1. EVERGLADE SCHOOL
Hutia te rito o te harakeke
Kei whea te komako e ko
Uia mai koe ki ahau;
He aha te mea nui o te ao
Maku e ki atu
He tangata! He tangata! He tangata!
If the centre of the flax is pulled out
(and the flax dies)
Where will the bellbird sing
If you were to ask me
What is the most important think in the world
I would reply
It is people, it is people, it is people.

3. Te Reo Maori and
Tikanga Maori Plan
Introduction
Time Allocation
Achievement Expectations
Class Achievement Checklists
• Level 1
• Level 2
• Level 3
Waiata
Kia Kaha Tatou
He Honore
National Anthem

4. Introduction / Whakatuwheratanga
Everglade Primary School will work towards the implementation of the spirit of
the Treaty of Waitangi and provide programmes that support Maori and help
students to value our dual cultural heritage.
At Everglade Primary School our Te Reo programme is:
• Compulsory for all students to participate in
• Purposefully planned for
• At least 30 minutes per week (over and above incidental language use and integration in other topic areas)
At Everglade Primary School we believe students should participate in planned Te Reo activities for at least
30mins a week:
• Official language of New Zealand
• To understand and acknowledge Tikanga Maori (Maori values, attitudes and behaviour)
• To enable children to grow in their ability to understand and speak Maori
• To provide opportunities for children to read and write in Maori
• To assist with thinking skills (learning languages)
Key Competencies

5. • Thinking
• Using Language, symbols and texts
• Managing Self
• Relating to others
• Participating and Contributing
At Everglade Primary School a Maori programme should:
• Consist of planned class activities (30 mins a week)
• Involve each student
• Include (but not limited to)- waiata, hands-on activities, oral/aural activities, follow up written activities ( to
a lesser extent)
• Utilise experts both in the school and in the community
Assessment
• Individual
• Ongoing
• Self/Peer Assessment
• Teacher Observation

6. School-wide
• Classrooms and school celebrations will reflect Maori culture through signage, waiata, greetings, and
kapa haka.
• A school kapa haka group will continue to operate.
• Te Reo Maori week will become part of our programme every year to promote Te Reo/Tikanga
Maori (Maori values, attitudes and custom.)
This will take place in Week 1 of Term Three each year.
Resources
• In staff library
• In resource library
• Staff members as experts
• Online ie:
• Vocab and pronunciation:
http://www.korero.maori.nz/forlearners/basics/lessons/index.html
http://www.koreromaori.co.nz/news/mlw
http://www.youtube.com/watch?v=pLfcOIyzvu8
• Educational Games
http://www.tki.org.nz/r/wick_ed/say/wharenui.php
http://www.digitaldialects.com/Maori.htm

7. The purpose of the programme is to provide a scaffolded and spiral approach to learning Te Reo Maori and Tikanga Maori.
In general terms, Te Reo is the language and Tikanga is the culture.
At Everglade School we will be working towards the following goal…
Levels 1, 2 and 3: Te Whakatōtanga
(Beginning to use Te Reo Māori)
Proficiency target
By the end of level 2, learners can understand Te reo Māori that contains well-rehearsed sentence patterns and
familiar vocabulary and can interact in predictable exchanges. They can read and write straightforward versions of
what they have learned to say. They are aware of and understand some of the typical cultural conventions that
operate in interpersonal communication. Learners are developing an awareness of the processes involved in learning
Te reo Māori and tikanga Māori.
Te Aho Arataki Marau mo te Ako i Te Reo Maori – Kura Auraki
Level 3: At level 3, learners will be introduced and attempt to read and write straightforward versions of what they have
learnt to say. They have knowledge and understand some of the typical cultural conventions that operate in interpersonal
communication. Learners are developing an awareness of the processes involved in learning Te reo Māori and Tikanga Māori at
level 3.

