2019 Level 2 NCEA Te Reo Māori - TKI

2019 Level 2 NCEA Te Reo Māori

Exam Countdown (10 weeks)

• This resource has been developed to support kaiako and ākonga reo Māori with necessary

preparations for te reo Māori external examinations

• This resource contains a number of hyperlinks out to websites (e.g. NZQA), click on these to

access the relevant files

• All examination dates are published in the NZQA 2019 exam timetable

The date and time for the 2019 Level 2 NCEA Te Reo Māori examination is:

• Rāpare 12 Whiringa ā-Rangi (2pm)

• Thursday 12 November (2pm)

https://www.nzqa.govt.nz/ncea/ncea-exams-and-portfolios/external/national-secondary-examinations-timetable/

Page 2 of 23

He mea waihanga mō tētahi kaupapa a Te Tāhuhu o te Mātauranga. © Ministry of Education 2019 copying restricted to use by New Zealand education sector.

Block 1 (Week 9, Term 3)........................................................................................................................................ 3

Block 2 (Week 10, Term 3) ...................................................................................................................................... 4

Block 3 (Week 1, Term 4)........................................................................................................................................ 5

Block 4 (Week 2, Term 4)........................................................................................................................................ 6

Block 5 (Week 3, Term 4)........................................................................................................................................ 7

Preparing for the upcoming examinations: ............................................................................................................. 8

Tuhituhi exemplar answer scripts for NCEA Level 2 ‘Tuhi i te reo o te ao torotoro’ .........................................................8

Pānui exemplar answer scripts for NCEA Level 2 ‘Pānui kia mōhio ki te reo o te ao torotoro’ .........................................8

Understanding the curriculum requirements:.......................................................................................................... 9

The Achievement Objectives for Level 7 of the curriculum ..............................................................................................9

Expectations for Pānui at Level 7 of the curriculum .........................................................................................................9

Expectations for Tuhituhi at Level 7 of the curriculum .....................................................................................................9

Other useful links .............................................................................................................................................................9

General Exam Tips for Students ............................................................................................................................ 10

Practise, learn, and know your kupu: .............................................................................................................................10

Practise reading in te reo Māori, refine your pānui skills: ..............................................................................................10

Practise writing in te reo Māori, refine your tuhituhi skills: ...........................................................................................10

Te Wāhanga Pānui .............................................................................................................................................. 11

Know and understand the 2019 Assessment Specifications ...........................................................................................11

Practise reading regularly ...............................................................................................................................................11

Mix it up, try some different reading strategies .............................................................................................................12 1. Cloze. Fill in the gaps with the kupu that are in the box below (below the sentence). ................................................................................ 12 2. Some incorrect words have been placed in the sentence. Remove the incorrect words. ............................................................................ 12 3. Find a synonym for the words in bold. Using dictionaries is fine for this activity. ........................................................................................ 12

Know and understand the pānui achievement criteria ...................................................................................................13

Know and understand the pānui grade score descriptors ..............................................................................................14

Final List of Student Tips for NCEA Pānui Exams .................................................................................................... 15

Te Wāhanga Tuhituhi .......................................................................................................................................... 16

Know and understand the 2019 Assessment Specifications ...........................................................................................16

Know various question types and phrases .....................................................................................................................16

Practise writing regularly................................................................................................................................................18 1. He reta ki te kaunihera ................................................................................................................................................................................... 18 2. He kōrero Pukamata ...................................................................................................................................................................................... 18 3. He pūrākau ..................................................................................................................................................................................................... 18 4. He puka whakamārama ................................................................................................................................................................................. 18 5. He tuhinga kiriata ........................................................................................................................................................................................... 18 6. Te tono mahi .................................................................................................................................................................................................. 19 7. He tuhinga āwhina ........................................................................................................................................................................................ 19 8. Te tuhi whāinga .............................................................................................................................................................................................. 19 9. He rīpoata ....................................................................................................................................................................................................... 19

Know and understand the tuhituhi achievement criteria ...............................................................................................20

Know and understand the tuhituhi grade score descriptors ...........................................................................................21

Writing Checklist for Students ........................................................................................................................................22

Final List of Student Tips for NCEA Tuhituhi Exams ................................................................................................ 23

Page 3 of 23


Block 1 (Week 9, Term 3) Everyday, spend 10 minutes studying the 100 High Frequency Kupu using the Quizlet study set

Rāhina Rātū Rāapa Rāpare Rāmere

• Discuss the 2018 Level 2

Pānui Assessment

Schedule


Pānui Assessment Report

• Discuss the requirements

for excellence


Pānui exam paper


Pānui exam paper

• The 2018 pānui exemplar

answer scripts are not yet

published on the NZQA

website, perhaps discuss

the requirements for

excellence using the 2017

Level 2 Pānui excellence

exemplar

• Discuss the importance of

how to deal with a word

you don’t know

• Choose a pānui activity

from page 11-12 to

complete.

• Discuss the importance of

critical thinking.

• Discuss how to use your

knowledge and experience

to improve your answer.

• Refer to solo taxonomy

extended abstract.

• As a whole class, construct

a model exam answer.

