Te Reo Màori in the New Zealand Curriculum:

Levels 1–8
A suggested programme planning cycle
To create successful Màori language programmes, teachers should use a planning cycle made up
of a series of logical steps.

Set the programme’s overall

parameters in relation to school/
department policy, timetabling,
3 the sequencing of achievement
objectives, preparation for
national assessment, cross-
Report on student achievement. curricular integration, and
possible links with te reo Màori
9 programmes in other schools.
10
Evaluate the programme
in relation to overall goals,
anticipated student outcomes,
Identify curriculum achievement
objectives appropriate to the and actual student outcomes.
students’ needs and set clear, Make necessary adjustments to
achievable goals with students. the programme. Return to step 1
- begin the cycle again.
2
Assess the students’ learning 4
against the planned outcomes. Identify suitable sociocultural
Adapt the planned tasks/ themes, topics, text types,
activities to accommodate the 1 structures, and vocabulary
students’ learning and their that relate to the selected
changing needs and interests. Identify the students’
needs, interests, and achievement objectives.
Provide the students with high-
quality feedback. prior experience in
te reo Màori and
8 tikanga Màori.

5
Plan specific learning
Implement the teaching outcomes or goals based on
and learning programme. the selected achievement
objectives. Consider how
7 learning will be assessed.

Plan communicative tasks and

activities. Plan for extension,
especially for those students 6
with prior knowledge.

E kore au e ngaro; te kàkano i ruia mai i Rangiàtea

I shall never be lost; the seed which was sown from Rangiàtea18

18 Mead and Grove (2001), pages 30–31.

32 33