Awa Oral Presentation Rubric
Paearu Aromatawai Kōrero · Know the Target Before You Speak
Ngā Whāinga Akoranga · Learning Intentions
- Know the four criteria for the oral presentation BEFORE you start planning — not after you finish
- Use the rubric to self-assess your speech plan before you rehearse
- Understand what "Exceeding" looks like so you can aim for it, not just meet the minimum
- Give yourself and your peers specific, criterion-based feedback using the same language as the rubric
Paearu Angitu · Success Criteria
- I have read all four criteria before I planned my speech — not after I finished
- I can explain what makes a strong call-to-action — not "save the awa" but a specific, realistic action
- I can self-assess my speech against each criterion honestly — including identifying what I still need to improve
- I have used at least two kupu Māori correctly in my speech — not just listed, but connected to meaning
Hononga Marautanga · Curriculum Alignment
Level 3–4: plan and deliver spoken presentations that engage listeners; use relevant evidence to support key points; select language features and structures that effectively convey the intended message.
Speaking confidently across two languages (English and te reo Māori) is a Key Competency skill. Whaikōrero — formal speech — is one of the most valued communication practices in te ao Māori. This rubric makes that practice visible and learnable.
Aromatawai Kōrero · Oral Presentation Rubric
Read this rubric before you plan your speech. Aim for Meeting or Exceeding in every criterion. Use the Oral Exemplar to see what Exceeding sounds like in practice.
| Criterion / Paearu | Developing / Timata | Meeting / Paerewa | Exceeding / Tuapae |
|---|---|---|---|
| Karere / Message and Call-to-Action | Message unclear or hard to follow. No specific call-to-action, or "save the awa" (too vague). | One clear awa message. Specific, realistic call-to-action (what can people actually do?). | Compelling message that connects evidence to emotion to action. CTA makes the audience want to act immediately. |
| Raraunga / Evidence | No data or measurement used, or vague claim ("the water is dirty"). No quote or observation. | At least one specific data point (pH, litter count, temperature) or one attributed quote. Explains what it means. | Multiple types of evidence (data + quote + observation) woven together. Each piece is explained — not just stated. |
| Kupu Māori / Te Reo | No te reo Māori used, or used incorrectly (wrong pronunciation, wrong meaning). | At least 2 kupu Māori used correctly and meaningfully (not just listed). Pronunciation is reasonably clear. | Kupu Māori flows naturally through the speech — in the hook, labels, and call-to-action. Pronunciation is confident. Te reo shapes the argument, not decorates it. |
| Tuku Kōrero / Delivery | Reads from full written script throughout. Hard to hear (volume) or understand (pace). Little or no eye contact. | Uses cue cards (not full script). Good volume. Some eye contact. Mostly clear. Pauses occasionally. | Strong physical presence. Natural pace with deliberate pauses for effect (especially after the quote). Consistent eye contact. Audience feels the speaker cares about the topic. |
Aromatawai Whaiaro · Self-Assessment
Circle your level for each criterion — be honest. Then complete the reflection below. Do this BEFORE you present, when there's still time to improve.
| Criterion | Developing | Meeting | Exceeding |
|---|---|---|---|
| Karere / Message + CTA | ○ | ○ | ○ |
| Raraunga / Evidence | ○ | ○ | ○ |
| Kupu Māori | ○ | ○ | ○ |
| Tuku Kōrero / Delivery | ○ | ○ | ○ |
The criterion I feel strongest on:
The criterion I still need to work on:
One specific change I will make before I present:
After presenting — what I'm proud of:
After presenting — next time I would:
Aronga Mātauranga Māori
In te ao Māori, the practice of whaikōrero (formal speech) is a craft. Great speakers don't improvise — they learn the structure of strong speech, they practise it, and they study the speeches of those who came before. This rubric makes that craft visible. The four criteria — message, evidence, kupu Māori, and delivery — are the four elements of any strong whaikōrero: clarity of purpose, grounding in what is known and observed, honouring the language, and physical presence that shows you mean what you say.
The kaitiakitanga principle applies directly to speech: a kaitiaki speaks so that the awa can be heard. When you stand and speak with evidence and conviction, you are not just doing an English assessment — you are practising a tradition of advocacy that has protected taonga across generations. Tūhoe, Whanganui iwi, and many others have stood before councils, courts, and governments to speak for their awa. You are practising that form of strength. Take it seriously.
Ngā Rauemi Tautoko · Support Materials
Resources already provided:
- This rubric — read it before you plan, use it to self-assess, and refer to it for peer feedback
- Oral Exemplar (awa-exemplar-oral.html) — see what Exceeding sounds like in practice
- Feedback Slips (awa-feedback-slips.html) — use the same criteria when giving peer feedback
- Moderation Notes (awa-moderation-notes.html) — for teacher use to calibrate marking across classes
Aronga Rerekē · Differentiated Pathways
Tīmata · Entry Level
Present in a small group (4–5 people) rather than the whole class. Use cue cards with full sentences written on them — you don't need to memorise. Aim for Meeting on one criterion. Self-assess on that one criterion only.
Paerewa · On Level
Present to the whole class using cue cards. Aim for Meeting on all four criteria. Self-assess on all four criteria before presenting. Receive and reflect on feedback slip from a peer.
Tūāpae · Extension
Aim for Exceeding on at least two criteria. After presenting, analyse your own speech against the rubric — where did you meet or exceed your self-assessment? Where did feedback from peers differ from your self-assessment, and what does that tell you about how you come across to an audience?
📋 Teacher Planning Snapshot
Ngā Whāinga Ako — Learning Intentions
Students will explore awa (river/water) as taonga, developing understanding of kaitiakitanga through water guardianship — connecting indigenous environmental knowledge with scientific and civic action.
Ngā Paearu Angitū — Success Criteria
- ✅ Students can explain the significance of awa in te ao Māori and their local community.
- ✅ Students can identify actions that reflect kaitiaki responsibilities for local waterways.
Differentiation & Inclusion
Scaffold support: Provide sentence starters and graphic organisers for inquiry tasks. Offer entry-level observation activities and extension challenges involving community advocacy or environmental data analysis.
ELL / ESOL: Pre-teach key te reo Māori terms (awa, kaitiaki, wāhi tapu, tūrangawaewae). Allow visual and diagrammatic responses. Bilingual glossaries strongly recommended.
Inclusion: Connect to students' own waterways and places of belonging. Neurodiverse learners benefit from structured field investigation templates and clear step-by-step inquiry protocols.