色诱直播

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.

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For Excellence, the student needs to k艒rero kia whai hua i te reo M膩ori o te ao wh膩nui.

This involves:

• ka rere te k艒rero
  • ka 膩ta whakapuaki i ng膩 k艒rero hei whakaniko, hei taunaki, he whaka奴 hoki i 艒na whakaaro
  • ka 膩ta whakamahi i ng膩 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 鈥楰o te M膩ori t奴turu, he k艒rero M膩ori!鈥�

Speaking is confident, ideas are developed and confidently expressed. For example, painting a picture of a wh膩nau hui and directing the audience, 鈥榓nei 膿tahi 膩huatanga hei whakaaro ake m膩 koutou鈥� or supporting a comment with statistical information, 鈥榢i te Tari Tatauranga o Aotearoa, 79 pai heneti o ng膩 t膩ngata M膩ori鈥�.

The development is controlled. Ideas are are relevant to the student鈥檚 viewpoint and link in a coherent manner. The conclusion re-inforces the viewpoint, 鈥楬ei t膩ku, ko te whai i te tikanga, ko ng膩 uara M膩ori, waihoki, ko t艒 ng膩kau M膩ori鈥�.

Language features are used persuasively to capture the attention of the listening audience. For example, the use of questions directed to the audience, 鈥楰ei te tika t膿r膩? He aha k膿 r膩tou?鈥� and k墨waha such as 鈥榯膿n膩 p艒h膿h膩 t膿n膩!鈥�, k膩ore he mea i t奴 atu鈥�.

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 k艒rero kia whai kiko i te reo o te ao wh膩nui.

This involves:

• ka whakawhanake, ka whakaraupapa, i ng膩 ari膩, i ng膩 whakaaro
  • hono haere i ng膩 ari膩 matua, i ng膩 taunakitanga, i ng膩 whakam膩rama, me ng膩 whakatau
  • ka h膩pai ng膩 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, 鈥樐佲��; 鈥榥艒 reira鈥� and 鈥榢膩ore i roa鈥� connect ideas.

Language features are used in a controlled manner. Examples include, 鈥榯e weriweri hoki o t艒na 膩hua!鈥� and 鈥榬ite tonu 艒na waewae ki ng膩 r膩kau teitei鈥�. Adjectives are purposely selected for effect, for example, 鈥榚hara t膿nei i te iwi harikoa, tino p艒uri, tino riri hoki k膿鈥�, 鈥榰nahi p墨ataata鈥�.

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 k艒rero kia whai kiko i te reo o te ao wh膩nui.

This involves:

• ka whakawhanake, ka whakaraupapa, i ng膩 ari膩, i ng膩 whakaaro
  • hono haere i ng膩 ari膩 matua, i ng膩 taunakitanga, i ng膩 whakam膩rama, me ng膩 whakatau
  • ka h膩pai ng膩 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鈥檚 point of view. These include the deliberate use of strong negatives 鈥榚 kore au e whakaae鈥︹��, emotive language 鈥榳hakaaro rorirori, whakaaro k奴ware 鈥榓nd rhetorical questions 鈥榤e p膿hea m膩tou e ako?鈥�, 鈥榢a ahatia?鈥�.

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 k艒rero kia whakamahi i te reo M膩ori o te ao wh膩nui.

This involves:

• ka whakamahi i te reo e h膩ngai ana ki te hunga whakarongo me te kaupapa
  • whakapuaki i ng膩 ari膩 me ng膩 kaupapa matua e h膩ngai ana ki te kaupapa o te k艒rero
  • ka h膩ngai ng膩 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 m膩tou ki te taha mau墨 o te r艒ri. Kei te taha matau k膿 i Amerika. Ka whakawhiti r艒ri te turuhi 膩, ka tukia te motoka e haere t艒tika鈥�.

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, 鈥楨 rima rau, e rima tekau m膩 waru i aitu膩鈥�, and 鈥榟ei t膩 Te Mana Marutau Waka he nui ng膩 膩huatanga p膿r膩鈥�.

Language features support the student鈥檚 point of view. For example, they use adjectives with a strong emotion to engage the audience such as 鈥榟e mea m艒rearea鈥�, 鈥榢o te mea nui he r艒ri haumaru m艒 t膩tou鈥�.

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

For Achieved, the student needs to k艒rero kia whakamahi i te reo M膩ori o te ao wh膩nui.

This involves:

• ka whakamahi i te reo e h膩ngai ana ki te hunga whakarongo me te kaupapa
  • whakapuaki i ng膩 ari膩 me ng膩 kaupapa matua e h膩ngai ana ki te kaupapa o te k艒rero
  • ka h膩ngai ng膩 nuka reo ki te kaupapa.

This student has given a presentation on whether t膩moko M膩ori should only be worn by M膩ori.

The student expresses a point of view that to M膩ori t膩moko has a strong cultural meaning that is connected with whakapapa, 鈥楴膩 tenei, he mahi tapu te t膩moko鈥�. The value to P膩keh膩 is briefly mentioned as an superficial adornment, 鈥榢a p艒h膿h膿 he whakar膩kei noa iho鈥�, 鈥榢a whiriwhiria he whakaahua pai ki ng膩 karu鈥�.

Some language features support the student鈥檚 point of view. For example, the student uses a simile, 鈥業 te w膩 ka t膩ngia te ng墨ra ki runga i te kiri rite tonu ki te whakaahua whakapapa kua whakairotia ki runga i t艒 kiri m艒 ake tonu鈥�.

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

For Achieved, the student needs to k艒rero kia whakamahi i te reo M膩ori o te ao wh膩nui.

This involves:

• ka whakamahi i te reo e h膩ngai ana ki te hunga whakarongo me te kaupapa
  • whakapuaki i ng膩 ari膩 me ng膩 kaupapa matua e h膩ngai ana ki te kaupapa o te k艒rero
  • ka h膩ngai ng膩 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, 鈥楨 M膩, ko wai 膿nei p膿pi m膩hanga?鈥� 

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.