Southland Boys’ High School Southland Boys’ High School

NCEA Level 3 Te Reo Māori

L3MAO
Course Description

Teacher in Charge: Mr J. Tonga.

Recommended Prior Learning

Ākonga must have taken Te Reo Māori in Year 11 and Year 12 as this build the foundation for the Level 3 programme. Exceptions can be made but a hui is necessary with the student and possibly whanau.

This is course is focused on Te Reo Māori me ōna Tikanga, for those that meet the requirements for NCEA L3.  They will be given a course focused on Pānui and Tuhituhi in order to better prepare them for further learning.  There are some Māori in Tourism credits available for those who wish to go into the Tourism industry.  Part of the course incorporates Mau Rākau and performance elements as a vehicle for learning.  Utilizing the teaching in Mau Rākau and kapa haka for te reo, tikanga and karakia. Ākonga will be offered NCEA Level 3 credits for reo, performance and Mau Rākau.

Learning Areas:

Māori


Assessment Information

We will have on offer some Mau Rākau and Performance standards for the ākong:

• U.S 22756 Perform a Māori performing arts bracket. (10 Credits )
• U.S 20953 Perform tikawe. (9 Credits)

The performance credits require the ākonga to perform a kapahaka bracket on stage at our regionals, Te
Houtonga.

Career Pathways

Historian, 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, Private Teacher/Tutor


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.