

farewells Powhiri – song of welcome

TEN out of TEN themes correctly identified.

Task 2

Element 1


Oral, visual and/or written research of FIVE items (i.e ONE item from FIVE of the TEN themes of waiata a ringa).


• the theme that matches the researched item


• the composer • where the item comes

from • when and why the item


of the item • the purpose of the item [if

any] • other messages that this


item may be addressing. FIVE Research Items required.

Task 3

Element 2


ONE performance item from FIVE of the 10 themes of waiata-ā-ringa.

For performance standard expected see NZQA video.

FIVE waiata-ā-ringa

performed. 6. Kua matatau ki ngā kupu. 7. Kua TIKA te tū me te kori

o te tinana, te mita o te reo, te whakahua o ngā kupu me te hā.





Level 2 Credit 6



Present an oral, visual* or written description of the different themes of waiata-ā-ringa. Provide an oral, visual* and/or written explanation of the history and tikanga of FIVE waiata-ā-ringa that you have researched i.e ONE item from FIVE of the ten themes. Perform waiata-ā-ringa from memory displaying appropriate movement, voice and pronunciation. *Note: a visual display may include but is not limited to power point presentation, slides,



Each of the above tasks must be completed to pass this unit standard.

Special note re: task 3. This unit standard is at Level 2 , and it requires a demonstration of the essential skills of waiata a ringa displaying appropriate movement, voice and pronunciation – kia TIKA te tū me te kori o te tinana, te mita o te reo, te whakahua o ngā kupu me te hā. You will not be expected to achieve performance competency, as this is a Level 4 requirement .

The 6 credits of 13363 equate to approximately 60 hours of learning to complete this

unit standard. (Equation 1 credit = 10 hours) The Assessment Tasks can be presented in many different ways. Appropriate and

relevant ideas can be discussed with your tutor to ensure unit standard requirements are complied with.

Please ensure that you have a clear understanding of the unit standard assessment

process before you begin. Remember that there are no silly questions.


ACTIVITY 1 PRESENT AN ORAL, VISUAL OR WRITTEN DESCRIPTION OF T HE

DIFFERENT THEMES OF WAIATA-Ā-RINGA

Element 1: Demonstrate knowledge of the history and tikanga of waiata- ā-ringa.

Activity 1



The ten different themes of waiata-ā-ringa are: powhiri, poroporoaki, whakanui, whakapapa, whakatoi, karakia, ngahau, aroha, tangi, whakahawea. You are required to describe each theme of waiata-ā-ringa for this task. Suggested evidence for this task may include: written description; poster or mural description; power point presentation; skit; item composed to describe categories. Do not limit yourself to a ‘fill in the space’ written description. Provide an oral, written and/or visual description of the following themes of waiata a ringa:

powhiri

poroporoaki


whakanui whakapapa whakatoi karakia ngahau aroha tangi whakah āwea


ACTIVITY 2

PROVIDE AN ORAL, WRITTEN AND/OR VISUAL EXPLANATION OF THE HISTORY AND TIKANGA OF ONE WAIATA- Ā-RINGA FROM FIVE OF

THE TEN THEMES OF WAIATA A RINGA

Activity 2

The Glossary in this unit standard explains that history refers to the reason for the composition, the composer and when the item was composed. Tikanga refers to the meaning, values and Maori World View

You are required to choose FIVE waiata-ā-ringa (ONE item from FIVE of the TEN themes) to research from the following list: pōhiri, poroporoaki, aroha, whakanui, karakia, tangi, whakatoi, ngahau, whakahāwea, whakapapa. The following requirements MUST be included for each research item: History

What is the name of the item? Why was the item composed? When was the item composed?

Tikanga

What are the words and translation of the item? What is the item’s purpose? e.g promotion of te reo, anti smoking message etc What, if any, are the other messages that this item addressing?

*Note: a visual display may include but is not limited to power point presentation, slides,



ACTIVITY 3

PERFORM WAIATA-Ā-RINGA FROM MEMORY, DISPLAYING APPROPRIATE MOVEMENT, VOICE AND PRONUNCIATION.

Activity 3:

This activity assesses Performance Criteria 2.1:

Perform at least one item from any five of the t en themes of waiata ā ringa - pōhiri, poroporoaki, aroha, whakanui, karakia, tangi, whakatoi, ngahau, whakahāwea, whakapapa Demonstration incorporates iwi variation with regar d to movement, voice, and pronunciation. Kupu from the waiata-ā-ringa featured in the Kapa Haka Videos are included in this booklet. These kupu can be used to learn the featured waiata-ā-ringa, however, you are not restricted to using the waiata-ā-ringa from the video as you may have your own selection to choose from. The waiata-ā-ringa featured in the video gives you an accurate performance standard expected for Level 2. Remember that the key requirements are: 8. Kua matatau ki ngā kupu. 9. Kua TIKA te tū me te kori o te tinana, te mita o te reo, te whakahua o ngā kupu me te

hā.

• the waiata a ringa is performed from memory • the performed item demonstrates APPROPRIATE movement, voice and

pronunciation


WAIATA-Ā-RINGA FEATURED IN NZQA KAPA HAKA VIDEOS

WAIATA A RINGA – AROHA

E TE TAU E TE TAU

TAHURI MAI TAHURI MAI

KARANGA KARANGA MAI ANEI AHAU KO KOE KO AHAU

HEI WHAKATUTUKI HUAKINA MAI TO MANAWA I AHAU

RAHUI HOMAI TE AROHA MO AKE TONU ATU

KAUA RA E HOATU

TOU AROHA TOU AROHA KIA RIRO RAWA ATU

I AHAU

WAIATA A RINGA – WHAKAHAWEA

POKOKOHUA

KOE TAKU HOA NO TE MEA

KEI HEA RA KOE KI MAI KI AHAU, “KO KOE TE TANGATA.”

ENGARI, KEI HEA RA KOE!

AUE TAUMAHA TAKU NGAKAU MOUMOU TE WA MOKEMOKE

NO REIRA RA E KOE KO KOE - POKOKOHUA

THEME : KARAKIA ITEM : TE ARIKI / HE HONORE

TE ARIKI WHAKARONGO MAI RA KI A MATOU

TE ARIKI TITIRO MAI RA KI A MATOU ANEI MATOU O TAMARIKI E WHAKAPONO ANO

MATOU KI A KOE

AUE AUE TE MATUA, TE TAMAITI WAIRUA TAPU E HE HONORE, HE KORORIA MAUNGARONGO KI TE

WHENUA WHAKAARO PAI, KI NGA TANGATA KATOA

AKE, AKE, AKE, AKE … AMINE

TE ATUA, TE PIRINGA TOKU ORANGA AKE, AKE, AKE, AKE … AMINE

THEME : WHAKAPAPA ITEM : TE ARAWA TE WAKA

TE ARAWA TE WAKA

TAMATEKAPUA TE TANGATA NGONGOTAHA TE MAUNGA E

ROTORUA NUI A KAHU

TE MOANA O TE IWI TIHE MAURI ORA

THEME : WHAKANUI ITEM : E TE IWI E

E TE IWI E, MAURIA MAI TE WHAKAPONO, TE

WHAKAPONO

AWHINA MAI RA MATOU E TU E HOTU NEI E TE IWI E, E TE IWI E

E KORE TE AROHA E TAKE E

KI WAHO I TAKU MANAWA E UIA, E HINE HEI AHA RA TE AROHA E, TE AROHA E

TIHEI MANAKOHIA, NGA TUKU, MIHARO E KA HOTU ATU TE TAU ME WHAKARONGO MAI RA

E KORE TE AROHA E TAKE E

KI WAHO I TAKU MANAWA E UIA, E HINE HEI AHA RA TE AROHA E, TE AROHA E

TIHEI MANAKOHIA, NGA TUKU, MIHARO E KA HOTU ATU TE TAU TE AROHA E

THEME : WHAKATOI ITEM : TENEI MATOU

TENEI MATOU E TU ATU NEI KI TE HAKANGAHAU

I TE OPE NEI E - TE IWI - AUE, AUE PURITIA RA TO MANA MAORI E HE TOHUTOHU I

ROTO TENEI WA AHAKOA MATOU KUA RIRO NEI

KO TE MANA ME TE WEHI KIA MAU E NO REIRA E HOA MA TE WAHINE PAI

E KORI ATU NEI AUE, E HINE MA TUKUTUKU TUKUA O TAHA E

RUA NO REIRA KIA MAU E

AHAKOA MATOU KUA RIRO NEI KO TE MANA ME

WAIATA A RINGA – WHAKATOI TENEI MATOU E TU ATU NEI KI TE WHAKANGAHAU I TE OPE NEI E TE IWI AUE AUE

PURITIA RA TO MANA MAORI E HEI TOHUTOHU I ROTO TENEI WA

AHAKOA MATOU KUA RIRO NEI KO TE MANA ME TE WEHI KI AHAU E NO REIRA E HOA MA TE WAHINE PAI E KORI ATU NEI AUE E HINE MA TUKU TUKU TUKUA

O TAHA E RUA NO REIRA KIA MAU E


THEME : TANGI ITEM : E NGA TINI MATE

E NGA TINI MATE KEI WAENGANUI I A TATOU

HAERE, HAERE RA HOKI ATU RA KI HAWAIIKI

TE KAINGA TUTURU HAWAIIKI NUI, HAWAIIKI ROA HAWAIIKI PAMAMAO HAERE KOUTOU

HOKI WAIRUA MAI RA KI AHAU HOMAI TE WAIORA KI AHAU

WAIHO AKE KI MURI NEI NGA TIKANGA HEI TAUIRA

HEI OHAKI KI TE IWI E MO AKE TONU ATU NGA TIKANGA HEI TAUIRA

E OHAKI KI TE IWI MO AKE TONU

THEME : NGAHAU ITEM : AUE

AUE TE AROHA I AHAU E

TUKI RAWA E HINE KI TAKU MANAWA NEI RA AKU RINGA E HINE

E PIRITI E HINE KI TAKU MANAWA

HOPE – HI AUE HI! WHATI WHATI E HINE - HI AUE HA!

TUKI RAWA KI A KAHA KI AHAU NEI KAUA E HURI KE KA HURI MAI RA E HINE

KIA MAU TE AROHA KI A PUMAU E

E PIRITI E HINE KI TAKU MANAWA HOPE – HI AUE HI! WHATI WHATI E HINE - HI

AUE HA! TUKI RAWA KI A KAHA KI AHAU NEI

KAUA E HURI KE KA HURI MAI RA E HINE KIA MAU TE AROHA KI A PUMAU E – KI A

PUMAU E

THEME : POWHIRI ITEM : KARANGA ATU RA

KARANGA ATU RA KARANGA ATU RA

E NGA IWI E TENEI TE MIHI KIA KOUTOU NA TE

RANGATAHI O TE ARA TIKA

HAERE HAERE MAI NAU MAI KI TENEI ROHE O TE ARAWA E – E

KO WAI TE REO KO WAI TE MANA E KARANGA KOKIRI

TE ARA TIKA

THEME : WHAKAHAWEA ITEM : KORETAKE

TIWAHA MAI KOE HE AHA TOU MATE?

E KANAKANA MAI, NA AUE E KORETAKE KOE, NGAKAU NGARO

KARE I TE OTI HE MAHI

TENA, KAUA E NOHO TO TOU MANGERE AI KAUA E POHEHE NAU TE AO

HURI HURI MAI, AWHINA MAI KO TE WHANAU TENEI E

KOTAHI TONU TE KARANGA E

MARANGA, MARANGA MAI AUE KARE KOE I TE KORETAKE

HEKE MAI E KARE, KIA KOTAHI TO TATOU HAERE

ARA KII ATU RA KARE KOE E KORETAKE E – HI!

THEME : POROPOROAKI ITEM : NGA IWI E

TENEI TE ROOPU TE WHANAU

E MIHI NUI ATU NEI – AUE E HURI ANA AHAU RA

KI TAKU TAURANGA I NAWA TIHE MAURI ORA - TIHE MAURI ORA

NGA IWI E NGA IWI E KIA KOTAHI RA TE AO WHANUI E


TIHE MAURI ORA HEI HA HEI HA HEI HA TIHE MAURI ORA HEI HA HEI HA HEI HA

KIA MAU RA KIA MAU RA

KI TE MANA MOTUHAKE ME TE AROHA

KIA MAU RA KIA MAU RA KI TE MANA MOTUHAKE

ME TE AROHA TIHE MAURI ORA HEI HA HEI HA HEI HA

TIHE MAURI ORA HEI HA HEI HA HEI HA

THEME : AROHA ITEM : PIRIHIRA

KA TUOHU MAHAKI E KA TUKU WHAKAMOEMITI E

KI O MATOU WHANAUNGA KI O MATOU TIPUNA TE ATUA MATUA NGA TOHU AROHANUI

MATAURANGA I UHIA MAI – I UHIA MAI TENEI

WHAKAPONO HOHONU I TAE AI I TE WAHI MO TE MAORI ME TE HUI O TE MOANA-NUI-A-KIWA

I TAUTOKO I NGA TAONGA O NEHE RA PUHAKE ANA TE IHIIHI TE WANA ANO

HE TOMAIRANGI

HE AHA MARIKA I TUKITIKIA, TUKITUKIA, TAKATAKAHIA - HI AUE HI

HE AHA MARIKA I TUKITUKIA TO TATOU MAORITANGA E PUTA MAI ANA PUHAEHAETANGA

NGAU TUARATANGA TATOU E WAIATA TAHI NEI HE IWI KOTAHI TATOU E HIA KE, KOTITI KE TANGA

PAHEKE TANGA KATI RA

AOTEAROA KIA KAHA RA – AOTEAROA KIA KAHA RA



Level 2 Credit 6

ASSESSMENT TASKS


Assessment Task 1:



Task 1: Present an oral, visual* and/or written description of the different themes of waiata-ā-ringa. *Note: a visual display may include but is not limited to power point presentation, slides,


1 powhiri 2 poroporoaki 3 aroha 4 whakanui 5 karakia 6 tangi 7 whakatoi 8 ngahau 9 whakahawea 10 whakapapa

C NC Assessment Task 2:


1.2 Demonstration includes an explanation of the history and tikanga of waiata ā ringa according to iwi tradition.

Range: at least five items from any of - pōhiri, poroporoaki, aroha, whakanui, karakia, tangi, whakatoi, ngahau, whakahāwea, whakapapa.


Task 2:

Provide an oral, visual* and/or written explanation of the history and tikanga of FIVE waiata-ā-ringa that you have researched i.e ONE item from FIVE of the ten themes. *Note: a visual display may include but is not limited to power point presentation, slides,

video or poster presentation. Verification of Oral, Written or Visual Research ev idence to be signed by Assessor


Element 2: Demonstrate the essential skills of waia ta ā ringa.