• Create a Quizlet study set

of your own, using

whakataukī that are

relevant to the kaupapa

you have studied this year.

• Practise by completing a

Pānui exam from a

previous year.

• Look at 2018 Level 2

Tuhituhi Assessment

Schedule and the 2018

Level 2 Tuhituhi

Assessment Report.

• Discuss requirements for

excellence


Tuhituhi exam


Tuhituhi exam

• The 2018 tuhituhi

exemplar answer scripts

are not yet published on

the NZQA website,

perhaps discuss the

requirements for

excellence using the 2017

Level 2 Tuhituhi excellence

exemplar

• Critical thinking. How to

use your knowledge and

experience to improve

your essay. Refer to solo

taxonomy extended

abstract.

• Complete a model exam

answer as a class.

• Do a pānui exam from a

previous year as a class.

• Keep a close eye on the

2018 Level 2 Pānui

Assessment Schedule also

on page 14 of this

resource, to ensure you

are covering all

requirements.

• Individually complete a

paragraph (tuhituhi) from

an exam question from a

previous year.

• Peer mark paragraphs

using the 2018 Level 2

Tuhituhi Assessment

Schedule also on page 21

of this resource.

https://quizlet.com/85552286/1000-maori-words-flash-cards/

https://www.nzqa.govt.nz/nqfdocs/ncea-resource/schedules/2018/91286-ass-2018.pdf



https://www.nzqa.govt.nz/ncea/subjects/assessment-reports/te-reo-maori-l2/#heading2-0


https://www.nzqa.govt.nz/nqfdocs/ncea-resource/exams/2017/91286-exm-2017.pdf




https://www.nzqa.govt.nz/nqfdocs/ncea-resource/exemplars/2017/91286-exp-2017-excellence.pdf



https://www.youtube.com/watch?v=p2BdwQUjJFY

https://www.youtube.com/watch?v=p2BdwQUjJFY

http://pamhook.com/wiki/Te_Reo

https://www.nzqa.govt.nz/ncea/assessment/search.do?query=reo+maori&view=exams&level=02


























Page 4 of 23




• Practice on an old exam question or a practice pānui question from page 11-12 of this document

• As a class, mark the exam question or task that was completed yesterday

• Practise planning an essay. What will feature in each paragraph?

• Choose a tuhituhi activity from page 18-19 to practise tuhituhi.

• Pay special attention to joining words like heoi anō, engari etc

• Carry on with the tuhituhi activity started yesterday. How can you use higher level thinking to enhance your writing?

• Discuss exam techniques. Watch video.

• Choose a pānui activity from page 11-12 to complete.

• Continue with pānui activity you started from the previous day.

• Once finished, peer mark work using the 2018 Level 2 Pānui Assessment Schedule also on page 14 of this resource.

• Look at and discuss Level 2 Tuhituhi Assessment Specifications.

• Get into groups and discuss the kupu you may need for exam.

• Make a quizlet as a class.

• In pairs, choose a writing activity to complete from page 18-19.

• Make sure you look at capital letters, commas, full stops, speech marks etc.

• Identify where you could use a whakataukī

• Continue writing.

• Mark your writing using the 2018 Level 2 Tuhituhi Assessment Schedule also on page 21 of this resource.

• Discuss your grade with your kaiako.


https://drive.google.com/file/d/1tSSjHu2xv3qmHGEh3mjMX58RhI7WY3x_/view?usp=sharing



https://www.youtube.com/watch?v=p60rN9JEapg




https://www.nzqa.govt.nz/ncea/subjects/assessment-specifications/te-reo-maori-l2/





Page 5 of 23




• Give the students a cloze

activity to do. (Find the

missing word), see page 12

for an example of a cloze

activity.

• Do a pānui activity from

page 11-12 as a class.

• Practice identifying

unfamiliar words. Read

before and after the word.

Based on the context what

could the word be?

• Look at the pānui exams

from the previous years.

What types of questions

do you see?

• Make a list of the

questions you have found.

• Discuss their meanings.

• Choose a tuhituhi activity from page 18-19.

• Plan essay.

• Aim for 300 quality kupu.

• Ensure you have an

introduction, body and

conclusion.

• Continue with your writing

on your chosen topic.

• Be thorough in making

sure punctuation and

macrons are used

correctly.

• Mark your work using the

2018 Level 2 Tuhituhi

Assessment Schedule

• Give students a cloze (fill in

the gaps) exercise to

complete.

• Give old pānui exams to

groups of students. Tell

them to write down things

unfamiliar to them.

• Wānanga the unfamiliar

things.

• Choose an old pānui exam

and complete the

questions. Answer in full

with as much insight and

detail as possible.

• Wānanga whakataukī that

could link to topics that

you have studied this year.

• Add any new whakataukī

that emerge to your class

Quizlet set you created.

• What points can you back

up with a whakataukī?

• Print out your piece of

writing. Cut it up into strips

and time yourself putting it

back together. Try to beat

your time.






Page 6 of 23




• Look at range of joiners in Te Reo.

• As a class choose a tuhituhi activity from page 18-19.

• Choose someone to type for the class. How many joiners can you use meaningfully in the writing? How many relevant whakataukī can you use meaningfully?

