Final Reflections

Lesson 14 of 14 in the Unit: Māori Film Reviews Unpacked

Subject: Te Reo Māori
Level: NCEA Level 1 / Te Marautanga o Aotearoa: Te Reo Māori Tau 5–6
Duration: 45 minutes
Class Size: 28 Year 11 students
School Context: Wairoa College
Focus: Oral presentation, peer feedback, critical thinking and inclusive participation
Achievement Objective: Taumata 5 – Ka taea e te ākonga te whakamārama, te tuku mōhiohio, me te tuku whakaaro i roto i ngā horopaki maha.
Related NCEA Standard:

• Te Reo Māori 1.1: Te kōrerorero i ngā pārongo, i ngā ariā me ngā whakaaro
• Students must demonstrate use of te reo Māori in real-time interaction, responding to ideas, opinions and information input.

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📚 Learning Intentions

By the end of this lesson, students will be able to:

• Confidently deliver their film review in te reo Māori, summarising narratives and key critiques.
• Apply appropriate pronunciation, pace and volume when speaking publicly.
• Demonstrate listening skills by offering constructive feedback to peers.
• Engage critically with peers’ viewpoints and make connections to their own learning experiences.

✅ Success Criteria

Students can:

• Clearly present at least three key points from their review in te reo Māori.
• Speak for 2–3 minutes using correct structures familiar from the unit.
• Respond appropriately to a follow-up question from peers or teacher.
• Give feedback to at least one peer using a sentence scaffold in Māori.

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📦 Preparation and Materials

• Student cue cards for presentations (prepared during prior lessons)
• Peer feedback slips with sentence scaffolds in Māori and English
• Timer (visible)
• Visual checklist of presentation criteria for students with dyslexia
• Pronunciation prompt cards for tricky vocabulary
• Space for alternative seating arrangements (circle or semicircle setup)

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👣 Lesson Sequence

1. Whakatau / Mihi (5 mins)

• Teacher begins with a karakia and short mihi.
• Reinforce how far students have come—this is the final and celebratory session!
• Frame it as a film festival premiere—they are both presenters and critics today.

Differentiation Tip: For students with dyslexia, consider previewing the schedule visually with pictograms or images.

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2. Whakahou – Presentation Prep Recap (5 mins)

• Ask students: “He aha ngā āhuatanga o tētahi kaikōrero pai? / What makes a good presenter?”
• Reinforce key oral language features:
  • Tikanga kōrero (eye contact, greetings, clear structure)
  • Te reo tika (correct language), te māia (confidence)
• Display visual checklist and pronunciation prompt cards around the room.

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3. Ngā Whakaaturanga – Student Presentations (25 mins)

Each student presents their film review in te reo Māori for 2–3 minutes.

• After each presentation, one peer asks a follow-up question and another offers one positive comment and one ‘even better if’ suggestion using their sentence starters.

Support and Structure:

• Pair students beforehand—those with dyslexia or anxiety can present with a buddy or pre-record their review (prerecorded audio passed via teacher to class).
• Allow two students to present via audio-visual submission and play these for the class.

Suggested Schedule (25 mins):

• 9 students at 2 mins each = 18 mins
• 7 mins buffer for transitions and peer questions

Student sentence starters:

He pai ki ahau te…
I tino mārama tō whakamārama mō…
Ka pai ake mēnā ka…

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4. Te Whakawhiti Kōrero – Reflect & Respond (5 mins)

Small-group kōrero: Get into tuakana-teina groups (mixed confidence levels).

• Discuss: “He pūrongo kiriata nā wai i tino pā ki a koe, ā, he aha ai?”
  (Whose review had the most impact on you, and why?)

Circulate and take informal notes for formative assessment. Draw attention to skilful expressions or insights shared.

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5. Whakakapi – Wrap-Up & Celebration (5 mins)

• Quick oral feedback from the kaiako: name three specific strengths observed.
• Hand out tiny kiriata tiketike / film tickets as symbolic acknowledgements for everyone.
• Invite a few students to reflect, popcorn-style, on what they enjoyed or found challenging across the unit.

Optional bonus: Set up a feedback board with “Ka mau te wehi!” and “Mēnā ka hoki anō au…” headings for anonymous reflections in te reo Māori before leaving the class.

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✨ Differentiation Strategies

• Dyslexia support:

  • Visual prompts at each station
  • Option to present with a buddy or via audio clip
  • Use of pre-prepared cue cards and sentence starters
  • Supportive peer pairing

• Language support:

  • Vocabulary walls
  • Māori-English glossaries circulated beforehand
  • Modelling clear pace and pronunciation

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🔍 Assessment Opportunities

Formative assessment through:

• Anecdotal teacher observations during presentations
• Peer feedback slips
• Oral responses during wrap-up activities
• Participation in small-group reflection

Evidence gathered will support judgment for the NCEA 1.1 standard (Te kōrerorero i ngā pārongo, i ngā ariā me ngā whakaaro), especially under real-time interaction competencies.

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🌱 Next Learning Step

Students will complete a self-evaluation rubric (in the following advisory/hapu time) connecting their progress with the Big Ideas of this unit:

• Ko te tuakiri – Identity
• Ko te whakapuaki whakaaro – Expression of opinion
• Ko te reo Māori e kōkiri ana – Advancing our language

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🧠 Teacher Reflection Prompt

• Which structures supported my dyslexic and less confident learners most?
• How might we extend the oral language focus into other NCEA subjects?
• Did students demonstrate deeper critical thinking through their responses and reflections?

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🔗 Curriculum Links

Te Marautanga o Aotearoa – Te Reo Māori (Tau 5–6)

• Whakarongo: Kia mārama ki ngā korero me ngā tūāhua maha
• Kōrero: Kia kaha te whakamahi i te reo kōrero kia pai ai te whakawhitiwhiti whakaaro
• Tikanga ā-iwi links through engaging in Māori cultural narrative in film form

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Ko koe te kaihanga, ko rātou ngā whetū. Mā te kōrero ka puawai te whakaaro.
(You are the facilitator, they are the stars. Through speaking, ideas bloom.)