Range: at least one item from any five of the ten t hemes of waiata ā ringa - p ōhiri, poroporoaki, aroha, whakanui, karakia, tangi, whakatoi, ngahau, whakah āwea, whakapapa.

Assessment Task 3:



Task 3: Perform waiata-ā-ringa from memory displaying appropriate movement, voice and pronunciation. Key factors to consider:

• the item is chosen from one of the ten themes of waiata a ringa Kua matatau ki ngā kupu. Kua TIKA te tū me te kori o te tinana, te mita o te reo, te whakahua o ngā kupu me te hā. Verification of Performance to be signed by Assesso r Verification Signature: Date:



Level 2 Credit 6

ASSESSMENT SCHEDULE



EVIDENCE


JUDGEMENT STATEMENT


C/NC

[Credit /

No Credit]

Task 1

Element 1










farewells Powhiri – song of welcome

TEN out of TEN themes correctly identified.

Task 2

Element 1


Oral, visual and/or written research of FIVE items (i.e ONE item from FIVE of the TEN themes of waiata a ringa).


• the theme that matches the researched item


• the composer • where the item comes

from • when and why the item


of the item • the purpose of the item [if



item may be addressing. FIVE Research Items required.

Task 3

Element 2


ONE performance item from FIVE of the 10 themes of waiata-ā-ringa.

For performance standard expected see NZQA video.

FIVE waiata-ā-ringa performed. Kua matatau ki ngā kupu. Kua TIKA te tū me te kori o te tinana, te mita o te reo, te whakahua o ngā kupu me te hā.




UNIT STANDARD 13359

Unit Standard 13367 Version 3 DEMONSTRATE KNOWLEDGE & SKILLS OF POI

Level 2 Credit 7

TUTOR INFORMATION




unit standard local kapa experts may be used to assess candidates. Tutor Resources • NEW ZEALAND QUALIFICATIONS AUTHORITY Kapa Haka Videos (free resource

to all accredited Māori Performing Arts providers). • Audio Tapes – a good point of reference to access is your local Māori radio station







Level 2 Credit 7

ASSESSMENT TASKS

Element 1: Demonstrate knowledge of the history and tikanga of poi.

Range: at least one item from two different categor ies of poi – single short, single long, double short, double lon g.

Assessment Task 1:

Task 1: Present an oral, written and/or visual* description of the history and tikanga of one item from each category of poi. *Note: a visual display may include but is not limited to power point presentation, slides,

video or poster presentation. Verification of Performance to be signed by Assesso r Verification Signature: Date:


Element 2: Demonstrate the essential skills of poi.

Range: at least one item from two different categor ies of - single short, single long, double short, double long.

Assessment Task 2:



Task 2: Perform ONE/TWO items from TWO categories of poi from memory, displaying appropriate movement, voice and pronunciation. Key factors to consider:

• an item is performed from TWO categories of poi (poi incorporating different poi categories can be performed) i.e either

ONE medley item incorporating TWO categories of poi OR TWO separate poi items

• poi are performed from memory

Kua matatau ki ngā kupu. Kua TIKA te tū me te kori o te tinana, te mita o te reo, te whakahua o ngā kupu me te hā. Verification of Performance to be signed by Assesso r Verification Signature: Date:


ELEMENT 2 – TUTOR CHECKLIST Copy two checklists per student - one for each item being assessed and attach to assessment schedule.

Evidence Statement Essential skills demonstrated Assessor comments Judgement statements

Poi is performed.

Indicate one/2 from

single short

single long

double short

double long

Body movement: Performs with confidence

Actions performed with conviction


Voice Sings/chants in unison or harmony, as appropriate

Sings with expression

Sings in a rhythmic style, maintains timing


Intonation closely matched


Overall Ihi, wehi, wana

Performs as rehearsed


Descriptions required to judge: confidence

conviction

iwi variations

Voice unison/harmony

expression

exactness of timing


match of intonation





Perform one /Two items from any two categories of poi

Verification Signature: Date: ___


TANDARD 13359 – LEVEL 2 : CREDIT 6


Level 2 Credit 7

ASSESSMENT SCHEDULE


UNIT STANDARD

INFORMATION

EVIDENCE


JUDGEMENT STATEMENT


C/NC

]

TASK 1

Element 1


Oral, visual and/ or written research of an item from each category of poi:

1 x single short poi

1 x double short poi

1 x single long poi

1 x double long poi

Items incorporating different categories of poi are acceptable e.g an item with single short, double short, single long and double long is acceptable.



• the name of the chosen item • the composer • where the item comes from • when and why the item was

composed • the words and translation of

the item • the purpose of the item [if


item may be addressing.

TASK 2

Element 2


One OR TWO performance item/s from each category of poi

ONE medley item incorporating TWO categories of poi

OR

TWO separate poi items

For performance standard expected see NEW ZEALAND QUALIFICATIONS AUTHORITY video.

10. Candidate performs the item

from memory. Kua matatau ki ngā kupu. Kua TIKA te tū me te kori o






Level 2 Credit 7



Task 1: Present an oral, written and/or visual* description of the history and tikanga of one item from each category of poi.

Task 2: Perform ONE/TWO items from TWO categories of poi from memory, displaying appropriate movement, voice and pronunciation. *Note: a visual display may include but is not limited to power point presentation,


IMPORTANT INFORMATION 1 All of the above tasks must be completed to pass this unit standard. Special note re: task 3. This unit standard is at Level 2 , and it requires a demonstration of the essential skills of poi displaying appropriate movement, voice and pronunciation. You will not be expected to achieve performance competency, as this is a Level 4 requirement . The 7 credits of 13367 equate to approximately 70 hours of learning to complete this unit standard (Equation 1 credit = 10 hours). The Assessment Tasks can be presented in many different ways. Appropriate and relevant ideas can be discussed with your tutor to ensure unit standard requirements are complied with. Please ensure that you have a clear understanding of the Assessment Process before you begin. Remember that there are no silly questions.


ACTIVITY 1

PRESENT AN ORAL, WRITTEN AND/OR VISUAL* DESCRIPTION OF THE HISTORY AND TIKANGA OF ONE ITEM FROM EACH CATEG ORY

OF POI



Activity 1:


1.1 Demonstration includes an explanation of the history and tikanga of poi according to iwi tradition.


You are required to choose ONE item from EACH category of poi to research. The following requirements MUST be included: History What is the name of the item? Why was the item composed? When was the item composed? Tikanga What are the words and translation of the item? What is the item’s purpose? e.g promotion of te reo, anti smoking message etc What, if any, are the other messages that this item is addressing? *Note: a visual display may include but is not limited to power point presentation,



ACTIVITY 2

PERFORM ONE/TWO ITEMS FROM TWO CATEGORIES OF POI FROM MEMORY, DISPLAYING APPROPRIATE MOVEMENT, VOICE AND

PRONUNCIATION.



Activity 2:



Kupu from the POI featured in the Kapa Haka Videos are included in this booklet. These kupu can be used to learn the featured poi. However, you are not restricted to using poi from the video as you may have your own selection to choose from. The poi featured in the video gives you an accurate performance standard expected for Level 2. Remember that the key requirements are: • That the poi are performed from memory Kua matatau ki ngā kupu. Kua TIKA te tū me te kori o te tinana, te mita o te reo, te whakahua o ngā kupu me

te hā.


TERA MATARIKI CATEGORY : SINGLE & DOUBLE SHORT POI

POI POROTITI TAU PATUPATU POI POROTITI TAU PATUPATU

TIMATA

TERA MATARIKI KA REWA KI TE PAE NAU MAI HAERE MAI TE HUA O TE TAU HOU

TAKIRI TE ATA KA PUAO TE ATA KORIHI TE MANU TINO AWATEA

TUI TUI TUI TUI TUIA

KO TE TANGI MAI A TE KO KORIMAKO KO TE ATATU TU KA TAKATU

E RONGO WHAKAIRIA KI RUNGA HAERE MAI TE TOKI E

TUTURU WHAKAMAUA KIA TINA! TINA! HAUMI E! HUI E! TAIKI E!

HINEMOA CATEGORY : SINGLE LONG

TE TANGI A TE MANU TUI! TUI! TUI! TUI! TUIA

E HINE E HINEMOA TE TUPUNA O TE ARAWA E

HEI HA HEI HA WHAKARONGO MAI KI NGA PAKIWAITARA

KEI RARO KEI RUNGA KIA MAU E RERE TAKU POI AUE HA AUE HA

TE TUPUNA O TE ROHE NEI TAKU NEI RAUKURA

WHAKARONGO MAI KI NGA PAKIWAITARA KEI RARO KEI RUNGA KIA MAU

E RERE TAKU POI KEI RARO KEI RUNGA KIA MAU

E RERE TAKU POI TE TANGI A TE MANU TUI TUI TUI TUI TUIA

KEI HEA RA KOE – CATEGORY : DOUBLE LONG

KEI HEA RA KOE? KEI HEA RA KOE E TAKU WAHINE? TAKU WAHINE PUROTO E TORO ANA TE AROHA E KEI HEA RA KOE? KEI HEA RA KOE E TAKU TOA E?

WHAKAKAPAKAPA TE MANAWA E TORO ANA TE AROHA E

HAERE MAI RA KIA PIRI TAHI TAUA E KIA ROMIROMI E

MAHEA RA O WHAKAMATANGA KIA MIRIMIRI E



Level 2 Credit 7

ASSESSMENT TASKS



Assessment Task 1:


1.1 Demonstration includes an explanation of the history and tikanga of poi according to iwi tradition.

Task 1: Present an oral, written and/or visual* description of the history and tikanga of one item from each category of poi. *Note: a visual display may include but is not limited to power point presentation,

slides, video or poster presentation. Verification of Performance to be signed by Assesso r Verification Signature: Date:




Assessment Task 2:



Task 2: Perform ONE/TWO items from TWO categories of poi from memory, displaying appropriate movement, voice and pronunciation. Key factors to consider:

• an item is performed from TWO categories of poi (poi incorporating different poi categories can be performed) i.e either

ONE medley item incorporating TWO categories of poi OR TWO separate poi items

• poi are performed from memory

Kua matatau ki ngā kupu. Kua TIKA te tū me te kori o te tinana, te mita o te reo, te whakahua o ngā kupu me te hā.

Verification of Performance to be signed by Assesso r Verification Signature: Date:




Level 2 Credit 7

ASSESSMENT SCHEDULE


UNIT STANDARD

INFORMATION

EVIDENCE


JUDGEMENT STATEMENT


C/NC

]

TASK 1

Element 1


Oral, visual and/ or written research of an item from each category of poi:



1 x single long poi

1 x double long poi.

Items incorporating different categories of poi are acceptable e.g an item with single short, double short, single long and double long is acceptable.



• the name of the chosen item the composer where the item comes from

• when and why the item was composed

• the words and translation of the item

• the purpose of the item [if any] • other messages that this item

may be addressing.

TASK 2

Element 2


One OR TWO performance item/s from each category of poi

ONE medley item incorporating TWO categories of poi

OR

TWO separate poi items.

For performance standard expected see NEW ZEALAND QUALIFICATIONS AUTHORITY video.

11. Candidate performs the item from

memory. 12. Candidate displays

APPROPRIATE body movement, voice & pronunciation.




UNIT STANDARD 13359

Unit Standard 13371 Version 3 DEMONSTRATE KNOWLEDGE & SKILLS OF HAKA

Level 2 Credit 6

TUTOR INFORMATION

Please remember that the focus must be M āori Performance. Therefore; the most effective activities for assessment will be those that are practical or











Level 2 Credit 6

ASSESSMENT TASKS

Element 1: Demonstrate knowledge of the different c ategories of haka.

Assessment Task 1:


1.1 Demonstration includes a description of the eight categories of haka - kaioraora, pōkeka, manawa wera, ngeri, taparahi, tutungārahau, peruperu and whakatū waewae according to iwi tradition.

Task 1: Present a written, oral and/or visual* description of the different categories of haka.

*Note: a visual display may include but is not limited to power point presentation,


• Kaioraora Haka for venting hatred. • Pokeka Mostly used by Te Arawa with no set actions. • Manawa wera No set actions. In Tuhoe, performed at Tangihanga,

Hurakohatu and Hari Mate. • Ngeri Short haka used to stiffen the sinews. • Haka taparahi Ceremonial haka – never for war – used to express public or

private sentiment. • Tutungarahau Haka with weapons that feature high leaps. • Peruperu Haka with weapons that feature jumping from side to side. • Whakatu

waewae Performed with weapons with no jumping.

/8 C NC Assessment Task 2:


1.2 Demonstration includes an explanation of the history and tikanga of at least one item from the, eight haka categories according to iwi tradition.

Task 2: Provide an oral, visual and/or written explanation of the history and tikanga of one item from each haka category that you have researched. *Note: a visual display may include but is not limited to power point presentation,




Verification Signature: Date: Element 2: Demonstrate the essential skills of haka . Range: a total of five items chosen from any five d ifferent haka

categories and including one haka without set actio ns, one with set actions, and one with weapons.

Assessment Task 3:



Task 3: Perform a haka from memory demonstrating appropriate movement, voice and pronunciation. Key factors to consider:

• FIVE items are chosen from the eight categories of haka - must include : ONE haka with set actions; ONE haka without set actions and ONE haka with weapons

• the haka are performed from memory kua matatau ki ngā kupu. kua TIKA te tū me te kori o te tinana, te mita o te reo, te whakahua o ngā kupu me te hā. Verification of Performance to be signed by Assesso r Verification Signature: Date:


ELEMENT 2 – TUTOR CHECKLIST Copy five checklists per student one for each item being assessed and attach to assessment schedule.


Haka is performed

Indicate five

Kaioraora

Pokeka

Manawa wera

Ngeri

Taparahi

Tutungarahau

Peruperu

Whakatū waewae

Body movement Performs with confidence












Descriptions required to judge confidence

conviction

iwi variations


expression

exactness of timing


match of intonation





Perform 1 haka from any 5 of the 8 categories.





Level 2 Credit 6

ASSESSMENT SCHEDULE



EVIDENCE


JUDGEMENT STATEMENT


C/NC

TASK 1

Element 1


Oral, visual or written answers reveal the following information:

Tutungarahu – haka with weapons that feature high leaps. Whakatu waewae – performed with weapons with no jumping. Pokeka – mostly used by Te Arawa with no set actions Kaioraora – haka for venting hatred. Peruperu – haka with weapons that feature jumping from side to side. Haka Taparahi – ceremonial haka – never for war – used to express public or private sentiment. Manawa Wera – No set actions. In Tuhoe, performed at Tangihanga, Hurakohatu and Hari Mate. Ngeri – short haka used to stiffen the sinews.

EIGHT out of EIGHT Haka categories correctly described.

TASK 2

Element 1


Oral, visual or written research of an item from each category of haka as above.