• Carry on writing essay as a class from previous day.

• Use the 2018 Level 2 Tuhituhi Assessment Schedule also on page 21 of this resource, to mark your essays as a class.

• Choose either an old exam or a pānui activity from page 11-12.

• Work in pairs to answer the questions in full.

• Continue with the pānui activity from the previous day.

• Using one of your essays. Make up a cloze activity, by cutting and pasting every 9th kupu in a separate box. Type a line where the missing word is.

• Give your cloze activity to someone else in the class to complete.

• Choose a tuhituhi activity from page 18-19.

• How many joiners can you use meaningfully in the writing?

• How many relevant whakataukī can you use meaningfully?

• 10 minutes whakataukī (using the Quizlet study set you created as a class).

• Complete your tuhituhi from yesterday.

• Mark your work using the 2018 Level 2 Tuhituhi Assessment Schedule

• Choose a pānui activity from page 11-12 to complete.

• 10 minutes whakataukī (using the Quizlet study set you created as a class).

• Carry on with your pānui activity from yesterday,

• Mark your work using the 2018 Level 2 Pānui Assessment Schedule

• Give pairs a reading that you have cut into strips. Their task is to put it back together. Read and wānanga new language.


https://drive.google.com/file/d/1tSSjHu2xv3qmHGEh3mjMX58RhI7WY3x_/view?usp=sharing








Page 7 of 23


Block 5 (Week 3, Term 4) Everyday, spend


28 Whiringa ā-nuku

Te Rā Reipa – He hararei

• Wānanga – the question

types (from page 16-17)

using an old pānui exam

• Kōrero tahi – how to not

freak out in exams.

• Kōrero tahi – how to keep

your focus.

• Wānanga – what do you

do when you see a kupu

that you don’t know?

• Practice using last year’s

Level 2 Tuhituhi exam.

• Remember to use

whakataukī and

paragraphing and

punctuation.

• Carry on writing from

yesterday’s kaupapa.

• Use the 2018 Level 2

Tuhituhi Assessment

Schedule also on page 21

of this resource, to peer

mark work.

• Complete a pānui activity

from page 11-12 or an old

exam.

• Complete the pānui

activity started yesterday

• Mark as a class using the

2018 Level 2 Pānui

Assessment Schedule

• Complete a tuhituhi

activity from page 18-19

KAI TAHI – Do this on

whatever your last day is

NCEA EXAMS START

8th November 2019








Page 8 of 23


Preparing for the upcoming examinations:

Before you start your exam preparation, ensure you are familiar with the following NCEA Level 2 Te Reo Māori documents:

• 2019 Assessment Specifications, these provide information about the format of the 2019 Pānui and Tuhituhi examinations. The specifications are published online in

te reo Māori, and in English too.

• 2018 Level 2 Tuhituhi Assessment Schedule, this shows how the Tuhituhi exam was marked in 2018

• 2018 Pānui Level 2 Assessment Schedule, this shows how the Pānui exam was marked in 2018

Tuhituhi exemplar answer scripts for NCEA Level 2 ‘Tuhi i te reo o te ao torotoro’

Note the exemplar answer scripts from the 2018 Level 2 Tuhituhi exam have not been published on the NZQA website, the 2017 links are provided below for your use:

2017 Level 2 Tuhituhi Excellence exemplar

2017 Level 2 Tuhituhi Merit exemplar

2017 Level 2 Tuhituhi Achieved exemplar

Pānui exemplar answer scripts for NCEA Level 2 ‘Pānui kia mōhio ki te reo o te ao torotoro’

Note the exemplar answer scripts from the 2018 Level 2 Pānui exam have not been published on the NZQA website, the 2017 links are provided below for your use:

2017 Level 2 Pānui Excellence exemplar

2017 Level 2 Pānui Merit exemplar

2017 Level 2 Pānui Achieved exemplar





https://www.nzqa.govt.nz/nqfdocs/ncea-resource/exemplars/2017/91287-exp-2017-merit.pdf

https://www.nzqa.govt.nz/nqfdocs/ncea-resource/exemplars/2017/91287-exp-2017-achievement.pdf


https://www.nzqa.govt.nz/nqfdocs/ncea-resource/exemplars/2017/91286-exp-2017-merit.pdf

https://www.nzqa.govt.nz/nqfdocs/ncea-resource/exemplars/2017/91286-exp-2017-achievement.pdf

Page 9 of 23


Understanding the curriculum requirements: Before you start your exam preparation, ensure you are familiar with what is expected at Curriculum Level 7:

• Curriculum Level 7 Achievement Objectives

• Curriculum Level 7 Language Modes for Pānui

• Curriculum Level 7 Language Modes for Tuhituhi

The Achievement Objectives for Level 7 of the curriculum

• 7.1 communicate about future plans;

• 7.2 offer and respond to advice, warnings, and suggestions;

• 7.3 express and respond to approval and disapproval, agreement and disagreement;

• 7.4 offer and respond to information and opinions, giving reasons;

• 7.5 read about and recount actual or imagined events in the past.

Expectations for Pānui at Level 7 of the curriculum

By the end of level 7, students can:

• understand much of what is written in te reo Māori about a range of topics across a range of written text types intended for different purposes and audiences;

• distinguish between facts and opinions and recognise intentions to persuade and influence.