8. Comprehensive additional lesson plans are available on TKI…
http://www.tki.org.nz/r/maori_mainstream/lesson_plans

9. Time Allocation
For the effective development of Te Reo and Tikanga, there needs to be a specific time allocation.
Each year teachers will decide …..
Options
1. Half hour per week regularly (1 x 30minutes or 3 x 10 minutes)
2. Teaching Blocks - 1 afternoon per week for 5 weeks x two terms = 10 sessions
What Counts
This time is to be used for the teaching of Te Reo and Tikanga Maori. Depending on the timetabling
structure these may occur concurrently.
What Doesn’t Count
“Being a New Zealander” and “Treaty of Waitangi” units will be classified as Social Studies time.
The time allocation for Te Reo and Tikanga does not include general greetings and its use throughout the day – which is
encouraged to strengthen the children’s understanding and natural use of the language. It does not include general integration
into such things as Art and Social Studies.

10. Achievement Expectations
Achievement
It is expected that by the end of each two year cycle, pupils will have worked through the achievement goals as shown below
Years By end of first year
(minimum expectation)
By End of second year
(minimum expectation)
Years 0, 1 & 2 1.1, 1.2, 1.3 1.4, 1.5, 1.6, 1.7
Years 2, 3 & 4 2.1, 2.2
2.3 under way
2.3, 2.4, 2.5
Years 5 & 6 3.1 under way 3.1
3.2 and 3.3 under way

11. Class Achievement Checklist for Te Reo Maori Level 1
Teacher: Year Group: Room Number:
http://hereoora.tki.org.nz/Unit-plans
Achievement Objectives Success Criteria Level of Success *
(Names)
Total
No.
Ch’n**
1.1 Greet, farewell, and
thank people and
respond to greetings
and thanks
Learner can greet one person
Learner can greet two people
Learner can greet three or more people
Learner can respond to greetings from one person
Learner can respond to greetings from two people
Learner can respond to greetings from three or more people
Learner can thank one person
Learner can respond to being thanked
Not Achieved (< 6 out of 8)
Achieved (6 out of 8)
Achieved with Merit (8 out of 8)
1.2 Introduce
themselves and
others and respond to
introductions.
Learner can introduce self
Learner can introduce one person
Learner can introduce two people
Not Achieved (< 2 out 3)
Achieved (2 out of 3 )
Achieved with Merit (3 out of 3)

12. 1.3 Communicate
about numbers,
using days of the
week, months and
dates.
Learner can understand the numbers 1 to 10 when listening
Learner can say numbers 1 to 10
Learner can say numbers
Not Achieved (< 2 out 3)
Achieved (2 out of 3 )
Achieved with Merit (3 out of 3)
Achievement Objectives Success Criteria Level of Success *
(Names)
Total
No.
Ch’n**
1.4 Communicate
about personal
information, such
as name, age,
nationality and
home.
Learner can read his or her own mihi when it is written
Learner can read familiar names
Learner can say his or her own mihi
Learner can say the names of people he or she knows in the family
Learner can write his or her own name
Learner can understand his or her mihi when listening
Learner can understand other names when listening
Learner can understand age information when listening
Learner can understand age information when reading
Learner can tell others their own age
Learner can speak about the age of other people and things
Learner can write down his or her age in words
Learner can write about the age of other people and things
Learner can understand information about where people are from
when listening
Learner can read and understand information about where people are
from
Learner can say where people are from
Not Achieved (<12 out of 19)
Achieved (12 out of 19)
Achieved with Merit (19 out of
19)

13. Learner can write where people are from
Learner knows the Māori names for personally relevant places in New
Zealand
Learner knows the Māori names of personally relevant countries
Achievement Objectives Success Criteria Level of Success *
(Names)
Total
No.
Ch’n**
1.5 Communicate about
location;
Learner can understand basic information on location in space when
listening
Learner can understand basic information on location in space when
reading
Learner can convey basic information on location in space when
speaking
Learner can convey basic information on location in space when
writing
Learner can understand and convey simple information about where
people and things are currently located
In,on,under,beside, etc
Not Achieved (<3 out of 5)
Achieved (3 out of 5)
Achieved with Merit (5 out of
5)
1.6 Understand and use
simple politeness
conventions (for
example ways of
thanking people,
apologising, excusing
Learner can understand simple politeness conventions when listening.
Learner can understand simple politeness conventions when reading
(eg the greetings / mihi in a letter or an invitation)
Learner can use simple politeness conventions when speaking.
Learner can use simple politeness conventions when writing (eg in a
simple personal letter)
Not Achieved (<5 out of 8)