The history and Tikanga of EIGHT researched items are presented.

Oral, visual or written research will have the following components

The category that matches the researched item.

The name of the chosen item.

The composer. Where the item comes

from.


When and why the item was composed.

The words and translation of the item.

The purpose of the item (if any).

Other messages that this item may be addressing.

TASK 3

Element 2


FIVE performance items from the EIGHT categories of haka including:

ONE haka with weapons ONE haka with set actions ONE haka without set actions.

For performance standard expected see New Zealand Qualifications Authority video.

Candidate performs the item from memory. Kua matatau ki ngā kupu. Kua TIKA te tū me te kori o te tinana, te mita o te reo, te whakahua o ngā kupu me te hā.



All rights reserved


Level 2 Credit 6






Task 2: Provide an oral, visual* and/or written explanation of the history and tikanga of one item from each haka category that you have researched. *Note: a visual display may include but is not limited to power point presentation,

slides, video or poster presentation. Task 3: Perform a haka from memory demonstrating appropriate movement, voice and pronunciation.


Each of the above tasks must be completed to pass this unit standard. Special note re: task 3. This unit standard is at Level 2 , and it requires a

demonstration of the essential skills of waiata displaying appropriate movement, voice and pronunciation. You will not be expected to achieve performance competency, as this is a Level 4 requirement .

The 6 credits of 13371 equate to approximately 60 hours of learning to complete this

unit standard The Assessment Tasks can be presented in many different ways. Appropriate and


Please ensure that you have a clear understanding of the Assessment Process

before you begin this unit standard. Remember that there are no silly questions.

All rights reserved

ACTIVITY 1 PRESENT A WRITTEN, ORAL AND/OR VISUAL* DESCRIPTION OF

THE DIFFERENT CATEGORIES OF HAKA.


Activity 1:



The eight different categories of haka are kaioraora, pokeka, manawa wera, ngeri, taparahi, tutungarahu, peruperu, whakatu waewae.

You are required to find out the characteristics of each category of haka for this task.

Present an oral, written or visual description of t he following categories of haka:

kaioraora pokeka manawa wera ngeri taparahi tutungarahu peruperu whakatu waewae

All rights reserved

ACTIVITY 2

PRESENT AN ORAL, VISUAL* AND/OR WRITTEN EXPLANATION OF THE HISTORY AND TIKANGA OF ONE ITEM FROM EACH HAKA

CATEGORY THAT YOU HAVE RESEARCHED.

Activity 2:


1.2 Demonstration includes an explanation of the history and tikanga of at least one item from the eight haka categories according to iwi tradition.

The Glossary in this unit standard explains that history refers to the reason for the composition, the composer and when the item was composed. Tikanga refers to the meaning, values and Maori World View. You are required to choose AN ITEM FROM ONE HAKA CATEGORY to research. The following requirements MUST be included: History What is the name of the item? Why was the item composed? When was the item composed? Tikanga What are the words and translation of the item? What is the item’s purpose? e.g promotion of te reo, anti smoking message etc What, if any, are the other messages that this item addressing? *Note: a visual display may include but is not limited to power point presentation,


All rights reserved

ACTIVITY 3 PERFORM A HAKA FROM MEMORY DEMONSTRATING

APPROPRIATE MOVEMENT, VOICE AND PRONUNCIATION.

Element 2: Demonstrate the essential skills of haka . Range: a total of five items chosen from any five d ifferent haka


Activity 3:



Kupu from SEVEN of the eight haka featured in the Kapa Haka Videos are included in this booklet. These kupu can be used to learn the featured haka. However, you are not restricted to using the haka from the video as you may have your own selection to choose from. The haka featured in the video gives you an accurate performance standard expected for Level 2. Remember that the key requirements are: • the haka is performed from memory kua matatau ki ngā kupu.

kua TIKA te tū me te kori o te tinana, te mita o te reo, te whakahua o ngā kupu me te hā.

All rights reserved

HAKA KUPU FEATURED IN NEW ZEALAND QUALIFICATIONS AUTHORITY KAPA HAKA VIDEOS

CATEGORY : PERUPERU

UHI, UHI MAI TE WAIERO E KOROTO O TAKU PUTA HE PUTA AHA TE PUTA HE PUTA NUI TE PUTA

HE RUA NEI KO TE PUTA - HI

CATEGORY : MANAWA WERA

TENA I POUA KO TE PURU E KO TE PURU KOA AHA WHAKATANATANA KI RUNGA

WHAKATANATANA KI RARO E KORE TE ORA E TAE MAI

KI KONEI I TE TURE O TE MATE PUKAWAUTIA KOA

AHA TE - AHA TA - AHA TAU AHA TE RIRI E

KO NGA NGIRANGIRA, KO NGA HOTAHOTA

O TE WHITAU TAPAHIA- E HO!

KA AWHEAAWHEA TE RUA TAMARIKI - E HO!

NAU ANO I WHAI MAI KI AKU NUI - A E HO!

I KITE AI KOE - A E HO! I TAKU TAURAPE - A E HO!

I TE RA RUA O TE TARA O T WHITAU TAPAHIA

A E HO - HI!

CATEGORY : NGERI

KA TITIRO HOKI AU KI RUNGA KI RARO KI WAENGANUI

KEI WHEA AKE RA KEI ORANGA MO

TOKU MAORITANGA E AUE KEI TENEI TUKU RANEI

KEI TERA TUKU RANEI KEI TERA KORAHA NOA PEA

POREPORE MAI ANA E AUE KAUA RA E TUKUNA KIA RIRO TE MANA ME TE IHI, TE TAPU ME TE

WEHI KEI HEKE ATU KI TE WHENUA

KA OTI ATU KI TE PO.

CATEGORY : WHAKATU WAEWAE

ME TIPU I A WIWI ME TIPU I A WAWA

TURIA I TE WERA PIRI KI TE RITO O TE RINGARINGA WAIHO AU MEA

WHAKAPAKARI KI TE HUA KAWARIKI E

CATEGORY : TUTUNGARAHU

KOIA ANO, KOIA ANO KOIA ANO HE PERUPERU INA HOKI TE TAIAROA

WHAKATIROHIA MAI NEI KI WHANA AHA PARAREWHA PARAREWHA PARAREWHA

KUMEA KUMEA TOTOIA KUMEA KUMEA TOTOIA

A E TORA KI TE TAHATAHA A E TORA KI TE TAPARERE NGA KOKAKO HUATARATARA

KI WAIKUREKUREHA A KI WAIKUREKUREHA

A KI WAIKUREKUREHA HI

All rights reserved

CATEGORY : POKEKA

KAUWHATA RAUKAWA E ORA ANA KI TE AHA

TE MATE AI KI TE UNUHANAGA O MANGAMANGAI ATUA

TE TARA, TE MARAMA KA WHATI KOE I TE HAU

E TE HIKA POUNAMU KEI HEA TO PAPA? KEI TE HINGA, KEI TE MATE KEI TE

WHAKAPIKINGA TAU RA RUA I HORAHIA KI TE TAKAPOU

O TE ARAWA E I WHIUA RERETIA E HAPE KI TE TAU HORA

TAU, TAU TAKOTO ANA

TURUKI TURUKI PANEKE PANEKE( X2)

HAERE MAI TE TOKI HAUMI E

CATEGORY : TAPARAHI

PAKIA PAKIA UMA TIRAHA

HOPE WHAI AKE WAEWAE TAKAHIA KI A KINO

E KINO NEI HOKI A RINGARINGA E TORONA

KAI WAHO HOKI MAI HEI, HEI, HEI, HEI HEI, HI AUE

ARA WHAKARONGO MAI TE IWI E WHAKARONGO MAI E TE MOTU E

AHAKOA TE ITI O MATOU E TAU NEI I A HA HA

E KORE TE WHAKAMA PIRI KI AHAU ( X2) HE MAIRE TU AU KA PUKENGATIA

HE MAIRE TU AU KA PUKENGATIA KARAWHIUA

ANA ANA AUE HA TAU KA TAU – HEI ( X2)

TAU KA TAU KI RUNGA I TE MARAE WHANAIA MAI RA

NGE NGE NGE ARA TU ARA WHANGAIA MAI RA

NGE NGE NGE ARA TU ARA TE ARA TAU KA TAHI, KA RUA, KA TORU KA WHA HOMAI O PUKU

KI A WETEWETEA WETEWETEA WETEWETEA ARA TU, ARA TE

ARA TAU, HI!

CATEGORY : KAIORAORA

The haka featured in the video can be replaced by a more commonly known

haka such as KAPANAPANA.

All rights reserved


Level 2 Credit 6

ASSESSMENT TASKS


Assessment Task 1:






1 Kaioraora

2 Pokeka

3 Manawa wera

4 Ngeri

5 Haka taparahi

6 Tutungarahu

7 Peruperu

8 Whakatu waewae

/8 C NC Assessment Task 2:


1.2 Demonstration includes an explanation of the history and tikanga of at least one item from the eight haka categories according to iwi tradition.

Task 2:

All rights reserved

Provide an oral, visual and/or written explanation of the history and tikanga of one item from each haka category that you have researched. *Note: a visual display may include but is not limited to power point presentation,

slides, video or poster presentation. Verification of Oral, Written or Visual Research ev idence to be signed by Assessor

Verification Signature: Date: Element 2: Demonstrate the essential skills of haka . Range: a total of five items chosen from any five d ifferent haka


Assessment Task 3:



Task 3: Perform a haka from memory demonstrating appropriate movement, voice and pronunciation. Key factors to consider:

• FIVE items are chosen from the eight categories of haka - must include : ONE haka with set actions; ONE haka without set actions and ONE haka with weapons

• the haka are performed from memory kua matatau ki ngā kupu kua TIKA te tū me te kori o te tinana, te mita o te reo, te whakahua o ngā kupu me te hā. Verification of Performance to be signed by Assesso r Verification Signature: Date:

All rights reserved



Level 2 Credit 6

ASSESSMENT SCHEDULE



EVIDENCE


JUDGEMENT STATEMENT


C/NC

TASK 1

Element 1


Oral, visual or written answers reveal the following information:


EIGHT out of EIGHT Haka categories correctly described.

TASK 2

Element 1


Oral, visual or written research of an item from each category of haka as above.

The history and Tikanga of EIGHT researched items are presented.


The category that matches the researched item.

The name of the chosen item.

The composer. Where the item comes

from. When and why the item

was composed.

All rights reserved

The words and translation of the item.

The purpose of the item (if any).

Other messages that this item may be addressing.

TASK 3

Element 2


FIVE performance items from the EIGHT categories of haka including:

ONE haka with weapons ONE haka with set actions ONE haka without set actions.

For performance standard expected see New Zealand Qualifications Authority video.

Candidate performs the item from memory. Kua matatau ki ngā kupu. Kua TIKA te tū me te kori o te tinana, te mita o te reo, te whakahua o ngā kupu me te hā.



All rights reserved

UNIT STANDARD 13359

Unit Standard 15019 Version 3 DEMONSTRATE KNOWLEDGE & SKILLS OF WHAKARAKA

Level 2 Credit 3

TUTOR INFORMATION




unit standard local kapa experts may be used to assess candidates.

Tutor Resources

• New Zealand Qualifications Authority Kapa Haka Videos (free resource to all

accredited Māori Performing Arts providers). • Audio Tapes – a good point of reference to access is your local Māori radio

station that will have an archival library of reference material. • Kapa Haka composers and tutors in your community. • Library resources e.g:


Aotearoa New Zealand

Assessment Booklet – VERY IMPORTANT The assessment schedule is used and completed by the assessor once all tasks have been completed. Student Booklet – VERY IMPORTANT The student receives this booklet. It outlines important information for the student including: Assessment information Assessment tasks Other important information.

All rights reserved


Level 2 Credit 3

ASSESSMENT TASKS

Element 1: Demonstrate knowledge of whakaraka.

Assessment Task 1:


1.1 Demonstration identifies items of whakaraka.

Range: a minimum of one item from each of the following categories - hand games, stick games, string games.

Task 1: Present an oral, visual* or written explanation of the history and tikanga of one item from each whakaraka category. The presentation the category that matches the researched item the name of the chosen item the composer where the item comes from when and why the item was composed the words and translation of the item the purpose of the item [if any] other messages that this item may be addressing (if any). *Note: a visual display may include but is not limited to power point presentation,



All rights reserved

Element 2: Demonstrate the essential skills of whak araka.

Range: at least one item from each of the following

categories - hand games, stick games, string

games.

Assessment Task 2:



Task 2: Perform whakaraka from memory demonstrating appropriate movement, voice and pronunciation. Key factors to consider:

• ONE item from each whakaraka category are performed The items are performed from memory. Kua TIKA te tū me te kori o te tinana, te mita o te reo, te whakahua o ngā kupu me te hā. Verification of Performance to be signed by Assesso r Verification Signature: Date:

All rights reserved

ELEMENT 2 – TUTOR CHECKLIST Copy three checklists per student one for each item being assessed and attach to assessment schedule.


Whakaraka is performed

Indicate item one from each of the whakaraka category.

Hand games

Stick games

String games













Descriptions required to judge :

confidence

conviction

iwi variations


expression

exactness of timing


match of intonation





Perform 1 item from each of the categories.


All rights reserved

NIT Unit Standard 15019 Version3 DEMONSTRATE KNOWLEDGE & SKILLS OF WHAKARAKA

Level 2 Credit 3

ASSESSMENT SCHEDULE



EVIDENCE


JUDGEMENT STATEMENT


C/NC

TASK 1

Element 1


Oral, visual* or written research of ONE item from each category of whakaraka. i.e THREE whakaraka items.

The categories of Whakaraka are:

hand games

stick games

string games

Oral, visual or written research will have the following components:



the composer where the item comes

from when and why the item

was composed the words and translation

of the item the purpose of the item [if

any] other messages that this

item may be addressing (if any).

TASK 2

Element 2


THREE whakaraka items are performed - ONE from each whakaraka category.

The items are performed

from memory. Kua TIKA te tū me te kori

o te tinana, te mita o te reo, te whakahua o ngā kupu me te hā.



All rights reserved


Level 2 Credit 3



Task 1: Research and present an oral, visual* or written explanation of the history and tikanga of one item from each whakaraka category.


slides, video or poster presentation. Task 2: Perform whakaraka from memory demonstrating appropriate movement, voice and pronunciation. • ONE item is performed from each category of whakaraka i.e THREE in total The items are performed from memory. Kua TIKA te tū me te kori o te tinana, te mita o te reo, te whakahua o ngā kupu me

te hā.

Verification of Performance to be signed by Assesso r Verification Signature:


1. Each of the above tasks must be completed to pass this unit standard.

2. You will not be expected to achieve performance competency, as this is a Level 3

requirement .