Expectations for Tuhituhi at Level 7 of the curriculum

By the end of level 7 students can:

• use resources such as dictionaries and glossaries to experiment with new language and to review writing for accuracy;

• write in te reo Māori about a range of topics, using words and expressions that are appropriate for the purpose and intended audience;

• begin to use language to entertain and persuade as well as to inform.

Other useful links

• NZQA Te Reo Māori Subject page

• Clarification of grammar levels

• High frequency word list

• 2019 NZQA exam timetable

http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/te-reo-maori/levels/

http://www.nzqa.govt.nz/assets/qualifications-and-standards/qualifications/ncea/NCEA-subject-resources/Te-Reo-Maori/TRM-Language-Clar-for-grammar-progression.pdf

http://tereomaori.tki.org.nz/Teacher-tools/Te-Whakaipurangi-Rauemi/High-frequency-word-lists

https://www.nzqa.govt.nz/ncea/ncea-exams-and-portfolios/external/national-secondary-examinations-timetable/

Page 10 of 23


General Exam Tips for Students

Practise, learn, and know your kupu:

• Spend 10 minutes per day going over the kupu in the High Frequency Word lists

• If students have access to a computer, tablet or smart phone, encourage them to use the Quizlet app to study these high frequency words

• A complete study set of these words is available from https://quizlet.com/85552286/flashcards

Note: NZQA has stated that any vocabulary used in the exam that is outside of the high frequency word list, will be included in a glossary in the exam

Practise reading in te reo Māori, refine your pānui skills:

1. Select a pānui activity from page 11-12.

2. Read through the whole passage.

3. Write down an overview of what you are reading. Just a few lines.

4. Read the first paragraph again.

5. Read the question and highlight the parts in the text that will contribute to the answer. (NOTE: If you see a word that you do not recognise, stay calm, take your

time, and try to decipher what it could mean from the context.)

6. Write down your answer in full and with as much detail as possible. Never leave a question unanswered. Always double check your answers.

7. Read the 2018 Level 2 Pānui Assessment Schedule. Ensure that requirements for Excellence are clearly understood.

Practise writing in te reo Māori, refine your tuhituhi skills:

1. Each student is to choose a tuhituhi activity from page 18-19 of this resource.

2. Brainstorm the content of the writing.

3. What will be at the beginning, middle, and end of the piece?

4. What structures, kīwaha, and whakataukī will be used to ensure you demonstrate your range?

5. Read the 2018 Level 2 Tuhituhi Assessment Schedule on page 21 of this resource. Ensure that requirements for Excellence are clearly understood. (Make regular

checks on schedule throughout the writing.)

6. Write the piece.

7. Go through the writing checklist.

http://tereomaori.tki.org.nz/Teacher-tools/Te-Whakaipurangi-Rauemi/High-frequency-word-lists

https://quizlet.com/85552286/flashcards



Page 11 of 23

He mea waihanga mō tētahi kaupapa a Te Tāhuhu o te Mātauranga.

© New Zealand Ministry of Education 2018 – copying restricted to use by New Zealand education sector.

Te Wāhanga Pānui

This section of the resource, is tailored to support students to adequately prepare for the 2019 Level 2 Pānui exam.

Know and understand the 2019 Assessment Specifications

These are the ‘Pānui kia mōhio ki te reo o te ao torotoro’ assessment specifications for 2019:

• Written resources will be provided for this examination.

• Candidates must answer all questions in the examination, showing their understanding, comprehension, and proficiency of te reo Māori of the exploratory world with familiar and less familiar themes.

• Candidates can answer in either Māori or English.

• A glossary will be provided in the examination for unfamiliar words that are essential to the meaning of the text.

Practise reading regularly

To be a great reader of te reo Māori, you need lots of opportunities to practise and refine your reading skills. Reading

in te reo Māori on a regular basis will support this, for example, reading in te reo Māori every day.

Another way to develop and refine reading skills, is to practise reading for a range of purposes, for example, using a

different text type each time you read. Testing yourself on how well you’ve comprehended what you’ve read is also

very helpful. Kia kaha ki te pānui!

TIP: Provide lots of practice opportunities for students, use the following reading comprehension activities provided

below students, use them regularly, to help students adequately prepare for the pānui examination.

1. Iwi history a. http://akopanuk-uat.sites.silverstripe.com/assets/ResourceFiles/hitori-activities.docx

2. Tangihanga a. http://akopanuk-uat.sites.silverstripe.com/assets/ResourceFiles/tangihanga-activities.pdf

3. Pūrākau a. http://akopanuk-uat.sites.silverstripe.com/assets/ResourceFiles/purakau-haunui.pdf

4. 2012 Level 2 Pānui exam







11. 2019 Level 2 Pānui exam practice resource from the Ako Panuku website

http://akopanuk-uat.sites.silverstripe.com/assets/ResourceFiles/hitori-activities.docx

http://akopanuk-uat.sites.silverstripe.com/assets/ResourceFiles/tangihanga-activities.pdf

http://akopanuk-uat.sites.silverstripe.com/assets/ResourceFiles/purakau-haunui.pdf

http://www.nzqa.govt.nz/nqfdocs/ncea-resource/exams/2012/91286-exm-2012.pdf







https://www.akopanuku.tki.org.nz/assets/ResourceFiles/Level-2-Panui-Exam-Practice-Final.docx

Page 12 of 23



Mix it up, try some different reading strategies

Here are some other strategies to help you mix it up with your pānui practice. These are simple to create and you can

use existing text.

