AS 91651 Annotated exemplars

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

Download all exemplars and commentary [PDF, 220 KB]

TKI Te Reo Māori assessment resources (external link)

For Excellence, the student needs to kōrero kia whai hua i te reo Māori o te ao whānui.

This involves:

• ka rere te kōrero
  • ka āta whakapuaki i ngā kōrero hei whakaniko, hei taunaki, he whakaū hoki i ōna whakaaro
  • ka āta whakamahi i ngā nuka reo kia whakapakepake, kia kapo ai te hunga whakarongo
  • ka rere te mita o te reo.

This student has presented an effective debate, arguing against the proposition ‘Ko te Māori tūturu, he kōrero Māori!’

Speaking is confident, ideas are developed and confidently expressed. For example, painting a picture of a whānau hui and directing the audience, ‘anei ētahi āhuatanga hei whakaaro ake mā koutou’ or supporting a comment with statistical information, ‘ki te Tari Tatauranga o Aotearoa, 79 pai heneti o ngā tāngata Māori’.

The development is controlled. Ideas are are relevant to the student’s viewpoint and link in a coherent manner. The conclusion re-inforces the viewpoint, ‘Hei tāku, ko te whai i te tikanga, ko ngā uara Māori, waihoki, ko tō ngākau Māori’.

Language features are used persuasively to capture the attention of the listening audience. For example, the use of questions directed to the audience, ‘Kei te tika tērā? He aha kē rātou?’ and kīwaha such as ‘tēnā pōhēhā tēnā!’, kāore he mea i tū atu’.

Speaking is fluid, with pronunciation and intonation that is natural.

For a more secure Excellence, the student could express their viewpoint more skillfully by exploring the importance of culture and values. 

For Merit, the student needs to kōrero kia whai kiko i te reo o te ao whānui.

This involves:

• ka whakawhanake, ka whakaraupapa, i ngā ariā, i ngā whakaaro
  • hono haere i ngā ariā matua, i ngā taunakitanga, i ngā whakamārama, me ngā whakatau
  • ka hāpai ngā nuka reo i te kaupapa.

This student has presented an original taniwha story. The conventions of a pakiwaitara are evident, i.e. setting, character, plot, conflict and resolution.  

Ideas are developed with relevant supporting evidence. For example, the description of the taniwha and the unsuccesful attempt to kill Whiro. Linking phrases such as, ‘ā’; ‘nō reira’ and ‘kāore i roa” connect ideas.

Language features are used in a controlled manner. Examples include, ‘te weriweri hoki o tōna āhua!’ and ‘rite tonu ōna waewae ki ngā rākau teitei’. Adjectives are purposely selected for effect, for example, ‘ehara tēnei i te iwi harikoa, tino pōuri, tino riri hoki kē’, ‘unahi pīataata’.

The delivery is clear and well-paced.

To reach Excellence, the student could give more detail and elaboration around the poisoning of the taniwha.

For Merit, the student needs to kōrero kia whai kiko i te reo o te ao whānui.

This involves:

• ka whakawhanake, ka whakaraupapa, i ngā ariā, i ngā whakaaro
  • hono haere i ngā ariā matua, i ngā taunakitanga, i ngā whakamārama, me ngā whakatau
  • ka hāpai ngā nuka reo i te kaupapa.

This student has presented a convincing argument on the relevance of the marae as a place of learning language and customs in society today. A broader viewpoint has been explored to show the interconnection that exists between the marae, home and school.

Ideas are developed and structured with expanation and relevant examples. There is a clear introduction and conclusion.

A variety of language features are used to support the speaker’s point of view. These include the deliberate use of strong negatives ‘e kore au e whakaae…’, emotive language ‘whakaaro rorirori, whakaaro kūware ‘and rhetorical questions ‘me pēhea mātou e ako?’, ‘ka ahatia?’.

For a more secure Merit, the student could include more vocal variety, for example, varying tone, volume and speed of delivery to engage the audience.

For Achieved, the student needs to kōrero kia whakamahi i te reo Māori o te ao whānui.

This involves:

• ka whakamahi i te reo e hāngai ana ki te hunga whakarongo me te kaupapa
  • whakapuaki i ngā ariā me ngā kaupapa matua e hāngai ana ki te kaupapa o te kōrero
  • ka hāngai ngā nuka reo ki te kaupapa.

This student has given a presentation on the issue of car accidents caused by overseas tourists.

Relevant information is expressed. Ideas are supported with explanation. For example, Taraiwa ai mātou ki te taha mauī o te rōri. Kei te taha matau kē i Amerika. Ka whakawhiti rōri te turuhi ā, ka tukia te motoka e haere tōtika’.

The student explores the issue and presents evidence to support their opinion. For example, they have given statistical information and make reference to Transport New Zealand, ‘E rima rau, e rima tekau mā waru i aituā’, and ‘hei tā Te Mana Marutau Waka he nui ngā āhuatanga pērā’.

Language features support the student’s point of view. For example, they use adjectives with a strong emotion to engage the audience such as ‘he mea mōrearea’, ‘ko te mea nui he rōri haumaru mō tātou’.

To reach Merit, the student could develop more ideas, viewpoints and solutions. 

For Achieved, the student needs to kōrero kia whakamahi i te reo Māori o te ao whānui.

This involves:

• ka whakamahi i te reo e hāngai ana ki te hunga whakarongo me te kaupapa
  • whakapuaki i ngā ariā me ngā kaupapa matua e hāngai ana ki te kaupapa o te kōrero
  • ka hāngai ngā nuka reo ki te kaupapa.

This student has given a presentation on whether tāmoko Māori should only be worn by Māori.

The student expresses a point of view that to Māori tāmoko has a strong cultural meaning that is connected with whakapapa, ‘Nā tenei, he mahi tapu te tāmoko’. The value to Pākehā is briefly mentioned as an superficial adornment, ‘ka pōhēhē he whakarākei noa iho’, ‘ka whiriwhiria he whakaahua pai ki ngā karu’.

Some language features support the student’s point of view. For example, the student uses a simile, ‘I te wā ka tāngia te ngīra ki runga i te kiri rite tonu ki te whakaahua whakapapa kua whakairotia ki runga i tō kiri mō ake tonu’.

For a more secure Achieved, the student could express more detailed and relevant ideas on the topic. 

For Achieved, the student needs to kōrero kia whakamahi i te reo Māori o te ao whānui.

This involves:

• ka whakamahi i te reo e hāngai ana ki te hunga whakarongo me te kaupapa
  • whakapuaki i ngā ariā me ngā kaupapa matua e hāngai ana ki te kaupapa o te kōrero
  • ka hāngai ngā nuka reo ki te kaupapa.

This student has attempted to create a modern pakiwaitara. There is a simple plot about the separation of twins at birth and their eventual reunion. Events are expressed in a logical order.

Some language features such as direct speech have been used. For example, ‘E Mā, ko wai ēnei pēpi māhanga?’ 

To reach Achieved, the student needs to present a story with a purpose, such as an idea or theme. To fulfill the requirements of a creative story, a connection needs to be made with the listening audience beyond the simple retelling of events.