3. The 3 credits of 15019 equate to approximately 30 hours of learning to complete this unit standard

4. The Assessment Tasks can be presented in many different ways. Appropriate and


5. Please ensure that you have a clear understanding of the Assessment Process

before you begin this unit standard. Remember that there are no silly questions.

All rights reserved

ACTIVITY 1 PRESENT A ORAL, VISUAL* OR WRITTEN EXPLANATION OF T HE HISTORY AND TIKANGA OF ONE ITEM FROM EACH WHAKARAKA

CATEGORY.





Activity 1: Research and present an oral, visual* or written explanation of the history and tikanga of one item from each whakaraka category. *Note: a visual display may include but is not limited to power point presentation,

slides, video or poster presentation. The Glossary in this unit standard explains that history refers to the reason for the composition, the composer and when the item was composed. Tikanga refers to the meaning, values and Maori World View You are required to choose ONE item from each whakaraka category to research. The following requirements MUST be included:

History What is the name of the item? Why was the item composed? When was the item composed? Tikanga What are the words and translation of the item? What is the item’s purpose? e.g promotion of te reo, anti smoking message etc What, if any, are the other messages that this item addressing? Verification of Oral, Written or Visual Research ev idence to be signed by Assessor


ACTIVITY 2

All rights reserved

PERFORM WHAKARAKA FROM MEMORY DEMONSTRATING APPROPRIATE MOVEMENT, VOICE AND PRONUNCIATION.


Range: at least one item from each of the following categories -

hand games, stick games, string games.



Activity 2: Perform whakaraka from memory demonstrating appropriate movement, voice and pronunciation. Key factors to consider:

• ONE item from each whakaraka category are performed • the items are performed from memory • the performed items demonstrates APPROPRIATE movement, voice and

pronunciation. The whakaraka featured in the kapa haka (WHAKARAKA) video gives you an accurate performance standard expected for Level 3 – one level higher than this unit standard.

All rights reserved


Level 2 Credit 3

ASSESSMENT TASKS


Assessment Task 1:




Task 1: Present an oral, visual* or written explanation of the history and tikanga of one item from each whakaraka category. The presentation must include all the following information. the category that matches the researched item the name of the chosen item the composer where the item comes from when and why the item was composed the words and translation of the item the purpose of the item [if any] other messages that this item may be addressing (if any). *Note: a visual display may include but is not limited to power point presentation,



All rights reserved


Range: at least one item from each of the following

categories - hand games, stick games, string

games.

Assessment Task 2:



Task 2: Perform whakaraka from memory demonstrating appropriate movement, voice and pronunciation. Key factors to consider:

• ONE item from each whakaraka category are performed • the items are performed from memory • the performed items demonstrates APPROPRIATE movement, voice and

pronunciation. Verification of Performance to be signed by Assesso r Verification Signature: Date:

All rights reserved


Unit Standard 15019 Version3 DEMONSTRATE KNOWLEDGE & SKILLS OF WHAKARAKA

Level 2 Credit 3

ASSESSMENT SCHEDULE



EVIDENCE


JUDGEMENT STATEMENT


C/NC

TASK 1

Element 1


Oral, visual* or written research of ONE item from each category of whakaraka. i.e THREE whakaraka items.

The categories of Whakaraka are:

hand games

stick games

string games




the composer where the item comes from when and why the item was

composed the words and translation of

the item the purpose of the item [if

any] other messages that this


TASK 2

Element 2


THREE whakaraka items are performed - ONE from each whakaraka category.

Candidate performs items

from memory. Candidate displays

APPROPRIATE movement, voice & pronunciation.

C = Credit

NC = No Credit Print candidate’s name _____________________________________________ Candidate’s signature _____________________________________________ Assessor’s signature__________________________________________________ Start date _________________ Completion date ____________________

All rights reserved


LEVEL 3

15020 WHAKARAKA

All rights reserved

UNIT STANDARD 13359 Unit Standard 15020 Version 3

PERFORM WHAKARAKA Level 3 Credit 6

TUTOR INFORMATION










All rights reserved

Unit Standard 15020 Version 3


ASSESSMENT TASKS

Element 1: Demonstrate knowledge of the history and tikanga of whakaraka.

Assessment Task 1:


1.1 Demonstration includes an explanation of the history and tikanga of the whakaraka categories.

Range: two hand games, two stick games, two string games.

Task 1: Research and present an oral, visual* or written explanation of the history and tikanga of TWO items from each whakaraka category. The presentation must include all the following information.

the category that matches the researched item • the name of the chosen item • the composer • where the item comes from • when and why the item was composed • the words and translation of the item • the purpose of the item (if any) • other messages that this item may be addressing (if any).



Verification Signature: Date: Element 2: Perform the essential skills of whakarak a.

Range: two hand games, two stick games, two string formations.

All rights reserved

Assessment Task 2:

This task assesses Performance Criteria 2.1 and 2.2:

2.1 Performance incorporates evidence of ihi, wehi, and wana. 2.2 Performance incorporates iwi variation with regard to movement, voice, and

pronunciation. Task 2: Perform whakaraka from memory demonstrating appropriate movement, voice and pronunciation, and incorporating ihi, wehi and mana. Key factors to consider:

• TWO items from each whakaraka category are performed • the items are performed from memory

kua matatau ki ngā kupu kua MATATAU te tū me te kori o te tinana, te mita o te reo, te whakahua o ngā kupu me te hā

• ihi, wehi and wana are displayed in your performance. Verification of Performance to be signed by Assesso r Verification Signature: Date:

All rights reserved

ELEMENT 2 – TUTOR CHECKLIST Copy six checklists per student - one for each item being assessed and attach to assessment schedule.


Whakaraka is performed

Must perform two from each category.

Indicate one of

hand games

string games

stick games

Body movement

Performs with confidence













conviction

iwi variations


expression

exactness of timing


match of intonation





Perform 2 items from each of the categories.


All rights reserved

Unit Standard 15020 Version 3 PERFORM WHAKARAKA

Level 3 Credit 6

ASSESSMENT SCHEDULE



EVIDENCE


JUDGEMENT STATEMENT


C/NC

TASK 1

Element 1


Oral, visual or written research of TWO items from each category of whakaraka i.e SIX whakaraka items.




composed • the words and translation of the

item • the purpose of the item (if any) • other messages that this item

may be addressing (if any).

TASK 2

Element 2


&


SIX whakaraka items are performed – TWO from each whakaraka category.

For the performance standard expected see New Zealand Qualifications Authority video.

Candidate performs items from memory.

Kua matatau ki ngā kupu. Kua TIKA te tū me te kori o te

tinana, te mita o te reo, te whakahua o ngā kupu me te hā.

Candidate displays ihi, wehi and wana in their performance.






STUDENT INFORMATION


Task 1: Present an oral, visual* or written explanation of the history and tikanga of TWO items from each whakaraka category. The presentation must include all the following information.



slides, video or poster presentation. Task 2: Perform whakaraka from memory demonstrating appropriate movement, voice and pronunciation, and incorporating ihi, wehi and wana. Key factors to consider: TWO items from each whakaraka category are performed the items are performed from memory the performed items demonstrates COMPETENCY of movement, voice and pronunciation ihi, wehi and wana are displayed in your performance.

Verification of Performance to be signed by Assesso r Verification Signature: Each of the above tasks must be completed to pass this unit standard.


You will be expected to achieve performance competency, as this is a Level 3 requirement . The 6 credits of 15020 equate to approximately 60 hours of learning to complete this unit standard The assessment tasks can be presented in many different ways. Appropriate and relevant ideas can be discussed with your tutor to ensure unit standard requirements are complied with. Please ensure that you have a clear understanding of the Assessment Process before you begin this unit standard. Remember that there are no silly questions.


ACTIVITY 1 PRESENT A ORAL, VISUAL* OR WRITTEN EXPLANATION OF T HE HISTORY AND TIKANGA OF ONE ITEM FROM EACH WHAKARAKA

CATEGORY.





Activity 1: Present an oral, visual* or written explanation of the history and tikanga of one item from each whakaraka category. *Note: a visual display may include but is not limited to power point presentation,

slides, video or poster presentation. The Glossary in this unit standard explains that history refers to the reason for the composition, the composer and when the item was composed. Tikanga refers to the meaning, values and Maori World View You are required to choose TWO items from each whakaraka category to research. The following requirements MUST be included:

History What is the name of the item? Why was the item composed? When was the item composed? Tikanga What are the words and translation of the item? What is the item’s purpose? e.g promotion of te reo, anti smoking message etc What, if any, are the other messages that this item addressing?


ACTIVITY 2

PERFORM WHAKARAKA FROM MEMORY DEMONSTRATING APPROPRIATE MOVEMENT, VOICE AND PRONUNCIATION

AND INCORPORATING IWI, WEHI, AND WANA.

Element 2: Demonstrate the essential skills of whak araka. Range: at least one item from each of the following categories -

hand games, stick games, string games.



Activity 2: Perform whakaraka from memory demonstrating appropriate movement, voice and pronunciation. The whakaraka featured in the video gives you an accurate performance standard expected for Level 3. Remember that the key requirements are:

• That the items are performed from memory Kua matatau ki ngā kupu Kua MATATAU te tū me te kori o te tinana, te mita o te reo, te whakahua o ngā kupu me te hā

• That ihi, wehi and wana are displayed in your performance.




ASSESSMENT TASKS

Element 1: Demonstrate knowledge of the history and tikanga of whakaraka.

Assessment Task 1:


1.1 Demonstration includes an explanation of the history and tikanga of the whakaraka categories.

Range: two hand games, two stick games, two string games.

Task 1: Present an oral, visual* or written explanation of the history and tikanga of TWO items from each whakaraka category. The presentation must include all the following information.






Element 2: Perform the essential skills of whakarak a.

Range: two hand games, two stick games, two string formations.

Assessment Task 2:

This task assesses Performance Criteria 2.1, 2.2

2.1 Performance incorporates evidence of ihi, wehi, and wana. 2.2 Performance incorporates iwi variation with regard to movement, voice, and

pronunciation.

Task 2: Perform whakaraka from memory demonstrating appropriate movement, voice and pronunciation, and incorporating ihi, wehi and mana. Key factors to consider:

• TWO items from each whakaraka category are performed • the items are performed from memory

kua matatau ki ngā kupu kua MATATAU te tū me te kori o te tinana, te mita o te reo, te whakahua o ngā kupu me te hā

• ihi, wehi and wana is displayed in your performance. Verification of Performance to be signed by Assesso r Verification Signature: Date:


Unit Standard 15020 Version 3 PERFORM WHAKARAKA

Level 3 Credit 6

ASSESSMENT SCHEDULE



EVIDENCE


JUDGEMENT STATEMENT


C/NC

TASK 1

Element 1


Oral, visual or written research of TWO items from each category of whakaraka i.e SIX whakaraka items.







TASK 2

Element 2


&


SIX whakaraka items are performed – TWO from each whakaraka category.

For the performance standard expected see New Zealand Qualifications Authority video.

Candidate performs items from memory.








LEVEL 4

13360 WAIATA

13364 WAIATA A RINGA

13368 POI

13372 HAKA

13373 HAKA WAHINE


UNIT STANDARD 13359

Unit Standard 13360 Version 3 PERFORM WAIATA

Level 4 Credit 15

TUTOR INFORMATION




unit standard local kapa experts may be used to assess candidates. Tutor Resources • New Zealand Qualification Authority Kapa Haka Videos (free resource to all








Level 4 Credit 15

ASSESSMENT TASKS

Element 1: Demonstrate knowledge of the history and tikanga of waiata.

Assessment Task 1:


1.1 Demonstration includes an explanation of the history and tikanga of at least two items from each category of waiata according to iwi tradition.

Range: oriori, pātere, waiata tangi, waiata aroha, pao.

Task 1: Present an oral, written or visual* explanation of the history and tikanga of TWO items from each waiata category The presentation must include the following information. the category that matches the researched item • the name of the chosen item • the composer • where the item comes from • when and why the item was composed • the words and translation of the item • the purpose of the item (if any) • other messages that this item may be addressing (if any). *Note: a visual display may include but is not limited to power point presentation,




Element 2: Perform the essential skills of waiata.


Assessment Task 2:

This task assesses Performance Criteria 2.1, 2.2

2.1 Performance incorporates iwi variation with regard to movement, voice, and pronunciation.

2.2 Performance incorporates evidence of ihi, wehi, and wana.

Task 2: Perform waiata from memory demonstrating competency of movement, voice and pronunciation, and incorporating ihi, wehi and wana. Key factors to consider:

• ONE item is performed from each of the FIVE categories of waiata kua matatau ki ngā kupu kua MATATAU te tū me te kori o te tinana, te mita o te reo, te whakahua o ngā kupu me te hā

• that ihi, wehi and wana is displayed in your performance. Verification of Performance to be signed by Assesso r Verification Signature: Date:


ELEMENT 2 – TUTOR CHECKLIST Copy five checklists per student one for each item being assessed and attach to assessment schedule.



Indicate one from

Oriori

Pātere

Waiata tangi

Waiata aroha

Pao














conviction

iwi variations


expression

exactness of timing


match of intonation





Performed 1 waiata from each of the 5 categories.




Level 4 Credit 15

ASSESSMENT SCHEDULE


UNIT STANDARD

INFORMATION

EVIDENCE


JUDGEMENT STATEMENT


C/NC

TASK 1

Element 1


Oral, visual or written research of TWO items from each category of waiata i.e TEN items in total.

The categories of Waiata are:

Oriori – chant that is commonly recognized as a lullaby.

Pao – chant with a beat.

Pātere – chant done in light haka style.

Waiata tangi – chant expressing loss or death.

Waiata aroha – chant expressing love.



• the name of the chosen item the composer

• where the item comes from • when and why the item was




TASK 2

Element 2


&


ONE item from each category of waiata is performed.

For the performance standard expected see the NZQA video.

Kua matatau ki ngā kupu. Kua MATATAU te tū me te kori o


Candidate displays ihi, wehi and

wana in their performance.





Level 4 Credit 15



Task 1 Present an oral, written or visual* explanation of the history and tikanga of TWO items from each waiata category. *Note: a visual display may include but is not limited to power point presentation, slides,

video or poster presentation. Task 2: Perform waiata from memory demonstrating competency of movement, voice and pronunciation, and incorporating ihi, wehi and wana. Key factors to consider:

ONE item is performed from each of the FIVE categories of waiata kua matatau ki ngā kupu. kua MATATAU te tū me te kori o te tinana, te mita o te reo, te whakahua o ngā kupu

me te hā. that ihi, wehi and wana is displayed in your performance.


IMPORTANT INFORMATION 1. Each of the above tasks must be completed to pass this unit standard. 2. You will be expected to achieve performance competency, as this is a Level 4

requirement . 3. The 15 credits of 13360 equate to approximately 150 hours of learning to complete

this unit standard 4. The Assessment Tasks can be presented in many different ways. Appropriate and



5. Please ensure that you have a clear understanding of the Assessment Process before

you begin this unit standard. Remember that there are no silly questions.