1. Cloze. Fill in the gaps with the kupu that are in the box below (below the sentence).

Hei Tauira:

I a Hēni ___________ tamariki tonu ana ka haere __________ ki te toro I tōna koroua i tana __________ tākuta. Ka

miharo ia ki __________ mahi o tana koroua. He tangata tino mōhio ia, ā, ka __________kaingakau ia ki tana mahi.

te, tari, tino, ia, e

Te Whakautu:

I a Hēni e tamariki tonu ana ka haere ia ki te toro I tōna koroua i tana tari tākuta. Ka miharo ia ki te mahi o tana

koroua. He tangata tino mōhio ia, ā, ka tino kaingakau ia ki tana mahi.

2. Some incorrect words have been placed in the sentence. Remove the incorrect words.

Hei Tauira:

Ki a au rā nei, ko au te tangata momo tika mō tēnei tūranga mahi, nā te mea he te kaha au ki te mahi, ka tae tonu au

ki te mahi i te wā tika taima ia rā, he kaha i au ki te āwhina i te tangata, he pai hinengaro auaha tōku hoki.

Te Whakautu:

Ki a au rā nei, ko au te tangata momo tika mō tēnei tūranga mahi, nā te mea he te kaha au ki te mahi, ka tae tonu au

ki te mahi i te wā tika taima ia rā, he kaha i au ki te āwhina i te tangata, he pai hinengaro auaha tōku hoki.

3. Find a synonym for the words in bold. Using dictionaries is fine for this activity.

Hei Tauira:

Mā te ako i ngā pūrākau, ka ako tātou i ngā uara me ngā mātāpono o ō tātou mātua tūpuna. Ehara ēnei pūrākau i te

mea whakangahau noa iho. He nui ngā akoranga pai i roto i te kōrero mō Māui me te rā, arā he tino kaha a Māui ki te

hanga rautaki hei whakapūhoi i te haere a Tama Nui Te Rā i te rangi…

Te Whakautu:

Mā te ako i ngā pūrākau (korero tara), ka ako tātou i ngā uara (whanonga pono) me ngā mātāpono o ō tātou mātua

tūpuna (tīpuna). Ehara ēnei pūrākau i te mea whakangahau (pārekareka) noa iho. He nui ngā akoranga pai i roto i te

kōrero mō (e pā ana ki a) Māui me te rā, arā he tino kaha a Māui ki te hanga rautaki hei whakapūhoi (whakapōturi) i

te haere a Tama Nui Te Rā i te rangi…

Page 13 of 23



Know and understand the pānui achievement criteria

The achievement criteria for ‘Pānui kia mōhio ki te reo o te ao torotoro’ (91287) are:

Kāore i whiwhi Paetae Kaiaka Kairangi

Kāore te tauira i whiwhi i

tēnei Paerewa Paetae.

Pānui kia mōhio ki te reo o

te ao torotoro:

• ka whai i te ia o te

tuhinga.

Pānui kia mārama ki te reo

o te ao torotoro:

• ka mārama ki te kiko o

te tuhinga.

Pānui kia mātau ki te reo o

te ao torotoro:

• ka mātau ki ngā

topehatanga o te

tuhinga

• ka mau te tikanga, te

pūtake hoki o te

tuhinga.

Shows no or limited

understanding of the text.

Has a general

understanding of the

familiar and less familiar

contexts:

• follows the gist of the

writing.

Has a clear understanding

of the familiar and less

familiar contexts:

• understands the

meaning of the text.

Has a comprehensive

understanding of the

familiar and less familiar

contexts:

• has an understanding of

all, or nearly all, of the

finer points of the text

• understands the

meaning and purpose

of the text.

Page 14 of 23



Know and understand the pānui grade score descriptors

These are the grade score descriptors that were used to mark student’s reading comprehension in the 2018 Level 2 Pānui exam. In preparation for the 2019 Level 2

Pānui exam, any reading comprehension that students complete while they practise and refine their reading skills, should be marked using this assessment schedule.

TIP: Mark all reading comprehension activities using the following schedule:

N1 N2 A3 A4 M5 M6 E7 E8

Provides one

or two basic

sentences that

do not form a

substantial

answer.

