AS 92041 Annotated exemplars

This annotated exemplar is intended for teacher use only. Annotated exemplars consist of student evidence, with commentary, to explain key parts of a standard. These help teachers make assessment judgements at the grade boundaries.

Download all exemplars and commentary [PDF, 556 KB]

Level 1 Te Reo Māori Kūki ‘Āirani assessment resources (external link) - NCEA.education

For Merit, the student needs to communicate capably in Te Reo Māori Kuki ‘Airani in relation to a cultural context.

This involves using a range of language and building on aspects of information, ideas, and opinions expressed. Communication will not be significantly hindered by inconsistencies.

The student has communicated in Te Reo Maori Kuki Airani using a range of language to express ideas about involvement in a hair-cutting ceremony, e.g. “kia tae toku mataiti ki te taingauru, kua manakonako toku kopu tangata”, and builds on aspects of information by giving reasons, such as “no te pakoti’anga i toku rouru” and “kare i te angaanga mama, kua na roto i te uipa’anga”.

The language is at the expected level, with reference to present and past or future events and experiences in the writing.

For Excellence, there would be additional evidence of connecting information, ideas, and opinions to enhance the writing. Further, there would be additional evidence of linking ideas of cultural events to the outcome of the meeting. For example, when writing about nomination of MC for the day, the student could connect the importance of such task to the cultural events, e.g. “kua iki’ia mai te MC”, “Nana e akateretere i te angaanga o te reira ra…”

For Excellence, the student needs to communicate skilfully in Te Reo Māori Kuki ‘Airani in relation to a cultural context.

This involves using a range of language successfully and connecting information, ideas, and opinions cohesively. Communication will not be hindered by inconsistencies.

The student has communicated in Te Reo Maori Kuki Airani about the Turou, including the process involved in the Turou. She also refers to her personal experiences, e.g. talking about her understanding of what a turou is and all the process involved, e.g “ko te turou e peu teia na te Kuki Airani”. She discusses how and where it is held, e.g. “e raveia ana teia no te arikianga i te manuiri ki runga i te enua.” 

This student successfully used a range of language at the appropriate level. For example, she used an example of taking part in welcoming the Year 13 graduates to her school. She provides details e.g. “kua turou matou i te mataiti taingauru ma toru”.

The student connects ideas and demonstrates her ability with a variety of well-chosen vocabulary and structures, e.g. “...me takai mai ki runga…” instead of the commonly used words of “…me tae mai ki runga…”. She responded skilfully to the last question in her presentation, and not only listed the different occasions but extended her response, e.g. “ko te Parai Minita e apai ia ana na runga i te pa’ata. Ko te akauruuruanga ariki e apai ia ana na runga”.

Overall the inconsistencies do not in any way impact on clear communication.

Excellence video