Southland Boys’ High School Southland Boys’ High School

NCEA Level 2 Te Reo Māori

L2MAO
Course Description

Teacher in Charge: Mr J. Tonga.

Recommended Prior Learning

Ākonga must have taken Te Reo Māori in Year 10 and Year 11 as this build the foundation for the Level 2 program. If students have not achieved NCEA Level 1 Te Reo Maori, they will need to set a time to have a hui with parents and Mr Tonga present to discuss their options moving into Level 2.

This is course is focused on Te Reo Māori me ōna Tikanga.  Part of the course incorporates Mau Rākau and performance elements as a vehicle for learning.  Utilizing the teaching in Mau Rākau and kapahaka for te reo, tikanga and karakia provides a more engaging context for learning. Ākonga will be offered NCEA Level 2 credits for Te Reo Maaori and for Mau Rākau.

Learning Areas:

Māori


Assessment Information

Part of the performance credits on offer require the ākonga to perform on a stage (Murihiku Polyfest/ Te Houtonga).

We will have on offer some Mau Rākau standards for the ākonga.

U.S 20949 Demonstrate knowledge of and perform, toroparawae. (10 Credits)

Pathway

NCEA Level 3 Te Reo Māori

Career Pathways

Historian, Audiologist/Audiometrist, Flight Attendant, Counsellor, Minister of Religion, Trainer, Journalist, Interpreter, Musician, Editor, Corrections Officer, Data Entry Operator/Transcriptionist, Foreign Policy Officer, Radio Presenter, Workplace Relations Adviser, Teacher of English to Speakers of Other Languages (ESOL), Importer/Exporter, Immigration Officer, Kaiwhakaako Māori, Translator



			
					
					Contributions and Equipment/Stationery
										
• 1 x 1B8 exercise book.

• Pens and pencils.

										

								


				





    

        
Disclaimer

        
Southland Boys' High School endeavours to timetable courses depending on students' needs, interests and future plans.  Many factors can influence whether a course is able to be offered in the following year.  These can include:
These factors can also impact on timetabling, and as a result students will be asked for input about any clashes that may occur.
Where a course is not able to be run, students' back-up subjects will be used.  If there are issues with student selections and the timetabling process, students will have the opportunity to make a decision in conjunction with staff input on the best solution.