ACTIVITY 1 PRESENT AN ORAL, VISUAL* OR WRITTEN EXPLANATION OF THE

HISTORY AND TIKANGA OF TWO ITEMS FROM EACH WAIATA CATEGORY.

Element 1: Demonstrate knowledge of the history and tikanga of waiata. Activity 1:



You are required to choose TWO ITEMS from each of the following waiata category to research- oriori, pātere, waiata tangi, waiata aroha, pao. The following requirements MUST be included:



ACTIVITY 2

PERFORM WAIATA FROM MEMORY DEMONSTRATING COMPETENCY OF MOVEMENT, VOICE AND PRONUNCIATION, AND INCORPORA TING

IHI WEHI AND WANA.

Element 2: Perform the essential skills of waiata.


Activity 2:

This activity assesses Performance Criteria 2.1, 2.2


2.2 Performance incorporates evidence of ihi, wehi, and wana. Kupu from the five waiata featured in the Kapa Haka Videos are included in this booklet. This kupu can be used to learn the featured waiata. However, you are not restricted to using the waiata from the video as you may have your own selection to choose from. The waiata featured in the video gives you an accurate performance standard expected for Level 4. Remember that the key requirements are: Kua matatau ki ngā kupu. Kua MATATAU te tū me te kori o te tinana, te mita o te reo, te whakahua o ngā kupu me te hā.

• That ihi, wehi and wana is displayed in your performance.


WAIATA A RINGA FEATURED ON THE NZQA KAPA HAKA VIDEOS

HEI HEI – CATEGORY : PAO

HEI HEI HEI AHA TE HEI HEI HEI HEI HEI AHA TE HEI HEI AUE TE KAI WHAKAOHORERE

KI TE ATA PO TERE NGATA TERE PUKU

KI TE AWHI AWHI AUE AUE TE HIA HIA NEKE NEKEHIA HI NEKE NEKEHIA

HI HI HA HI HI HA HI

RIMURIMU – CATEGORY : WAIATA AROHA

RIMURIMU TERE TERE I RUNGA I TE MARAE NEI E TERE ANA I TE IPO

I WAHO NEI


TANGIHIA MAI RA TE TANGI PAMAMAO NEI RA KEI ROTO E AUHI AKE NEI KO TE HUA RANEI TAKEA MAI RA


TERA KOIA – CATEGORY : PATERE

TERA KOIA KO TIOREORE RA TERA KOIA KO TIOREORE RA

PUREHUREHU ANA I RUNGA RA E AKU KAIKAMO

E WAIRUTU NEI

E WAIRUTU NEI E TE TAHA KURA WHAKARIKA RAWA MAI TE AHIAHI

TE POUTOKOMANAWA

TE POUTOKOMANAWA E NO MAHI E AU KA TURUTURU TI AIA TI AIA TI AIA HEI

TE WHANAU – CATEGORY : ORIORI

TENEI TE ROOPU TE WHANAU E MIHI NUI ATU NEI – AUE KA PU TE RUHA KA HAO TE RANGATAHI E

AUE AUE AUE HI – AUE AUE AUE HA



Level 4 Credit 15

ASSESSMENT TASKS

Element 1: Demonstrate knowledge of the history and tikanga of waiata. Assessment Task 1:


1.1 Demonstration includes an explanation of the history and tikanga of at least two items from each category of waiata according to iwi tradition.

Range: oriori, pātere, waiata tangi, waiata aroha, pao.

Task 1: Present an oral, written or visual* explanation of the history and tikanga of TWO items from each waiata category *Note: a visual display may include but is not limited to power point presentation, slides,


Verification Signature: Date: Element 2: Perform the essential skills of waiata.


Assessment Task 2:



and Performance Criteria 2.2: 2.2 Performance incorporates evidence of ihi, wehi, and wana.


Task 2: Perform waiata from memory demonstrating competency of movement, voice and pronunciation, and incorporating ihi, wehi and wana. Key factors to consider:

• ONE item is performed from each of the FIVE categories of waiata Kua matatau ki ngā kupu. Kua MATATAU te tū me te kori o te tinana, te mita o te reo, te whakahua o ngā kupu me te hā.

• that ihi, wehi and wana is displayed in your performance. Verification of Performance to be signed by Assesso r Verification Signature: Date:



Level 4 Credit 15

ASSESSMENT SCHEDULE


UNIT STANDARD

INFORMATION

EVIDENCE


JUDGEMENT STATEMENT


C/NC

TASK 1

Element 1


Oral, visual or written research of TWO items from each category of waiata i.e TEN items in total.

The categories of Waiata are:

Oriori – chant that is commonly recognized as a lullaby.

Pao – chant with a beat.

Pātere – chant done in light haka style.

Waiata tangi – chant expressing loss or death.

Waiata aroha – chant expressing love.



• the name of the chosen item the composer

• where the item comes from • when and why the item was




TASK 2

Element 2


&


ONE item from each category of waiata is performed.

For the performance standard expected see the NZQA video.



Candidate displays ihi, wehi and

wana in their performance.




UNIT STANDARD 13359

Unit Standard 13364 Version 3 PERFORM WAIATA-Ā-RINGA

Level 4 Credit 15

TUTOR INFORMATION








Aotearoa New Zealand Assessment Booklet – VERY IMPORTANT The assessment schedule is used and completed by the assessor once all tasks have been completed. Student Booklet – VERY IMPORTANT The student receives this booklet. It outlines important information for the student including: Assessment information Assessment tasks Other important information.



Level 4 Credit 15

ASSESSMENT TASKS

Element 1: Demonstrate knowledge of the history and tikanga of

waiata ā ringa.

Assessment Task 1:


1.1 Demonstration includes an explanation of the history and tikanga of at least one item from each theme of waiata ā ringa according to iwi tradition.

Range: pōhiri, poroporoaki, aroha, whakanui, karakia, tangi, whakatoi,

ngahau, whakahāwea, whakapapa.

Task 1: Present an oral, visual* or written explanation of the history and tikanga of at least ONE item from each theme of waiata-ā-ringa. *Note: a visual display may include but is not limited to power point presentation, slides,

video or poster presentation. Verification of Oral, Written or Visual Research ev idence to be signed by Assessor Verification Signature: Date:


Element 2: Perform the essential skills of waiata ā ringa.

Range: at least one item from each theme of waiata ā

ringa - p ōhiri, poroporoaki, aroha, whakanui, karakia, tangi, whakatoi, ngahau, whakah āwea, whakapapa.

Assessment Task 2:




Task 2: Perform waiata-ā-ringa from memory, demonstrating competency of movement, voice and pronunciation and incorporating ihi, wehi and wana. Key factors to consider:

• at least ONE item is performed from each of the TEN themes of waiata-ā-ringa kua matatau ki ngā kupu kua MATATAU te tū me te kori o te tinana, te mita o te reo, te whakahua o ngā kupu me te hā

• that ihi, wehi and wana is displayed in the performance. Verification of Performance to be signed by Assesso r Verification Signature: Date:


ELEMENT 2 – TUTOR CHECKLIST Copy ten checklists per student one for each item b eing assessed and attach to assessment schedule.


One waiata is performed.

from each of:

pōhiri

poroporoaki

aroha

whakanui

tangi

ngahau

karakia

whakatoi

whakahawea

whakapapa














conviction

iwi variations


expression

exactness of timing


match of intonation





One waiata is performed from each of the 10 themes.


All rights reserved


Level 4 Credit 15

ASSESSMENT SCHEDULE



EVIDENCE

JUDGEMENT STATEMENT

C/NC

TASK 1

Element 1


Oral or written research of at least ONE item from each waiata-ā-ringa category.

At least TEN waiata a ringa (one item per category) are researched.

Waiata-ā-ringa categories are:








farewells Powhiri – song of welcome.


the theme that matches the researched item

the name of the chosen item the composer where the item comes from

when and why the item was composed



other messages that this item may be addressing (f any).

TASK 2

Element 2


&


At least ONE item from each of the TEN categories of waiata-ā-ringa is performed.

Kua matatau ki ngā kupu. Kua MATATAU te tū me te

kori o te tinana, te mita o te reo, te whakahua o ngā kupu me te hā.

Candidate displays ihi,

wehi and wana in their performance.


All rights reserved


Level 4 Credit 15


By the end of this unit, you will be required to complete the following activities:

Activity 1: Present an oral, visual* or written explanation of the history and tikanga of at least ONE item from each category of waiata-ā-ringa. *Note: a visual display may include but is not limited to power point presentation, slides,

video or poster presentation. Activity 2: Perform waiata-ā-ringa from memory, demonstrating competency of movement, voice and pronunciation and incorporating ihi, wehi and wana. Key factors to consider:

• at least ONE item is performed from each of the TEN themes of waiata-ā-ringa kua matatau ki ngā kupu kua MATATAU te tū me te kori o te tinana, te mita o te reo, te whakahua o ngā kupu

me te hā • that ihi, wehi and wana is displayed in the performance.


IMPORTANT INFORMATION 1. Each of the above tasks must be completed to pass this unit standard. 2. You will be expected to achieve performance competency, as this is a Level 4

requirement . 3. The 15 credits of 13364 equate to approximately 150 hours of learning to complete



All rights reserved

ACITIVITY 1 PRESENT AN ORAL, VISUAL* OR WRITTEN EXPLANATION OF THE

HISTORY AND TIKANGA OF AT LEAST ONE ITEM FROM EACH THEME OF WAIATA-Ā-RINGA.


Activity 1:







You are required to choose ONE ITEM from each waiata a ringa theme to research. The following requirements MUST be included:


All rights reserved

ACTIVITY 2

PERFORM WAIATA-Ā-RINGA FROM MEMORY, DEMONSTRATING COMPETENCY OF MOVEMENT, VOICE AND PRONUNCIATION AND

INCORPORATING IHI, WEHI AND WANA.


Range: at least one item from each theme of waiata ā ringa - pōhiri, poroporoaki, aroha, whakanui, karakia, tangi, whakatoi, ngahau, whakah āwea, whakapapa.

Activity 2:


2.1 Performance incorporates iwi variation with regard to movement, voice, and pronunciation. and Performance Criteria 2.2: 2.2 Performance incorporates evidence of ihi, wehi, and wana.

Kupu from the ten waiata-ā-ringa featured in the Kapa Haka Videos are included in this booklet. This kupu can be used to learn the featured waiata-ā-ringa. However, you are not restricted to using the waiata-ā-ringa from the video as you may have your own selection to choose from.

The waiata-ā-ringa featured in the video gives you an accurate performance standard expected for Level 4. Remember that the key requirements are: Kua matatau ki ngā kupu. Kua MATATAU te tū me te kori o te tinana, te mita o te reo, te whakahua o ngā kupu me te hā.

• That ihi, wehi and wana is displayed in your performance

All rights reserved

WAIATA A RINGA FEATURED ON THE NZQA KAPA HAKA VIDEOS

THEME : KARAKIA ITEM : TE ARIKI / HE HONORE

TE ARIKI WHAKARONGO MAI RA KI A MATOU

TE ARIKI TITIRO MAI RA KI A MATOU

ANEI MATOU O TAMARIKI E WHAKAPONO ANO

MATOU KI A KOE AUE AUE TE MATUA, TE TAMAITI WAIRUA TAPU E

HE HONORE, HE KORORIA MAUNGARONGO KI TE WHENUA

WHAKAARO PAI, KI NGA TANGATA KATOA

AKE, AKE, AKE, AKE … AMINE TE ATUA, TE PIRINGA TOKU ORANGA

AKE, AKE, AKE, AKE … AMINE

THEME : AROHA ITEM : PIRIHIRA

KA TUOHU MAHAKI E KA TUKU WHAKAMOEMITI E

KI O MATOU WHANAUNGA KI O MATOU TIPUNA

TE ATUA MATUA NGA TOHU AROHANUI MATAURANGA I UHIA MAI – I UHIA MAI TENEI

WHAKAPONO HOHONU I TAE AI I TE WAHI MO TE MAORI ME TE HUI O TE MOANA-NUI-A-KIWA

I TAUTOKO I NGA TAONGA O NEHE RA

PUHAKE ANA TE IHIIHI TE WANA ANO HE TOMAIRANGI

HE AHA MARIKA I TUKITIKIA, TUKITUKIA, TAKATAKAHIA - HI AUE HI

HE AHA MARIKA I TUKITUKIA TO TATOU MAORITANGA E PUTA MAI ANA PUHAEHAETANGA

NGAU TUARATANGA TATOU E WAIATA TAHI NEI

HE IWI KOTAHI TATOU E HIA KE, KOTITI KE TANGA PAHEKE TANGA KATI RA

AOTEAROA KIA KAHA RA – AOTEAROA KIA KAHA RA

THEME : NGAHAU ITEM : AUE

AUE TE AROHA I AHAU E

TUKI RAWA E HINE KI TAKU MANAWA

NEI RA AKU RINGA E HINE E PIRITI E HINE KI TAKU MANAWA

HOPE – HI AUE HI! WHATI WHATI E HINE - HI AUE HA!