14. themselves and
complimenting
people).
Learner can thank people at a basic level
Learner knows how to apologise at a basic level
Learner knows how to excuse themselves at a simple level from a
situation or for a mistake or poor behaviour
Learner knows how to pay simple compliments.
Achieved with Merit (8 out of 8)
Achievement Objectives Success Criteria Level of Success *
Names
Total
No.
Ch’n**
1.7 Use and respond to
simple classroom
language (including
asking for the word to
express something in
Te Reo Maori.
Learner can understand simple classroom statements when listening
Learner can understand basic classroom instructions when listening
Learner can understand simple classroom statements when reading
Learner can understand basic classroom instructions when reading
Learner can express simple classroom statements when speaking
Learner can express basic classroom instructions when speaking
Learner can express simple classroom statements when writing
Learner can express basic classroom instructions when writing
Learner can understand simple requests for information in the
classroom
Learner can respond to requests for basic information in the
classroom context
Not Achieved (<7 out of 10)
Achieved (7 out of 10)
Achieved with Merit (10 out of
10)

15. Class Achievement Checklist for Te Reo Maori Level 2
Teacher: Year Group: Room Number:
Achievement Objectives and Learning Intentions drawn from ‘He Reo Tupu, He Reo Ora’
http://hereoora.tki.org.nz/Unit-plans
Achievement
Objective
Success Criteria
Assess.
Rubric
Level of Success *
(Names)
Total
No.
Ch’n**
2.1 Communicate
about relationships
between people
Find tasks and
activities in Unit 1
“Te Hau” pg.23 – 40
Learner can
ask and answer simple questions about another
person’s whānau;
use “ko” to communicate about our own and other
people’s relationships within a whānau
understand the form and vocabulary of whakapapa
communicate about our whakapapa using an
appropriate form
Pg. 31 &32
Not Achieved (< 2 out of 4)
Achieved (3 out of 4)
Achieved with Merit (4 out of 4)
2.2 Communicate
about possessions
Learner can
ask and answer a question about possession.
use the correct words for some common classroom
objects.
Pg. 54 & 55
Not Achieved (< 2 out of 3)

16. Find tasks and
activities in Unit 2
“Taku akomanga”
pg.41 - 62
use the singular pronouns “au”/“ahau”, “koe”, and
“ia”.
Achieved (2 out of 3)
Achieved with Merit (3 out of 3)
2.3 Communicate
about likes and
dislikes, giving
reasons where
appropriate.
Find tasks and
activities in Unit 3
“Kai” pg. 63 - 86
Learner can
ask questions about food likes and dislikes.
answer questions about food likes and dislikes,
giving reasons why.
Pg. 75
Not Achieved (< 1 out of 2)
Achieved (1 out of 2)
Achieved with Merit (2 out of 2)
2.4 Communicate
about time, weather,
and seasons.
Find tasks and
activities in Unit 1
“Te huarere” pg. 87 -
100
Learner can
understand and use familiar words about the
weather;
understand and use short phrases about the
weather
ask and answer questions about the weather
communicate about the weather using
descriptive words and expressions in a sentence
describe the weather as it is right now
Pg. 93 & 94
Not Achieved (< 2 out of 5)
Achieved (3 out of 5)
Achieved with Merit (5 out of 5)
2.5 Communicate
about relationships
between people
(within the Marae)
Learner can
understand and use simple sentences to express
family relationships
understand some of the different customs
Pg. 167
Pg. 18
Pg. 169
Not Achieved (< 2 out of 3)

17. Find tasks and
activities in Unit 1
“Te marae” pg. 159 -
174
associated with marae
use “ko” with people’s names
Achieved (2 out of 3)
Achieved with Merit (3 out of 3)

