"Ko te kai a te rangatira, he kōrero"
The food of chiefs is conversation
"Persuasive texts are crafted for specific audiences and contexts, and may vary in tone, formality, and structure depending on the medium g., 'example')."
How This Resource Aligns
Media Literacy: Analysing Māori Representation supports aspects of this English curriculum statement in the Language Studies strand.
Source: Te Mataiaho English · Phase 4 · Language Studies
"Personal responses to texts are shaped by individual experiences, cultural backgrounds, and social contexts and can reveal how readers construct meaning and relate to others"
How This Resource Aligns
Media Literacy: Analysing Māori Representation supports aspects of this English curriculum statement in the Text Studies strand.
Source: Te Mataiaho English · Phase 4 · Text Studies
"Considering an audience involves analysing its characteristics g., 'example')."
How This Resource Aligns
Media Literacy: Analysing Māori Representation supports aspects of this English curriculum statement in the Language Studies strand.
Source: Te Mataiaho English · Phase 4 · Language Studies
"Examining the literary, historical, cultural, and social context of a text Drawing conclusions about an author's purpose by examining a text's content, structure, language, and style Identifying and interpreting explicit and implicit perspectives and portrayals of groups of people in a range of texts, and the effect of what or who is and is not included Interpreting evidence from a text to support conclusions about the author's purpose and meaning Identifying misinformation, disinformation, and malinformation in media and digital media texts by examining indicators such as emotional language, unreliable sources, misleading purpose, or manipulated or missing context"
How This Resource Aligns
Media Literacy: Analysing Māori Representation supports aspects of this English curriculum statement in the Text Studies strand.
Source: Te Mataiaho English · Phase 4 · Text Studies
"Examining the literary, historical, cultural, and social context of a text Drawing conclusions about an author's purpose by examining a text's content, structure, language, and style Identifying and interpreting explicit and implicit perspectives and portrayals of groups of people in a range of texts, and the effect of what or who is and is not included Interpreting evidence from a text to support conclusions about the author's purpose and meaning Identifying misinformation, disinformation, and malinformation in media and digital media texts by examining indicators such as emotional language, unreliable sources, misleading purpose, or manipulated or missing context"
How This Resource Aligns
Media Literacy: Analysing Māori Representation supports aspects of this English curriculum statement in the Text Studies strand.
Source: Te Mataiaho English · Phase 4 · Text Studies
Puna Kōrero — Sources
Ministry of Education. (2007). The New Zealand Curriculum. Learning Media.
Ministry of Education. (2021). Te Mātaiaho: The Refreshed New Zealand Curriculum. Ministry of Education.
Teaching Council of Aotearoa New Zealand. (2021). Tātaiako: Cultural Competencies for Teachers of Māori Learners. Teaching Council.
Mātauranga Māori Lens
This curriculum companion is informed by mātauranga Māori — the holistic body of Māori knowledge, values, and practices. Kaiako are encouraged to draw connections between the content and tikanga, whanaungatanga, and students's turangawaewae (place and belonging). Te Tiriti o Waitangi principles of partnership, participation, and protection should shape how this material is introduced and discussed in the classroom.