LEARNING INTENTIONS AND SUCCESS CRITERIA

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

Understand and use some familiar food vocabulary For example:rīwai (potato), kūmara (sweet potato), tote (salt), mahi kai (to make/prepare food), inu (to drink), parai (to fry), pai (good), reka (delicious), maoa (cooked)

Success criteria: Self-

assessment

Peer assessment

Teacher

assessment

I can understand some familiar words about food when I hear them.

I can say some familiar words about food.

I can write some familiar words about food.

As well as using the learning intentions provided in this unit, you can adapt learning intentions from other units, too.

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

Recognise and use some food vocabulary transliterated from EnglishFor example: tī (tea), kawhe (coffee), tiakarete (chocolate), pata (butter), pata pīnati (peanut butter), mūrihi (muesli)

Success criterion: Self-

assessment

Peer assessment

Teacher

assessment

I can recognise and use some transliterated words about food.

Recognise and use some food-related phrases For example:te wā kai (time for food) as in the reomation Ngā Ika e Rua (Two Fish).

Success criteria: Self-

assessment

Peer assessment

Teacher

assessment

I can understand some simple phrases about food when I hear them.

I can say some simple phrases about food.

I can write some simple phrases about food.

Recognise and use some sentences often used about foodFor example:Haere mai ki te kai. (Come and eat.) Ka pai te kai. (The food’s good.)

Success criteria: Self-

assessment

Peer assessment

Teacher

assessment

I can understand some simple sentences about food when I hear them.

I can say some simple sentences about food.

I can write some simple sentences about food.

Use the correct form when giving or receiving foodFor example:Homai te pata. (Pass the butter.) Homai koa te pata. (Please pass the butter.) Hoatu te parāoa ki a Mere. (Give the bread to Mary.) Hoatu te keke ki a Wīremu. (Give the cake to William.) Whakahokia te pata ki te pouaka mātao. (Return the butter to the fridge.) Anei te parāoa. (Here’s the bread.)

Success criteria: Self-

assessment

Peer assessment

Teacher

assessment

I can say “yes” and “no” using “āe” and “kāore”/“kāo”.

I can express thanks using “kia ora”.

I can ask for something to be passed using “homai”.

I can use the polite form “homai koa” when asking for something to be passed to me.

I can tell someone to pass something to another person.

I can tell someone to put something back.

I can use the word “anei” when I pass something.

Understand and use some simple phrases to offer foodFor example:He tōhi? (Some toast?) He tōhi māhau/māu? (Some toast for you?) He inu tiakarete, he miraka rānei? (Some drinking chocolate or some milk?)

Success criteria: Self-

assessment

Peer assessment

Teacher

assessment

I can offer food to someone.

I can use the right word order when I offer two choices.

Ask a question about where an item of food isFor example:Kei hea te miraka? Where is the milk?

Success criteria: Self-

assessment

Peer assessment

Teacher

assessment

I can understand the question starter “kei hea”, meaning “where”.

I can use “kei hea” with familiar things to ask where food is.

Language tip

A regional variation of “kei hea” is “kei whea”.

Ask and answer questions about food and drink choicesFor example:He aha tō pīrangi/hiahia? (What would you like?) He miraka. (Some milk.) He miraka māku. (Some milk for me)

Success criteria: Self-

assessment

Peer assessment

Teacher

assessment

I can ask what food/drink someone would like.

I can reply when someone asks me what I would like.

Describe the qualities of foodFor example:He reka. (It’s sweet.) He kawa. (It’s sour.) He piro. (It’s rotten.) He makariri. (It’s cold.) He wera. (It’s hot.) He kai pai/reka/piro. (It’s good/delicious/rotten food.) He kai mahana/kawa tēnei. (This is warm/sour food.) He hanawiti ika/tiamu/mīti/tīhi tēnei. (This is a fish/jam/meat/cheese sandwich.)

Success criteria: Self-

assessment

Peer assessment

Teacher

assessment

I can understand some descriptions of food.

I can describe food.

I can use “tēnei” in simple sentences to describe food.

Ask and answer questions about food likes and dislikes, giving reasons whyFor example:He pai ki a koe ngā āporo? (Do you like apples?) Āe, he pai ki ahau ngā āporo. (Yes, I like apples.) Kāo, kāore i te pai ki ahau ngā āporo. (No, I don’t like apples.) He pai ki ahau ngā āporo, nō te mea he reka. (I like apples because they are sweet.) Kāore i te pai ki ahau ngā remana, nō te mea he kawa. (I don’t like lemons because they are sour). He aha tō tino kai? (What’s your favourite food?) He mīti taku tino kai. (Meat is my favourite food.)