TUKI RAWA KI A KAHA KI AHAU NEI

KAUA E HURI KE KA HURI MAI RA E HINE KIA MAU TE AROHA KI A PUMAU E

E PIRITI E HINE KI TAKU MANAWA HOPE – HI AUE HI! WHATI WHATI E HINE - HI

AUE HA! TUKI RAWA KI A KAHA KI AHAU NEI

KAUA E HURI KE KA HURI MAI RA E HINE

KIA MAU TE AROHA KI A PUMAU E – KI A PUMAU E

THEME : WHAKAPAPA ITEM : TE ARAWA TE WAKA

TE ARAWA TE WAKA

TAMATEKAPUA TE TANGATA

NGONGOTAHA TE MAUNGA E ROTORUA NUI A KAHU

TE MOANA O TE IWI

TIHE MAURI ORA

THEME : WHAKANUI ITEM : E TE IWI E

E TE IWI E, MAURIA MAI TE WHAKAPONO, TE

WHAKAPONO

AWHINA MAI RA MATOU E TU E HOTU NEI E TE IWI E, E TE IWI E

E KORE TE AROHA E TAKE E KI WAHO I TAKU MANAWA E

UIA, E HINE HEI AHA RA TE AROHA E, TE AROHA E

TIHEI MANAKOHIA, NGA TUKU, MIHARO E KA HOTU ATU TE TAU ME WHAKARONGO MAI RA

E KORE TE AROHA E TAKE E KI WAHO I TAKU MANAWA E

UIA, E HINE HEI AHA RA TE AROHA E, TE AROHA E TIHEI MANAKOHIA, NGA TUKU, MIHARO E

KA HOTU ATU TE TAU TE AROHA E

THEME : WHAKATOI ITEM : TENEI MATOU

TENEI MATOU E TU ATU NEI KI TE HAKANGAHAU

I TE OPE NEI E - TE IWI - AUE, AUE

PURITIA RA TO MANA MAORI E HE TOHUTOHU I ROTO TENEI WA AHAKOA MATOU KUA RIRO NEI

KO TE MANA ME TE WEHI KIA MAU E

NO REIRA E HOA MA TE WAHINE PAI E KORI ATU NEI

AUE, E HINE MA TUKUTUKU TUKUA O TAHA E RUA NO REIRA KIA MAU E

AHAKOA MATOU KUA RIRO NEI KO TE MANA ME

All rights reserved


TANGIHIA MAI RA TE TANGI PAMAMAO

NEI RA KEI ROTO E AUHI AKE NEI KO TE HUA RANEI TAKEA MAI RA


THEME : TANGI ITEM : E NGA TINI MATE

E NGA TINI MATE KEI WAENGANUI I A TATOU

HAERE, HAERE RA HOKI ATU RA KI HAWAIIKI TE KAINGA TUTURU HAWAIIKI NUI, HAWAIIKI ROA

HAWAIIKI PAMAMAO HAERE KOUTOU

HOKI WAIRUA MAI RA KI AHAU HOMAI TE WAIORA KI AHAU

WAIHO AKE KI MURI NEI NGA TIKANGA HEI TAUIRA HEI OHAKI KI TE IWI E MO AKE TONU ATU

NGA TIKANGA HEI TAUIRA E OHAKI KI TE IWI MO AKE TONU

WAIATA A RINGA – WHAKATOI TENEI MATOU E TU ATU NEI KI TE WHAKANGAHAU I TE OPE NEI E TE IWI AUE AUE

PURITIA RA TO MANA MAORI E HEI TOHUTOHU I ROTO TENEI WA

AHAKOA MATOU KUA RIRO NEI KO TE MANA ME TE WEHI KI AHAU E NO REIRA E HOA MA TE WAHINE PAI E KORI ATU NEI AUE E HINE MA TUKU TUKU TUKUA

O TAHA E RUA NO REIRA KIA MAU E

THEME : POWHIRI ITEM : KARANGA ATU RA

KARANGA ATU RA KARANGA ATU RA

E NGA IWI E TENEI TE MIHI KIA KOUTOU NA TE

RANGATAHI O TE ARA TIKA

HAERE HAERE MAI NAU MAI KI TENEI ROHE O TE ARAWA E – E

KO WAI TE REO KO WAI TE MANA E KARANGA KOKIRI

TE ARA TIKA

THEME : WHAKAHAWEA ITEM : KORETAKE

TIWAHA MAI KOE HE AHA TOU MATE?

E KANAKANA MAI, NA AUE E KORETAKE KOE, NGAKAU NGARO

KARE I TE OTI HE MAHI

TENA, KAUA E NOHO TO TOU MANGERE AI KAUA E POHEHE NAU TE AO

HURI HURI MAI, AWHINA MAI KO TE WHANAU TENEI E

KOTAHI TONU TE KARANGA E MARANGA, MARANGA MAI AUE

KARE KOE I TE KORETAKE

HEKE MAI E KARE, KIA KOTAHI TO TATOU HAERE

ARA KII ATU RA KARE KOE E KORETAKE E – HI!

THEME : POROPOROAKI ITEM : NGA IWI E

TENEI TE ROOPU TE WHANAU E MIHI NUI ATU NEI – AUE

E HURI ANA AHAU RA

KI TAKU TAURANGA I NAWA TIHE MAURI ORA - TIHE MAURI ORA




KIA MAU RA KIA MAU RA KI TE MANA MOTUHAKE

ME TE AROHA KIA MAU RA KIA MAU RA

KI TE MANA MOTUHAKE ME TE AROHA


All rights reserved


Level 4 Credit 15

ASSESSMENT TASKS


Assessment Task 1:





Task 1: Present an oral, visual* or written explanation of the history and tikanga of at least ONE item from each theme of waiata-ā-ringa. *Note: a visual display may include but is not limited to power point presentation, slides,

video or poster presentation. Verification of Oral, Written or Visual Research ev idence to be signed by Assessor Verification Signature: Date:

All rights reserved


Range: at least one item from each theme of waiata ā

ringa - p ōhiri, poroporoaki, aroha, whakanui, karakia, tangi, whakatoi, ngahau, whakah āwea, whakapapa.

Assessment Task 2:




Task 2: Perform waiata-ā-ringa from memory, demonstrating competency of movement, voice and pronunciation and incorporating ihi, wehi and wana. Key factors to consider:

• at least ONE item is performed from each of the TEN themes of waiata-ā-ringa kua matatau ki ngā kupu kua MATATAU te tū me te kori o te tinana, te mita o te reo, te whakahua o ngā kupu me te hā

• that ihi, wehi and wana is displayed in the performance. Verification of Performance to be signed by Assesso r Verification Signature: Date:

All rights reserved


Level 4 Credit 15

ASSESSMENT SCHEDULE



EVIDENCE

JUDGEMENT STATEMENT

C/NC

TASK 1

Element 1


Oral or written research of at least ONE item from each waiata-ā-ringa category.

At least TEN waiata a ringa (one item per category) are researched.

Waiata-ā-ringa categories are:

Aroha – song expressing love Tangi – song expressing loss or

death Karakia – song expressing prayer Whakatoi – song that makes fun of

something or someone Whakapapa – song reciting

genealogy Whakahawea – song that belittles

something or someone Whakanui – song of

acknowledgement Ngahau – song to entertain Poroporoaki – song that farewells Powhiri – song of welcome.


the theme that matches the researched item

the name of the chosen item the composer

where the item comes from




other messages that this item may be addressing (f any).

TASK 2

Element 2


&


At least ONE item from each of the TEN categories of waiata-ā-ringa is performed.

Kua matatau ki ngā

kupu. Kua MATATAU te tū

me te kori o te tinana, te mita o te reo, te whakahua o ngā kupu me te hā.



All rights reserved


Level 4 Credit 17

ASSESSMENT TASKS


Range: at least one item from each category of poi – single short, double short, single long, double long.

Assessment Task 1:


1.1 Demonstration includes an explanation of at least one item from each category of poi.

Task 1: Present an oral, written or visual explanation of the history and tikanga of TWO items from each category of poi. *Note: a visual display may include but is not limited to power point presentation, slides,


Verification Signature: Date: Element 2: Perform the essential skills of poi.


Assessment Task 2:

This task assesses Performance Criteria 2.1:2.2:


2.2 Performance demonstrates evidence of ihi, wehi, and wana.

All rights reserved

Task 2: Perform from memory TWO items from each category of poi, demonstrating competency of movement, voice and pronunciation, and incorporating ihi, wehi and wana. Key factors to consider: TWO items are performed from each category of poi the poi are performed from memory the performed items demonstrate APPROPRIATE movement, voice and pronunciation the items incorporate ihi, wehi and wana. Verification of Performance to be signed by Assesso r Verification Signature: Date:

All rights reserved

ELEMENT 2 – TUTOR CHECKLIST Copy eight checklists per student - one for each it em being assessed and attach to assessment schedule .

Poi is performed.

Indicate two from

single short

double short

single long

double long













Descriptions required to judge :

confidence

conviction

iwi variations


expression

exactness of timing


match of intonation





2 items from each poi category.


All rights reserved


Level 4 Credit 17

ASSESSMENT SCHEDULE



EVIDENCE


JUDGEMENT STATEMENT


C/NC

TASK 1

Element 1


Oral, visual or written research of TWO items from EACH category of poi i.e EIGHT in total:



2 x single long poi

2 x double long poi







other messages that this item may be addressing.

TASK 2

Element 2


&


TWO performance items from each category of poi.

For the performance standard expected see the NEW ZEALAND QUALIFICATIONS AUTHORITY video.

Candidate performs the

item from memory Candidate displays

COMPETENCY body movement, voice & pronunciation

Candidate displays ihi, wehi and wana

C = Credit NC = No Credit Print candidate’s name _____________________________________________ Candidate’s signature _____________________________________________ Assessor’s signature__________________________________________________ Start date _________________ Completion date ____________________

All rights reserved


Level 4 Credit 17




video or poster presentation. Task 2: Perform from memory TWO items from each category of poi, demonstrating competency of movement, voice and pronunciation, and incorporating ihi, wehi and wana. Key factors to consider: TWO items are performed from each category of poi the poi are performed from memory Kua matatau ki ngā kupu. Kua TIKA te tū me te kori o te tinana, te mita o te reo, te whakahua o ngā kupu me te hā. ihi, wehi and wana is displayed in your performance.


IMPORTANT INFORMATION 1. All of the above tasks must be completed to pass this unit standard. 2. Special note re: task 3. This unit standard is at Level 4 , and it requires a

demonstration of the essential skills of poi displaying competency of movement, voice and pronunciation and incorporating ihi, wehi and wana. You are expected to achieve performance competency, as this is a Level 4 requirement .

3. The 17 credits of 13368 equate to approximately 170 hours of learning to complete



All rights reserved

ACTIVITY 1

PRESENT AN ORAL, VISUAL* OR WRITTEN EXPLANATION OF THE HISTORY AND TIKANGA OF TWO ITEMS FROM EACH CATEGORY OF

POI



Activity 1:





You are required to choose TWO items from each category of poi to research. The following requirements MUST be included:


All rights reserved

ACTIVITY 2

PERFORM FROM MEMORY ONE ITEM FROM EACH CATEGORY OF POI, DEMONSTRATING COMPETENCY OF MOVEMENT, VOICE AND

PRONUNCIATION, AND INCORPORATING IHI, WEHI AND WANA

Element 2: Perform the essential skills of poi.


Activity 2:



and Performance Criteria 2.2: 2.2 Performance demonstrates evidence of ihi, wehi, and wana. Kupu from the POI featured in the Kapa Haka Videos are included in this booklet. This kupu can be used to learn the featured poi. However, you are not restricted to using poi from the video as you may have your own selection to choose from. The poi featured in the video gives you an accurate performance standard expected for Level 4. Remember that the key requirements are: That the poi are performed from memory Kua matatau ki ngā kupu. Kua TIKA te tū me te kori o te tinana, te mita o te reo, te whakahua o ngā kupu me te

hā. That the item incorporates ihi, wehi and wana

All rights reserved

POI FEATURED ON THE NEW ZEALAND QUALIFICATIONS AUTHORITY KAPA

HAKA VIDEOS

TERA MATARIKI CATEGORY : SINGLE & DOUBLE SHORT POI

POI POROTITI TAU PATUPATU POI POROTITI TAU PATUPATU

TIMATA

TERA MATARIKI KA REWA KI TE PAE NAU MAI HAERE MAI TE HUA O TE TAU HOU

TAKIRI TE ATA KA PUAO TE ATA KORIHI TE MANU TINO AWATEA

TUI TUI TUI TUI TUIA

KO TE TANGI MAI A TE KO KORIMAKO KO TE ATATU TU KA TAKATU

E RONGO WHAKAIRIA KI RUNGA HAERE MAI TE TOKI E

TUTURU WHAKAMAUA KIA TINA! TINA! HAUMI E! HUI E! TAIKI E!

HINEMOA CATEGORY : SINGLE LONG

TE TANGI A TE MANU TUI! TUI! TUI! TUI! TUIA

E HINE E HINEMOA TE TUPUNA O TE ARAWA E

HEI HA HEI HA WHAKARONGO MAI KI NGA PAKIWAITARA

KEI RARO KEI RUNGA KIA MAU E RERE TAKU POI AUE HA AUE HA

TE TUPUNA O TE ROHE NEI TAKU NEI RAUKURA

WHAKARONGO MAI KI NGA PAKIWAITARA KEI RARO KEI RUNGA KIA MAU

E RERE TAKU POI KEI RARO KEI RUNGA KIA MAU

E RERE TAKU POI TE TANGI A TE MANU TUI TUI TUI TUI TUIA

KEI HEA RA KOE – CATEGORY : DOUBLE LONG

KEI HEA RA KOE? KEI HEA RA KOE E TAKU WAHINE? TAKU WAHINE PUROTO E TORO ANA TE AROHA E KEI HEA RA KOE? KEI HEA RA KOE E TAKU TOA E?

WHAKAKAPAKAPA TE MANAWA E TORO ANA TE AROHA E

HAERE MAI RA KIA PIRI TAHI TAUA E KIA ROMIROMI E

MAHEA RA O WHAKAMATANGA KIA MIRIMIRI E

All rights reserved

Assessment Task 2:



and Performance Criteria 2.2: 2.2 Performance demonstrates evidence of ihi, wehi, and wana.

Task 2: Perform from memory TWO items from each category of poi, demonstrating competency of movement, voice and pronunciation, and incorporating ihi, wehi and wana. Key factors to consider: TWO items are performed from each category of poi the poi are performed from memory the performed items demonstrate APPROPRIATE movement, voice and pronunciation the items incorporate ihi, wehi and wana. Verification of Performance to be signed by Assesso r Verification Signature: Date:

All rights reserved


Level 4 Credit 17

ASSESSMENT SCHEDULE


UNIT STANDARD

INFORMATION

EVIDENCE


JUDGEMENT STATEMENT


C/NC

TASK 1

Element 1


Oral, visual or written research of TWO items from EACH category of poi i.e EIGHT in total:



2 x single long poi

2 x double long poi






the purpose of the item (if any) other messages that this item

may be addressing.

TASK 2

Element 2


&


TWO performance items from each category of poi.

For the performance standard expected see the NEW ZEALAND QUALIFICATIONS AUTHORITY video.

Candidate performs the item

from memory. Candidate displays

COMPETENCY body movement, voice & pronunciation.

Candidate displays ihi, wehi and wana.



All rights reserved


Level 4 Credit 15

ASSESSMENT TASKS

Element 1: Demonstrate knowledge of the history and tikanga of haka. Assessment Task 1:


1.1 Demonstration includes an explanation of the history and tikanga of at least one item from each of the eight categories of haka according to iwi tradition.

Range: kaioraora, pōkeka, manawa wera, ngeri, taparahi, tutungārahu,

peruperu, whakatū waewae.

Task 1: Present an oral, visual or written explanation of the history and tikanga of ONE item from each haka category. *Note: a visual display may include but is not limited to power point presentation, slides,

video or poster presentation. Verification of Oral, Written or Visual Research ev idence to be signed by Assessor Verification Signature: Date: Element 2: Perform the essential skills of haka.

Range: at least one item from six of the eight cate gories of haka listed above, including at least two without set ac tions, two with set actions and two with weapons.

Assessment Task 2:



Range: movement includes manipulation of weaponry when appropriate.