Creates a

genuine

attempt at a

response, but

does not

provide

enough

evidence.

produces basic answers

explaining their ideas, but

the writing may lack

conviction or interest

uses a basic example to

inform the reader

may include major errors

in details or

interpretation.

produces basic

answers

explaining their

ideas, but the

writing may lack

conviction or

interest

uses a range of

basic examples to

inform the reader

may include major

errors in details or

interpretation.

expands on their

answer(s) but may

lack conviction

links example(s),

with simple

justification(s) to

form a simple

argument

may include basic

errors

comprehends

main ideas.

expands on their

answer(s) but may

lack conviction

links a range of

examples, with

basic justifications

to form a simple

argument

may include basic

errors

comprehends

main ideas.

convinces the

reader to believe

in their answer

provides a

persuasive

argument, with

justification

through examples

and experiences,

to convince the

reader

shows a

comprehensive

understanding of

the finer details of

the text.

convinces the

reader to believe in

their answer

provides a

persuasive

argument, with

justifications

through examples

and experiences, to

convince the reader

shows a

comprehensive

understanding of

the finer details of

the text.

N0/ = No response; no relevant evidence.

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Final List of Student Tips for NCEA Pānui Exams

1. Have a healthy breakfast or lunch before your exam. Drink

water.

2. Complete the reading part of the exam first. This helps your mind to get in to

Māori thinking mode.

3. Watch the time.

4. Take a highlighter in to the exam. As you are reading the text, highlight

possible answers to questions. This will make it easier for you to return to

the place you were in the text also.

5. Remember your pens. BLUE or BLACK only. Make sure that they work

and that you have enough pens.

6. Identify all details, those that are obvious and those that aren’t. The exam marker

wants to see that you can understand the passage in full.

7. Answer every question, even if you aren’t sure of the answer.

If you do not answer a question, you cannot get any marks.

Give it your best.

8. Is there a glossary of words to help you? If so, highlight the words in the passage

that are in the glossary.

9. If you don’t understand a word. Try and read the rest of the sentence

to figure out what the missing word might mean.

10. Do not leave the exam early. Use your time – ALL OF YOUR TIME. If you have finished

early, read and re-read your work to make it as correct as possible. Each time you

read it, look for different things to improve on. Look for things such as: Have you been

specific with your answers?; Have you given enough detail?; Does it make sense to

someone else reading it? There will always be something that can be improved upon.

Effort is the key.

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Te Wāhanga Tuhituhi

This section of the resource, is tailored to support students to adequately prepare for the 2019 Level 2 Tuhituhi exam.

Know and understand the 2019 Assessment Specifications

These are the ‘Tuhi i te reo o te ao torotoro’ assessment specifications for 2019:

• Candidates will be expected to write about themes that are familiar and less familiar to them.

• Candidates will choose one topic that will display their ability to write purposefully and express ideas about

themes that are familiar and less familiar to them.

• All essays must be in te reo Māori.

The assessment specifications DO NOT HAVE prescribed topics. Therefore, the preparation for the writing exam will

require the candidates to have a holistic approach to their writing.

• Candidates will be required to write ONE essay of at least 250 words.

• Topics will cover local, national, and global themes across text types: formal writing, persuasive writing, retelling

and recounting, and creative writing.

Know various question types and phrases

It’s of great benefit for students to have a good repertoire of not only kupu, but also question types and phrases, that

they know and understand well, so they can draw on these to use in their writing. Use the questions/phrases

provided in the table below to support and help students with this.

Tip: A good way to help students learn/know/use these question types and phrases is to print them on A3 paper (or

larger), then cut up the Māori/English questions/phrases, mix them up, and get the students to match them up again.

… ki te aha? … to do what?

… i te aha? I whiwhi a Rewi i te aha? What did …? What did Rewi get?

E hia? How many?

E hia te roa? How long?

e pā ana/mō about

e whai ake nei following

Hāngai relates to, coincides

He aha ai? Why?

He aha ētahi o ngā …? What are some of the …?

He aha i kore ai …? Why didn’t/Why not …?

He aha ngā hua …? What are the outcomes …?

He aha te take …? What’s the reason/Why …?

He aha tētahi o ngā …? What’s one of the …?

Hei aha? What for?

He aha ētahi o ngā painga? What are some of the uses/good things?

Hei tauira, … For example, …

I hea …? Where was …?

ō/āu ake kupu your own words

I pēhea …? How did/was ...?

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I takea mai/I ahu mai … i hea? Where does … originate/come from?

Inahea/Nōnahea …? When did …?

Ka aha …? What did/will … do?

Ka ahatia/I ahatia? What happened?

Ka pēhea koe e mōhio ai? How do you know?

Kei hea …? Where is …?

Kei te tika, kei te hē rānei? Is it right or wrong?

Ki ōu whakaaro … In your opinion …

Kimihia te … Find the …

Ko ēhea/ko ēwhea …? Which …?

Ko wai …? Who …?

Kōaro / tauaro opposite

Kōwae paragraph, passage

Kua kōrerohia/Kua whakahuatia That have been mentioned

Mā hea …? How did/will (someone get somewhere)?

māramatanga/whakamāramatanga explanation

momo, tūmomo, tū type

Nā te aha …? How (By what means) did … happen?

Nā wai …? Who … (did something)?

Nō hea …? Where from …?

Nō tēhea …? From which …?