Success criteria: Self-

assessment

Peer assessment

Teacher

assessment

I can ask a simple question about what someone likes.

I can answer a simple question about what I like.

I can answer a question about what I like and use “nō te mea” (because) to provide reasons.

I can understand “tino” (favourite) when people talk to me about food they like.

I can use “tino” (favourite) to talk about food I like.

Ask and answer questions about more food, using “anō”For example:He keke anō? (Is there more cake)? Āe, he keke anō. (There is more cake.)

Success criteria: Self-

assessment

Peer assessment

Teacher

assessment

I know how to ask for more food.

I can respond when someone asks for more food.

Understand and use “me” (and) to join two thingsFor example:te naihi me te paoka (the knife and the fork), te parāoa me te pata (the bread and the butter)

Success criteria: Self-

assessment

Peer assessment

Teacher

assessment

I can understand “me” when someone talks about two things.

I can use “me” when I talk or write about two things.

Understand and use “kei te” to express a state of beingFor example: Kei te matekai/hiakai te tama. (The boy is hungry.) Kei te matewai/hiainu au/ahau. (I am thirsty.)

Success criteria: Self-

assessment

Peer assessment

Teacher

assessment

I understand when and how to use the present tense marker “kei te” in a sentence.

I know a variety of words to discuss states of being associated with food.

Understand and use simple instructions in recipesFor example:Paeratia! (Boil it!) Tahuna! (Grill it!) Tunua! (Bake/roast it!) Tunutunua! (Barbecue/grill it!)

Success criteria: Self-

assessment

Peer assessment

Teacher

assessment

I understand the word endings that create commands and know when to use them.

I can use a variety of commands associated with cooking and recipes.

Language tip

In te reo Māori, you add endings to a verb to create a command. For example, “paera” (to boil) becomes the command “Paeratia!”

Describe the location of foodFor example:

kei runga i te tēpu (on the table), kei roto i te kāpata (in the cupboard ), kei raro i te pereti (under the plate)

Success criteria: Self-

assessment

Peer assessment

Teacher

assessment

I can use the right words to describe the location of food.

Understand and use “tino” to mean “very”For example:Tino kawa! (Very sour!) Tino reka tēnei tiakarete. (This chocolate is very sweet.)

Success criteria: Self-

assessment

Peer assessment

Teacher

assessment

I can understand simple sentences that use “tino” to communicate about food.

I can use “tino” in simple sentences to communicate about food.

Use “ko” to ask and answer a question about the atua or kaitiaki Māori associated with food.For example: Ko wai te atua/kaitiaki o ngā māra kai? Ko Rongo-mā-tāne. Who is the god/guardian of cultivated foods? It’s Rongo-mā-tāne.

Ko wai te atua/kaitiaki o ngā ngāhere? Ko Tāne-mahuta. Who is the god/guardian of the forests? It’s Tāne-mahuta.

Ko wai te atua/kaitiaki o ngā moana? Ko Tangaroa. Who is the god/guardian of the seas? It’s Tangaroa.

Ko wai te atua/kaitiaki o ngā māra papatua? Ko Haumia-tiketike. Who is the god/guardian of uncultivated foods? It’s Haumia-tiketike.

Success criteria: Self-

assessment

Peer assessment

Teacher

assessment

I can use “Ko” correctly to ask “Ko wai?” (Who?).

I can name the atua Māori associated with kai, using “Ko”.

Understand a karakia for food.For example:Nau mai e ngā hua o te wao, o te ngakina, o te wai tai, o te wai Māori .Nā Tāne, nā Rongo, nā Tangaroa, nā Maru.Ko Ranginui e tū iho nei, ko Papa-tū-ā-nuku e takoto ake nei.Haumi e. Hui e. Tāiki e.

Welcome the fruits of the forest, the gardens, the sea, and fresh water. You come from the revered ancestors, Tāne, Rongo, Tangaroa, and Maru.Ranginui stands overhead, Papa-tū-ā-nuku lies here before us.Binding all together in unity.

Success criterion: Self-

assessment

Peer assessment

Teacher

assessment

I can understand a karakia when it is used to bless food.