He whakaaturanga
The following table identifies skills that the students should aim to use and develop when they attempt activities provided in this booklet.
| Ngā kōrero | He tino pūkenga | Ngā mahi ako |
|---|---|---|
| Kua haukore te wīra | Te reo: Pānui, kōeke 2 Ko te whai i ngā tohu. | Learn how to change a flat tyre safely. |
| Tōku tīhāte |
Te reo: Pānui, kōeke 1 Ko te āhukahuka i ngā kupu me ngā rerenga kōrero e taunga ana a ia. | To follow a sequence of instructions. |
| He ingoa tino roa |
Te reo: Kōrero, kōeke 2 Ko te whakamahi i ngā kupu me ngā kīanga kua mau i a ia, hei whakaara kaupapa, hei whakawhiti whakaaro. | To be able to pronounce the longest place name in Aotearoa. |
| Tamatea Pōkai Whenua |
Te reo: Pānui, kōeke 2 Ko te whai i te rotarota. | To share ideas on how to express grief and loss. |
| Te hararei i te tāone | Te reo: Pānui, kōeke 1 Ko te whakaputa whakaaro ki te kaupapa o te tuhinga. | To consider the perspectives of different characters. |
| Whio |
Te reo: Kōrero, kōeke 2 Ko te whakamahi i ngā kupu me ngā kīanga kua mau i a ia, hei whakaara kaupapa, hei whakawhiti whakaaro. | To perform a play. |
| He tino pūkenga |
Te reo: Pānui, kōeke 2 Ko te tāutu i ngā kaupapa matua, i ngā ariā matua o ngā tuhinga poto. | To identify personal skills. |
| Te kēmu poitarawhiti |
Te reo: Pānui, kōeke 2 Ko te whai i te rotarota. | To identify three phases involved in playing a game of netball – the warm up, playing the game, and the activities at the conclusion of the game. |