ōrite, rite same

Pātai question

Rānei or

rerenga kōrero sentence

Tikanga meaning

Tokohia? How many? (people)

tuhia ō whakaaro write your thoughts, ideas

Whakaingoatia name

Whakakāhorengia write in the negative form, negate

Whakamāoritia translate into Māori

Whakamāramahia explain

Whakapākehātia translate into English

Whakarāpopotohia summarise

whakautu(a) answer

whiriwhiri(a) choose

Page 18 of 23



Practise writing regularly

To be a great writer of te reo Māori, you need lots of opportunities to practise and refine your writing skills. Writing

in te reo Māori on a regular basis will support this, for example, writing in te reo Māori every day.

Another way to develop and refine writing skills, is to practise writing for a range of purposes, for example, using a

different text type each time you write. Kia kaha ki te tuhituhi!

TIP: Provide lots of practice opportunities for students, use the following scenarios and text types provided below with

students, to help them adequately prepare for the tuhituhi examination.

1. He reta ki te kaunihera

The local council has made available some money for a teenage initiative. They have asked local teenagers to write

to them suggesting what they should do with the money and why. Write your letter to the council about an

initiative you think the council should invest in for teenagers, and why.

2. He kōrero Pukamata

There is an issue at school or in the community that requires a solution. You explain the situation in a Facebook

post. Your friends and family give their opinions and suggestions about the issue. Write your post and the

responses from others.

3. He pūrākau

Summarise a famous myth or legend. After you have completed your summary, explain why the legend is

important and to whom. What are the lessons that we can learn from this story?

4. He puka whakamārama

You have started a tourist venture in conjunction with your iwi. You are responsible for creating an information

brochure explaining a specific tikanga. Choose a tikanga (for example, pōwhiri, tangihanga, poroporoaki) and write

your information brochure. Ensure you explain why the cultural aspects of this tikanga are so important to your iwi.

5. He tuhinga kiriata

You have written a script for a movie. You write to a movie company explaining the plot and why you think that

they should make your movie.

Page 19 of 23



6. Te tono mahi

You are part of a team that is going on an overseas trip next year. Your parents have said that they will pay half,

but you have to come up with the other $2,000.00. You decide to get a job over the summer holidays. Write a

letter to prospective employers explaining why it would be a good decision to employ you.

7. He tuhinga āwhina

A friend is deciding whether s/he should go to university or just get a job and make some money. They have

written an email to you to asking for your advice. Reply to his/her email offering your advice and giving your

reasons.

8. Te tuhi whāinga

It’s the start of the year. Your kaiako has asked you to write a plan as to how you are going to achieve your goal of

becoming a fluent speaker of te reo Māori by the time you have finished school. Maybe your strategy could include

family, friends, kura, wānanga, your environment. There are many whakataukī and kīwaha that would be

appropriate for this kaupapa.

9. He rīpoata

You and the student council at school have just finished running an event. Write a report about your event that will

be presented to the school principal. Consider the following things: What went well and what could be improved?

How well did you work together? Did anyone stand out, if so, why? Who benefited from the event that you ran?

What whakataukī and kīwaha could be used to support your point? What advice would you give to a group who

will run this event in the future?

For more practice activities, use Level 2 Tuhituhi Exams from previous years, the links are provided here:

1. 2012 Level 2 Tuhituhi exam














Page 20 of 23



Know and understand the tuhituhi achievement criteria

The achievement criteria for ‘Tuhi i te reo o te ao torotoro’ (91287) are:

Kāore i whiwhi Paetae Kaiaka Kairangi

Kāore te tauira i whiwhi i tēnei

Paerewa Paetae.

Tuhi i te reo o te ao torotoro:

• Ka whakaputa tuhinga e hāngai ana

ki te kaupapa

• ka whakatakoto whakaaro

• ka mārama te ia o te tuhinga.

Tuhi kia whai kiko i te reo o te ao

torotoro:

• ka whakaara i ngā whakaaro.

• ka mārama te tuhinga.

Tuhi kia whai hua i te reo o te ao

torotoro:

• ka whakaniko i ngā whakaaro

• ka rere te tuhinga

• ka tutuki te pūtake o te tuhinga.

No response, no relevant evidence Writes in the language of the

exploratory world.

• produces an essay that relates

to their chosen topic

• expresses their ideas and

opinions

• demonstrates understanding of

the gist of the writing.

Writes substantially in the language of

the exploratory world.

The candidate:

• expresses their ideas and opinions

with some supporting details (i.e.

why they have these ideas and

opinions, but not in depth)

• demonstrates understanding of the

writing.

Writes comprehensively in the language

of the exploratory world.

The candidate:

• expresses their ideas and opinions,

supported with a detailed

explanation in depth

• produces writing that flows from one

idea to the next

• meets the purpose of the essay.

Page 21 of 23



Know and understand the tuhituhi grade score descriptors

These are the grade score descriptors that were used to mark student’s writing in the 2018 Level 2 Tuhituhi exam. In preparation for the 2019 Level 2 Tuhituhi exam,

any writing that students complete while they practise and refine their writing skills, should be marked using this assessment schedule.

TIP: Mark every piece of writing using the following schedule:

N1 N2 A3 A4 M5 M6 E7 E8 Candidate has not met the requirements of the assessment task.

The written passage demonstrates no usage of te reo Māori.

There is no use of basic vocabulary or language features in te reo Māori.

The written passage is unrelated to the question topic.