All rights reserved

and Performance Criteria 2.2: 2.2 Performance demonstrates evidence of ihi, wehi, and wana. Task 2: Perform haka from memory including TWO with weapons, TWO with set actions and TWO without set actions, demonstrating competency of movement, voice and pronunciation; and incorporating ihi, wehi and wana. Key factors to consider: SIX haka items are performed including: two with weapons; two with set actions; twi without set actions that the haka is performed from memory kua matatau ki ngā kupu. kua MATATAU te tū me te kori o te tinana, te mita o te reo, te whakahua o ngā kupu me te hā. that ihi, wehi and wana is displayed in your performance. Verification of Performance to be signed by Assesso r Verification Signature: Date:

All rights reserved

ELEMENT 2 – TUTOR CHECKLIST Copy six checklists per student - one for each item being assessed and attach to assessment schedule.


Haka is performed

Indicate six

Kaioraora

Pokeka

Manawa wera

Ngeri

Taparahi

Tutungarahau

Peruperu

Whakatū waewae













Descriptions required to judge

confidence

conviction

iwi variations


expression

exactness of timing


match of intonation





Perform 1 haka from any 6 of the 8 categories.


All rights reserved


Level 4 Credit 15

ASSESSMENT SCHEDULE



EVIDENCE


JUDGEMENT STATEMENT


C/NC

TASK 1

Element 1


Oral, visual or written research of one item from each category of haka.

ONE Research Item per haka category i.e EIGHT haka items.

The Haka categories are:





the composer where the item comes from when and why the item

was composed the words and translation

of the item the purpose of the item (if

any) other messages that this


TASK 2

Element 2


&


SIX haka items are performed including:

TWO with weapons;

TWO with set actions;

TWO without set actions

Candidate performs items from memory Kua matatau ki ngā kupu. Kua MATATAU te tū me te kori o te tinana, te mita o te reo, te whakahua o ngā kupu me te hā. Candidate displays ihi, wehi and wana in their

All rights reserved


Level 4 Credit 15



Task 1: Present an oral, visual* or written explanation of the history and tikanga of ONE item from each haka category. *Note: a visual display may include but is not limited to power point presentation, slides,

video or poster presentation. Task 2: Perform haka from memory including two with weapons, two with set actions and two without set actions, demonstrating competency of movement, voice and pronunciation; and incorporating ihi, wehi and wana. Key factors to consider: • SIX items are performed from the categories of haka including TWO with weapons,

TWO with set actions, and TWO without set actions • that haka are performed from memory

kua matatau ki ngā kupu. kua MATATAU te tū me te kori o te tinana, te mita o te reo, te whakahua o ngā kupu

me te hā. • that ihi, wehi and wana is displayed in the performance.




You will be expected to achieve performance competency, as this is a Level 4 requirement .

The 15 credits of 13372 equate to approximately 150 hours of learning to complete this unit standard

All rights reserved

The Assessment Tasks can be presented in many different ways. Appropriate and relevant ideas can be discussed with your tutor to ensure unit standard requirements are complied with.

Please ensure that you have a clear understanding of the Assessment Process before you begin this unit standard. Remember that there are no silly questions.

All rights reserved

ACTIVITY 1 PROVIDE AN ORAL, VISUAL* OR WRITTEN EXPLANATION OF THE

HISTORY AND TIKANGA OF ONE ITEM FROM EACH HAKA CATEGORY.

Element 1: Demonstrate knowledge of the history and tikanga of haka. Activity 1:




peruperu, whakatū waewae. *Note: a visual display may include but is not limited to power point presentation, slides,



You are required to choose ONE item from each haka category to research. The following requirements MUST be included:


All rights reserved

ACTIVITY 2

PERFORM HAKA FROM MEMORY INCLUDING TWO WITH WEAPONS , TWO WITH SET ACTIONS AND TWO WITHOUT SET ACTIONS, DEMONSTRATING COMPETENCY OF MOVEMENT, VOICE AND

PRONUNCIATION; AND INCORPORATING IHI, WEHI AND WANA .

Element 2: Perform the essential skills of haka. Range: at least one item from six of the eight cate gories of haka listed above,

including at least two without set actions, two wit h set actions and two with weapons.

Activity 2:





Kupu from the SEVEN of the eight haka featured in the Kapa Haka Videos are included in this booklet. These kupu can be used to learn the featured haka. However, you are not restricted to using the waiata from the video as you may have your own selection to choose from. The haka featured in the video gives you an accurate performance standard expected for Level 4. Remember that the key requirements are:

• That the haka is performed from memory Kua matatau ki ngā kupu. Kua MATATAU te tū me te kori o te tinana, te mita o te reo, te whakahua o ngā kupu me te hā.

• That ihi, wehi and wana is displayed in your performance

All rights reserved

HAKA FEATURED ON THE NEW ZEALAND QUALIFICATIONS AUTHORITY KAPA

HAKA VIDEOS

CATEGORY : PERUPERU

UHI UHI MAI TE WAERO

E KOROTO O TAKU PUTA HE PUTA AHA TE PUTA HE PUTA AHA TE PUTA HE RUA NEI KO TE PUTA

A, HI!

CATEGORY : MANAWA WERA

TENA I POUA KO TE PURU - KO TE PURU KOA

AHA WHAKATANATANA KI RUNGA WHAKATANATANA KI RARO

E KORE TE ORA E TAE MAI I KI KONEI I TE TURE O TE MATE PUKAWAUTIA KOA AHA TE - AHA TA - AHA TAU

AHA TE RIRI EKO NGA NGIRANGIRA, KO NGA HOTAHOTA

O TE WHITAU TAPAHIA A E HO!

KA AWHEAAWHEA TE RUA TAMARIKI A E HO!

NAU ANO I WHAI MAI KI AKU NUI A E HO!

CATEGORY : TUTUNGARAHU

KOIA ANO KOIA ANO KOIA ANO HE PERUPERU INA HOKI TE TAIAROA

WHAKATIROHIA MAI NEI KI TE WHANA AHA

PARAREWHA PARAREWHA PARAREWHA KUMEA KUMEA TOTOIA TOTOIA

E TORA KI TE TAHATAHA E TORA KI TE HUATARATARA

WAIKUREKUREHA A KI WAIKUREREHA ( X2)

HI!

CATEGORY : WHAKATU WAEWAE

ME TIPU IA WIWI ME TIPU IA WAWA TURIA I TE WERA PIRI KI TE RITO

O TE RINGARINGA WAIHO AU MEA

WHAKAPAKARI KI TE HUA KAWARIKI E ( X2)

HI!

All rights reserved

CATEGORY : TAPARAHI

RINGA PAKIA PAKIA PAKIA UMA TIRAHA

HOPE WHAI AKE WAEWAE TAKAHIA

KI A KINO E KINO NEI HOKI A RINGARINGA E TORONA KAI WAHO HOKI MAI

HEI, HEI, HEI, HEI HEI, HI AUE ARA WHAKARONGO MAI TE IWI E WHAKARONGO MAI E TE MOTU E

AHAKOA TE ITI O MATOU E TAU NEI - I A HA HA

E KORE TE WHAKAMA PIRI KI AHAU ( X2) HE MAIRE TU AU KA PUKENGATIA

HE MAIRE TU AU KA PUKENGATIA KARAWHIUA

ANA ANA AUE HA TAU KA TAU – HEI ( X2)

TAU KA TAU KI RUNGA I TE MARAE WHANAIA MAI RA

NGE NGE NGE ARA TU ARA WHANGAIA MAI RA

NGE NGE NGE ARA TU ARA TE ARA TAU KA TAHI, KA RUA, KA TORU KA WHA HOMAI O PUKU

KI A WETEWETEA WETEWETEA WETEWETEA ARA TU, ARA TE

ARA TAU, HI!

CATEGORY : POKEKA

KAUWHATA RAUKAWA

E ORA ANA KI TE AHA TE MATE AI

KI TE UNUHANAGA O MANGAMANGAI ATUA TE TARA, TE MARAMA

KA WHATI KOE I TE HAU E TE HIKA POUNAMU KEI HEA TO PAPA?

KEI TE HINGA, KEI TE MATE KEI TE WHAKAPIKINGA

TAU RA RUA I HORAHIA KI TE TAKAPOU

O TE ARAWA E I WHIUA RERETIA

E HAPE KI TE TAU HORA TAU, TAU TAKOTO ANA

TURUKI TURUKI PANEKE PANEKE( X2)

HAERE MAI TE TOKI

All rights reserved


Level 4 Credit 15

ASSESSMENT TASKS

Element 1: Demonstrate knowledge of the history and tikanga of haka. Assessment Task 1:




peruperu, whakatū waewae.

Task 1: Present an oral, visual or written explanation of the history and tikanga of ONE item from each haka category. *Note: a visual display may include but is not limited to power point presentation, slides,

video or poster presentation. Verification of Oral, Written or Visual Research ev idence to be signed by Assessor Verification Signature: Date: Element 2: Perform the essential skills of haka. Range: at least one item from six of the eight cate gories of haka listed above,

including at least two without set actions, two wit h set actions and two with weapons.

Assessment Task 2:




All rights reserved

and Performance Criteria 2.2: 2.2 Performance demonstrates evidence of ihi, wehi, and wana. Task 2: Perform haka from memory including TWO with weapons, TWO with set actions and TWO without set actions, demonstrating competency of movement, voice and pronunciation; and incorporating ihi, wehi and wana. Key factors to consider: SIX haka items are performed including: two with weapons; two with set actions; twi without set actions that the haka is performed from memory kua matatau ki ngā kupu. kua MATATAU te tū me te kori o te tinana, te mita o te reo, te whakahua o ngā kupu me te hā. that ihi, wehi and wana is displayed in your performance. Verification of Performance to be signed by Assesso r Verification Signature: Date:

All rights reserved


Level 4 Credit 15

ASSESSMENT SCHEDULE



EVIDENCE


JUDGEMENT STATEMENT


C/NC

TASK 1

Element 1


Oral, visual or written research of one item from each category of haka.

ONE Research Item per haka category i.e EIGHT haka items.

The Haka categories are:








other messages that this item may be addressing (if any).

TASK 2

Element 2


&


SIX haka items are performed including:

TWO with weapons;

TWO with set actions;

TWO without set actions

Candidate performs items from memory Kua matatau ki ngā kupu. Kua TIKA te tū me te kori o te tinana, te mita o te reo, te whakahua o ngā kupu me te hā.

All rights reserved

Unit Standard 13373 Version 3 PERFORM HAKA WAHINE

Level 4 Credit 15

ASSESSMENT TASKS

Element 1: Demonstrate knowledge of the history and tikanga of haka wahine.

Assessment Task 1:


1.1 Demonstration includes an explanation of the history and tikanga of at least six items from a minimum of two categories of haka wahine according to iwi tradition.

Range: haka pōhiri, haka kaupapa whānui, haka whakauru.

Task 1: Present an oral, visual* or written explanation of the history and tikanga of SIX items from at least TWO categories of Haka Wahine. *Note: a visual display may include but is not limited to power point presentation, slides,

video or poster presentation. Verification of Oral, Written or Visual Research ev idence to be signed by Assessor Verification Signature: Date: Element 2: Perform the essential skills of haka wah ine.

Range: six items representing at least two of the t hree haka wahine categories – haka p ōhiri, haka kaupapa whānui, haka whakauru.

All rights reserved

Assessment Task 2:


2.1 Performance incorporates iwi variations with regard to movement, voice, and pronunciation.



Task 2: Perform haka wahine from memory demonstrating competency of movement, voice and pronunciation; and incorporating ihi, wehi and wana. Key factors to consider:

• SIX items from at least TWO of the categories of haka wahine are performed • the haka wahine is performed from memory • performance includes manipulation of weaponry when and where appropriate

kua matatau ki ngā kupu. kua MATATAU te tū me te kori o te tinana, te mita o te reo, te whakahua o ngā kupu me te hā.

• ihi, wehi and wana is displayed in your performance. Verification of Performance to be signed by Assesso r Verification Signature: Date:

All rights reserved

ELEMENT 2 – TUTOR CHECKLIST Copy six checklists per student one for each item b eing assessed and attach to assessment schedule.


Haka is performed

Indicate two from

haka pōhiri

haka kaupapa whānui

haka whakauru

Body movement

Performs with confidence












Descriptions required to judge

confidence

conviction

iwi variations


expression

exactness of timing


match of intonation





Perform 6 haka from 2 of the categories.


All rights reserved


Level 4 Credit 15

ASSESSMENT SCHEDULE


UNIT STANDARD

INFORMATION

EVIDENCE


JUDGEMENT STATEMENT


C/NC

TASK 1

Element 1


Oral, visual or written research of SIX items from at least TWO categories of haka wahine.

Categories of Haka wahine are:

Haka pōhiri

Haka kaupapa whānui

Haka whakauru.



the name of the chosen item the composer where the item comes from when and why the item was

composed the words and translation of the

item the purpose of the item (if any) other messages that this item


TASK 2

Element 2


&


SIX haka wahine items from at least TWO categories of Haka wahine are performed.


Candidate performs items from

memory. Kua matatau ki ngā kupu. Kua TIKA te tū me te kori o te





284 of 296

All rights reserved


Level 4 Credit 15



Task 1: Present an oral, visual* or written explanation of the history and tikanga of SIX items from at least TWO categories of haka wahine. *Note: a visual display may include but is not limited to power point presentation, slides,

video or poster presentation. Task 2: Perform haka wahine from memory demonstrating competency of movement, voice and pronunciation; and incorporating ihi, wehi and wana. Key factors to consider: • SIX haka wahine items from at least TWO categories are performed. • the haka wahine are performed from memory • performance includes manipulation of weaponry when and where appropriate kua matatau ki ngā kupu. kua MATATAU te tū me te kori o te tinana, te mita o te reo, te whakahua o ngā kupu

me te hā. • ihi, wehi and wana is displayed in your performance.




You will be expected to achieve performance competency, as this is a Level 4 requirement .

The 15 credits of 13373 equate to approximately 150 hours of learning to complete this unit standard

All rights reserved

The Assessment Tasks can be presented in many different ways. Appropriate and relevant ideas can be discussed with your tutor to ensure unit standard requirements are complied with.

Please ensure that you have a clear understanding of the Assessment Process before you begin this unit standard. Remember that there are no silly questions.

All rights reserved

ACTIVITY 1 PRESENT AN ORAL, VISUAL* OR WRITTEN EXPLANATION OF THE

HISTORY AND TIKANGA OF SIX ITEMS FROM AT LEAST TWO CATEGORIES OF HAKA WAHINE

Element 1: Demonstrate knowledge of the history and tikanga of haka wahine. Activity 1:





You are required to choose ONE ITEM from each haka wahine category to research. The following requirements MUST be included:

History What is the name of the item? Why was the item composed? When was the item composed? Tikanga What are the words and translation of the item? What is the item’s purpose? e.g promotion of te reo, anti smoking message etc What, if any, are the other messages that this item addressing? *Note: a visual display may include but is not limited to power point presentation, slides,


All rights reserved

ACTIVITY 2

PERFORM HAKA WAHINE FROM MEMORY DEMONSTRATING COMPETENCY OF MOVEMENT, VOICE AND PRONUNCIATION; AN D

INCORPORATING IHI, WEHI AND WANA.