18. Class Assessment Checklist for Te Reo Maori Level 3 Taumata 3
Teacher: Year Group: Room Number:
http://tereomaori.tki.org.nz/Curriculum-guidelines/Levels-1-8-Curriculum-Guidelines-for-Teaching-and-Learning-Te-Reo-Maori/Levels-3-and-4-
Developing-communication-skills-in-te-reo-Maori
Achievement Objective Success Criteria Level of Success *
(Names)
Total
No.
Ch’n**
3.1 Communicate,
including
comparing and
contrasting, about habits,
routines, and customs
• asking and answering questions about the habits or routines of
well-known Māori people,
in the context of simulated interviews;
• asking and answering questions about the school timetables of
their friends (for example,
“Ka aha koe ā te rua karaka?”–“What are you doing at 2 o’clock?”)
and fi lling in computergenerated
timetable sheets on the basis of the responses;
• interviewing two classmates about their habits or routines (for
example, in relation to things they do to take care of Papatūānuku)
and writing down the main similarities between the two in order to
recommend a class programme of action;
• listening to descriptions of, or reading about, the habits and
routines of students in different
types of school in Aotearoa (or those of well-known people or of
friends) and filling in checklists appropriately;
• exchanging emails with students in another school telling them
Not Achieved ( 1 out of 5 )
Achieved (3 out of 5 )
Achieved with Merit ( 5 out
of 5 )

19. about themselves (for example, when they get up in the morning
and what sports they play).
3.2 Communicate about
events and where they
take place
• arranging an outing with a friend, using the telephone or a written
message;
• writing letters and emails that include recounts of what various
family members or friends are doing in different places at the time
of writing;
• telling a friend or a group of friends what can be seen through
binoculars in different locations;
• arranging a visit from another school;
• arranging a cultural performance for local kaumātua.
Not Achieved ( 1 out of 5 )
Achieved (3 out of 5 )
Achieved with Merit ( 5 out
of 5 )
3.3 Give and follow
directions
• tracking a course from A to B on a street map by following
directions given verbally or in writing;
• finding a rural marae on a map on the basis of verbal directions;
• treasure hunting and orienteering;
Not Achieved ( 1 out of 5 )

20. • relaying directions to someone, using a street map.
Achieved (3 out of 5 )
Achieved with Merit ( 5 out
of 5 )
3.4 Communicate,
including
comparing and
contrasting, about how
people travel
• surveying how members of the class travel to school and
comparing, contrasting, and
categorising the results;
• preparing a poster designed to persuade people not to travel by car
at busy times of the day;
• giving timetable information (for example, about buses or trains)
while others fill in blanks on a timetable and ask questions to
clarify and confirm what they hear;
• writing a short report of a class trip.
Not Achieved ( 0 out of 4 )
Achieved ( 2 out of 4 )
Achieved with Merit ( 3 out
of 4 )

21. 3.5 Communicate about
immediate past activities • telling a friend or group of friends about an activity they took part
in during the previous weekend;
• writing a letter or email recounting a recent event, such as a trip to
a local mountain or river;
• listening to, viewing, or reading a news item in Te Reo Māori and
then explaining what it was about.
Not Achieved ( 0 out of 3 )
Achieved (1 out of 3 )
Achieved with Merit ( 2 out
of 3 )

22. Waiata
National Anthem
E Ihowa Atua
O nga Iwi Matou ra
Ata whaka rongo na
Me aroha noa
Kia hua ko te pai
Kia tau to atawhai
Manaakitia mai
Aotearoa
God of nations at thy feet
In the bonds of love we meet
Hear our voices we entreat
God defend our free land
Guard Pacific’s triple star
From the shafts of strife and war
Make her praises heard afar
God defend New Zealand
He Hōnore
He Hōnore he korōria
Maung rongo ki te whenuaᾱ
Whakaaro pai e
Ki ng tangata Katoaᾱ
ke,ake,ake,akeᾹ
Amine
Te Atua, te piringa
Tōku oranga.
He Hōnore he korōria
Maung rongo ki te whenuaᾱ
Whakaaro pai e
Ki ng tangata Katoaᾱ
ke,ake,ake,akeᾹ
Amine
Te Atua, te piringa(x2)
Toku oranga
Kia Kaha Tatou
Kia kaha tatou ki te ( Hi! )
Korero Maori
E minaka ana taku waha ki te kai
A te rangatira
Taku reo rangatira- lead
Taku reo rangatira Taku kura
pounamu Tuku iho.
Miharo ke ana - Lead
Miharo ke ana ki tona pakari kia
ora
Te memeha - Lead
Te memeha te wairua
Ki te korero Maori
Kia kaha tatou ki te ( Hi! )
Korero Maori