The response does not convey the gist or general recognition of basic language features. There is no use of writing conventions, grammar, or punctuation.

The length is insufficient.

The written passage demonstrates little usage of te reo Māori.

There is some use of very basic vocabulary or language features in te reo Māori.

The written passage has little relevance to the question topic.

The written passage conveys very little general recognition of basic language features. There is very little use of writing conventions, grammar, or punctuation

Candidate has partially met the basic requirements of the assessment task.

The written passage utilises some te reo Māori in general.

Utilises very basic vocabulary and language features in te reo Māori, with some errors.

Is relevant / related to the question or task.

Conveys the gist / general picture /

essence, although the response shows inconsistencies in the use of language. Utilises some writing conventions such as macrons, with basic grammar and punctuation in general.

The length of the writing meets sufficiency.

Candidate has met the basic requirements of the assessment task.

The written passage utilises te reo Māori in general.

Utilises basic vocabulary and language features in te reo Māori, with some errors.

Is relevant / related to the question or task.

Conveys the gist / general picture / essence, although the response may show inconsistencies in the use of language. Utilises writing conventions such as macrons, with basic grammar and punctuation in general.

The length of the writing meets sufficiency.

Candidate has met the requirements of the assessment task.

The written passage utilises te reo Māori.

Utilises appropriate vocabulary and language features in te reo Māori, despite lack of detail.

Makes clear points / reference / argues to the question or topic being discussed, despite lack of detail. Maintains clarity of intent, despite errors.

Utilises writing conventions such as macrons, with consistent grammar and punctuation.

The length of the writing is adequate.

Candidate has fully met the requirements of the assessment tasks.

The written passage utilises te reo Māori consistently.

Utilises appropriate vocabulary and language features consistently in te reo Māori, with some detail. Makes clear points / reference / argues to the question or topic being discussed, with some detail. Consistently maintains clarity of intent, despite some errors.

Consistently utilises writing conventions such as macrons, with consistent grammar and punctuation. The length of the writing is adequate.

Candidate has fully met the requirements of the assessment task with creativity and flair. The written passage utilises te reo Māori comprehensively.

Utilises comprehensive vocabulary and language features in te reo Māori, despite errors. Substantially develops / connects ideas / points to the question / topic in detail, despite errors.

Demonstrates perception / insight consistently, despite errors.

Demonstrates a comprehensive understanding of writing conventions such as macrons, and correct grammar and punctuation, despite errors. The length of the writing is extensive, yet concise.

Candidate has exceeded the requirements for the assessment task with creativity and flair.

The written passage utilises te reo Māori comprehensively and extensively.

Utilises comprehensive vocabulary and language features consistently in te reo Māori, despite minor errors.

Substantially develops / connects ideas / points to the question / topic in detail, despite minor errors.

Demonstrates perception / insight consistently, despite minor errors.

Demonstrates a comprehensive understanding of writing conventions such as macrons, and correct grammar and punctuation, despite minor errors.

The length of the writing is extensive, yet concise.

N0/ = No response; no relevant evidence.

Page 22 of 23



Writing Checklist for Students

Tick the box on the right hand side once you have checked the following:

Capital letters Included appropriate whakataukī?

Punctuation Included appropriate kīwaha?

Grammar Ideas connect up well?

Macrons Adheres to the topic in detail?

Paragraphing Ideas have been developed?

Spelling It is 150 words or longer?

Have you incorporated any of the following conjunctions and structure types?

Ā e ai ki

engari otirā

nā/nō/i te mea mehemea/mēnā/pēnā

heoi anō hāunga

koinā te take …, arā, …

nā/nō reira kāore e kore

i muri i tērā pēnei i …/pērā i …

I mua i tērā tēnā pea

ki ōku nei whakaaro e pā ana/mō

ki ahau nei waihoki

hei tā me te mea anō

nā tērā/tēnei/tēnā ahakoa

… ake … … rawa …

… rānei … kē …

… tonu … … hoki …

Page 23 of 23



Final List of Student Tips for NCEA Tuhituhi Exams

1. Have something healthy to eat before your exam – unhealthy food, not eating, or eating too

much can make you tired during the exam. Drink water. Take a bottle in with you.

2. Complete the writing part of the exam last.

3. Take your time.

4. Use the planning pages available. These will help you to structure your writing.

5. Read the questions carefully to make sure you understand what is required.

6. Remember your pens. BLUE or BLACK only. Make sure that they work and that you have enough ink.

7. Make sure your writing is interesting.

8. Use a range of structures and vocabulary.

9. Make sure you have checked your grammar, punctuation and macrons – THESE COUNT.

10. If you’re unsure whether a structure you are writing is correct or not, you may want to check through the

passage in the reading exam to jog your memory. The structure may have been used in that exam. This may

help with checking macrons too.

11. Quality over quantity. You are expected to write a minimum of 150 words. A good quality paragraph of 150

words is better than a poorly written paragraph of 400 words.

12. Use your time – ALL OF YOUR TIME. Effort is the key.

13. Check through your writing at least twice. Each time, check for different things. For example, check for sense

and flow, then check for macrons and spelling. Make any adjustments required.

Documents

2019 Level 2 NCEA Te Reo Māori - TKI