Element 2: Perform the essential skills of haka wah ine.

Range: six items representing at least two of the t hree haka wahine categories – haka p ōhiri, haka kaupapa wh ānui, haka whakauru.

Activity 2:





Kupu from the, three haka wahine featured in the Kapa Haka Videos are included in this booklet. This kupu can be used to learn the featured haka wahine. However, you are not restricted to using the haka wahine from the video as you may have your own selection to choose from. The haka wahine featured in the video gives you an accurate performance standard expected for Level 4. Remember that the key requirements are: • SIX haka wahine items from at least TWO categories are performed. • the haka wahine are performed from memory • performance includes manipulation of weaponry when and where appropriate kua matatau ki ngā kupu. kua MATATAU te tū me te kori o te tinana, te mita o te reo, te whakahua o ngā kupu

me te hā. • ihi, wehi and wana is displayed in your performance.

All rights reserved

HAKA WAHINE FEATURED ON THE NEW ZEALAND QQUALIFICATIONS

AUTHORITY KAPA HAKA VIDEOS

CATEGORY : HAKA WHAKAURU

TENA I RUIA! HE TORO WHAKARARO TE RINGARINGA

KI TE TOKA WHAIAPU KI TE TOKA HAEHAE.

TIHAEA. TIHAEA, TAKI RITAHA. TAKI RITAHA!

TAKI RITAHA! TAKI RITAHA! ME HURI TE OPE!

TAKATAKAHIA, TAKATAKAHIA.

ME WHAI AKU MANU MATATAKI E. KA HURI TE TITIRO! HEI!

MAI TE AO! HEI! KI TE PO URIURI. HEI!

KI TE ANA KORUKORU O TE PO E. I A HA HA! HI!

CATEGORY : HAKA POWHIRI

TENA I WHIUA!

TAKU POHIRI E RERE ATU RA KI TE HIKU

O TE IKA, TE PUKU O TE WHENUA,

TE PANE O TE MOTU KI TE WHAKAWHITITANGA

I RAUKAWA KI TE WAIPOUNAMU E.

E I AHA TERA, E HARAMAI KOE KI TE POHIRITANGA A

TAKU MANU. HARAMAI I KOE, KI TE POHIRITANGA A

TAKU MANU. HE TIWAIWAKA AHAU NA MAUI

TIORE RAU WEHEA.

AUE! HE TIWAIWAKA AHAU NA MAUI TIORE RAU WEHEA.

AUE! TE URUNGA TU, TE URUNGA PAE! AUE! TE URUNGA MA TIKETIKE!

AUE, KO TOU ARO I TAHURI MAI,

KO TOKU ARO I TAHURI ATU. TAKINA KO KOE, TAKINA KO AU.

AUE! KO POROU KOA! AUE! KO HAMO TE WAHINE KOA!

AUE! KO TAHU KOA! AUE! KO HAMO TE WAHINE KOA!

AUE! NANA I TOHATOHA

KI NIU TIRENI KA HIPOKI. HAERE MAI!

HAERE MAI! AUE, KI TAKU HUI. HI!

CATEGORY : HAKA KAUPAPA WHANUI

A TENA I WHIUA!

HAUKIWI, HAUWEKA, KAWEA HE KORERO

KIA WHAKARONGO MAI! NGA IWI O TE MOTU PAKIA.

E TE TAI WHAKARUNGA, E TE TAI WHAKARARO, KA PUPURU TONU.

TE HUKA TAI MOANA NUI AUE,

NGA IWI WHAKEKE O NIU TIRENI HURI KE, ANGA KE!

TAKE, TAKO, TAKA RAWA! HE PARUPARU NO TE TAIRAWHITI,

KIA RUKU MAI KOE, ANA TO KAI! ANA TO KAI! HI!

All rights reserved


Level 4 Credit 15

ASSESSMENT TASKS

Element 1: Demonstrate knowledge of the history and tikanga of haka wahine. Assessment Task 1:




Task 1: Present an oral, visual* or written explanation of the history and tikanga of SIX items from at least TWO categories of Haka Wahine. *Note: a visual display may include but is not limited to power point presentation, slides,

video or poster presentation. Verification of Oral, Written or Visual Research ev idence to be signed by Assessor Verification Signature: Date: Element 2: Perform the essential skills of haka wah ine.

Range: six items representing at least two of the t hree haka wahine categories – haka p ōhiri, haka kaupapa wh ānui, haka whakauru.

All rights reserved

Assessment Task 2:





Task 2: Perform haka wahine from memory demonstrating competency of movement, voice and pronunciation; and incorporating ihi, wehi and wana. Key factors to consider: • SIX items from at least TWO of the categories of haka wahine are performed • the haka wahine is performed from memory • performance includes manipulation of weaponry when and where appropriate kua matatau ki ngā kupu. kua MATATAU te tū me te kori o te tinana, te mita o te reo, te whakahua o ngā kupu

me te hā. • ihi, wehi and wana is displayed in your performance. Verification of Performance to be signed by Assesso r Verification Signature: Date:

All rights reserved


Level 4 Credit 15

ASSESSMENT SCHEDULE


UNIT STANDARD

INFORMATION

EVIDENCE


JUDGEMENT STATEMENT


C/NC

TASK 1

Element 1


Oral, visual or written research of SIX items from at least TWO categories of haka wahine.

Categories of Haka wahine are:

Haka pōhiri

Haka kaupapa whānui

Haka whakauru.





the words and translation of the item the purpose of the item (if any) other messages that this item may

be addressing (if any).

TASK 2

Element 2


&


SIX haka wahine items from at least TWO categories of Haka wahine are performed.

For the performance standard expected see the New Zealand Qualification Authority video.

Candidate performs items from

memory. Kua matatau ki ngā kupu. Kua TIKA te tū me te kori o te tinana,

te mita o te reo, te whakahua o ngā kupu me te hā.




295 of 296

TE WAHAROA Designed by Piripi & Tiwha Blake – Fryberg High School

UNIT STANDARD TITLE LEVEL CREDIT

ELECTIVE 1 & 2 INCORPORATING ALL FIELD MAORI CURRICULUM TIKANGA-A-IWI

16038 Present an oral account of an event in Maaori

History

2 2

CREDITS 2

TE REO Whakarongo 1 12

Korero 1 12

Whakarongo 2 12

ACHIEVEMENT STANDARDS

Korero 2 12

CREDITS 48

MAORI PERFORMING ARTS 15019 Demonstrate knowledge and skills of whakaraka 2 3

15020 Perform whakaraka 3 6

13359 Demonstrate knowledge and skills of waiata 2 6

13363 Demonstrate knowledge and skills of waiata a ringa 2 6

CREDITS 21

MAORI PERFORMING ARTS - CHOOSE 1 OF THE FOLLOWING 13367 Describe knowledge and skills of poi 2 7

13371 Demonstrate knowledge and skills of haka 2 6

CREDITS 6/7

TIKANGA A IWI 16038 Present an oral account of an event in Maaori history 2 2

16039 Describe a Maaori version of te timatanga o te ao 1 2

16040 Describe different atua and their deeds 1 4

CREDITS 8

TOTAL CREDITS ELECTIVE 1 + ELECTIVE 2 = 85/86

All rights reserved

TE WAHAROA Designed by Kirimaaku Kihi – Te Wharekura o Rakaumangamanga

UNIT

STANDARD

TITLE LEVEL CREDIT

Elective 1 – 70 credits FIELD MAORI – Level 2 or above PAPWHENUA

6140 Explain Maaori hekenga and whakanohonoho 2 6

6143 Carry out local kaitiakitanga activity with direction 2 6

6144 Explain waahi tapu in relation to how Maaori manage the

environment

3 6

6146 Carry out local mahinga kai activity with direction 3 3

CREDITS 21

TAONGA PUORO 15025 Demonstrate knowledge and skills of taonga puoro 3 2

15026 Make a taonga puoro 4 6

CREDITS 8

TAONGA TAKARO 7905 Raranga taonga takaro 4 4

CREDITS 4

TIKANGA-A-IWI 16059 Demonstrate knowledge of the history of Maaori Politics 3 8

16050 Explain the historical impact of the Treaty of Waitangi 3 6

CREDITS 14

TIKANGA CONCEPTS 16160 Describe the life and deeds of a selected atua 2 2

16161 Describe life in Hawaiiki and nga hekenga 2 2

16163 Demonstrate knowledge of the use of whakapapa 2 2

16165 Demonstrate knowledge and types of hui 2 2

CREDITS 8

PUTAIAO 15987 Demonstrate knowledge of Tikanga Maaori for rakau

Maaori in clothing, whare, waka and implements

2 2

CREDITS 2

NEW MAAORI DANCE 19732 Create and perform New Maaori Dance for an audience 2 4

19733 Choreograph and stage a new Maaori Dance 3 4

CREDITS 8

KORERO ME NGA REO 18395 Describe the visual language features used in a

presentation of personal experience in te reo 2 5

CREDITS 5

Elective 2 – 10 credits from anywhere on the Framework KORERO ME NGA REO

2559 Observe Tikanga practice to demonstrate cultural

awareness in Whakairo

4 10

CREDITS 10

TOTAL CREDITS ELECTIVE 1 + ELECTIVE 2 = 80

All rights reserved

TE WAHAROA Designed by Tarlei Morrison – Rotorua Girls High School

UNIT STANDARD TITLE LEVEL CREDI

T

ELECTIVE 1 – 70 credits from Field Maori @ Level 2 or above MAORI GEOGRAPHY

6136 Nga taonga o nga atua 3 6

6137 Describe tapu, noa and mana in relation to the way

Maaori interact with the environment

1 2

6143 Carry out local kaitiakitanga activity with direction 2 6

6147 Analyse the different views Maori and Pakeha have

in relation to the natural world

3 4

CREDITS 18

TIKANGA CONCEPTS 16159 Describe the whanau of Ranginui and Papatuanuku 1 2

16160 Describe the life and deeds of selected atua 2 2

16166 Explain key concepts and practices associated with

pohiri

2 2

CREDITS 6

MAORI PERFORMING ARTS 13363 Demonstrate knowledge and skills of waiata a ringa 2 6

13364 Perform waiata a ringa 4 15

13367 Describe knowledge and skills of poi 2 7

13368 Perform poi 4 17

CREDITS 45

ELECTIVE 2 – 10 credits from anywhere on the Framework TE REO RANGATIRA

7257 Whakamahi i nga Tikanga tuhituhi 1 3

7261 Tohu I nga whatu 1 3

7269 Whakarite mihi ki te tangata 1 3

CREDITS 9

NEW MAAORI DANCE 19728 Explore traditional Maaori and current dance moves,

and describe props and technology

1 4

CREDITS 4

ELECTIVE 1 CREDITS = 69 CREDITS + ELECTIVE 2 CREDITS = 13 TOTAL CREDITS = 82

All rights reserved

TE WAHAROA Designed by Pihitahi White & Huia Hahunga – Te Kura Kaupapa

Maaori o Ruamata

UNIT STANDARD TITLE LEVEL CREDIT

ELECTIVE 1 – 70 credits from Field Maori @ Level 2 or above MAORI PERFORMANCE

13359 Demonstrate knowledge and skills of waiaata 2 6

13360 Perform waiata 4 15

13363 Demonstrate knowledge and skills of waiata a ringa 2 6

13364 Perform waiata a ringa 4 15

15019 Demonstrate knowledge and skills of whakaraka 2 3

15020 Perform whakaraka 3 6

CREDITS 51

MANA WHAKAIRO 2559 Demonstrate cultural awareness in Whakairo 4 10

2574 Explain kupu Whakairo through Te Reo 4 6

2594 Employ drawing techniques to create Maori design 2 4

CREDITS 20

ELECTIVE 2 – 10 credits from anywhere on the Framework KORERO ME NGA REO

18395 Describe the visual language features used in a moving image which depicts purakau in Te Reo

2 5

18396 Analyse the visual language features used in a

presentation of personal experience in Te Reo

3 5

CREDITS 10

ELECTIVE 1 CREDITS = 71 CREDITS + ELECTIVE 2 CREDITS = 10 TOTAL CREDITS = 81

All rights reserved

TE WAHAROA Designed by Tawera Tahuri – Te Aute College

UNIT

STANDARD

TITLE LEVEL CREDIT

Elective 1 – 70 credits FIELD MAORI – Level 2 or above MAORI GEOGRAPHY

6136 Nga taaonga o ngaa atua 3 6

6137 Describe tapu, noa and mana in relation to the way Maaori

interact with the natural world

1 3

6142 Explain kaitiakitanga in relation to the way Maaori interact

with the natural environment

2 3

CREDITS 12

TIKANGA-A-IWI 16032 Examine the use of whakatauki, mooteatea, and

pakiwaitara in transmitting Maaori history

3 4

16050 Explain the historical impact of the Treaty of Waitangi 3 6

CREDITS 10

TIKANGA CONCEPTS 16159 Describe te whaanau aa Ranginui raaua koo

Papatuuaanuku and associated key events 1 2

16160 Describe the life and deeds of a selected atua 2 2

16161 Describe life in Hawaiiki and nga hekenga 2 2

16163 Demonstrate knowledge of the use of whakapapa 2 2

16165 Demonstrate knowledge and types of hui 2 2

CREDITS 10

NEW MAAORI DANCE 19724 Describe the origins of new Maaori dance 1 4

19725 Compare traditional Maaori and current dance moves, and

describe props and technology

2 4

19728 Explore traditional Maaori and current dance moves, and describe props, and select technology for New Maaori

Dance

2 4

19729 Explore New Maaori Dance moves, describe props, and

select technology for New Maaori Dance

2 4

19730 Create New Maaori Dance moves, select props 3 4

19731 Make and perform New Maaori Dance for peers 2 4

19732 Create and perform New Maaori Dance for an audience 2 4

19733 Choreograph and stage a new Maaori Dance 3 4

CREDITS 32

TAONGA PUORO 15025 Demonstrate knowledge and skills of taaonga puuoro 3 2

15026 Make taaonga puuoro 4 6

CREDITS 8

PAANGARAU 18309 Apply transformation geometry to define traditional, and

develop new Maaori style patterns

1 2

CREDITS 2

PUUTAIAO 15990 Demonstrate knowledge of native bird and it’s significance

to Maaori

1 2

CREDITS 2

(te waharoa) (level 2) - nzqa

Documents