Awa Poster Rubric
Paearu Aromatawai Papaaho · Know the Target Before You Design
Ngā Whāinga Akoranga · Learning Intentions
- Know the four criteria for the poster BEFORE you start designing — not after you finish
- Use the rubric to self-assess your poster plan before you make the final version
- Understand what "Exceeding" looks like so you can aim for it, not just meet the minimum
- Give specific, criterion-based feedback to peers using the same language as the rubric
Paearu Angitu · Success Criteria
- I have read all four criteria before I planned my poster — 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 poster against each criterion honestly — including identifying what I still need to improve
- I have used at least two kupu Māori correctly in headings or labels — not just listed in a corner
Hononga Marautanga · Curriculum Alignment
Level 3–4: plan and create written texts for specific audiences and purposes; select language features and visual elements that effectively convey the intended message; evaluate the effectiveness of word choice, structure, and design against the purpose.
Visual communication is a language. Designing for impact — choosing what to foreground, how to arrange evidence, which words to make large — is a form of literacy. Using te reo Māori in headings and call-to-action is both a linguistic and cultural competency. This rubric makes both visible and learnable.
Aromatawai Papaaho · Poster Rubric
Read this rubric before you plan your poster. Aim for Meeting or Exceeding in every criterion. Use the Poster Exemplar to see what Exceeding looks like in practice.
| Criterion / Paearu | Developing / Timata | Meeting / Paerewa | Exceeding / Tuapae |
|---|---|---|---|
| Karere / Message and Call-to-Action | Message unclear or too many competing ideas. 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?). | Powerful, memorable message. CTA is prominent and compelling — audience knows exactly what to do and why it matters to them. |
| Raraunga / Evidence | No data or measurements used, or vague claim ("the water is dirty"). No quote or observation with explanation. | 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. Evidence leads directly to the call-to-action. |
| Kupu Māori / Te Reo | No te reo Māori used, or used incorrectly (wrong meaning) or placed as decoration (small, in a corner, disconnected from argument). | At least 2 kupu Māori used correctly and meaningfully — in headings, labels, or the call-to-action. Not just listed. | Te reo Māori is integral to the poster — it shapes the heading, labels key evidence, and frames the call-to-action. The argument cannot be separated from the language. |
| Hoahoa / Design and Layout | Crowded or hard to read. No visual hierarchy — the viewer doesn't know where to start. Little or no use of space, colour, or contrast. | Clear headings, readable text, logical flow. Three key points are distinct. Call-to-action is findable. | Striking visual presence. Strong contrast, deliberate use of space. The viewer's eye is guided: heading → evidence → call-to-action. Design choices serve the message. |
Aromatawai Whaiaro · Self-Assessment
Circle your level for each criterion — be honest. Then complete the reflection below. Do this BEFORE your final poster is complete, when there's still time to improve.
| Criterion | Developing | Meeting | Exceeding |
|---|---|---|---|
| Karere / Message + CTA | ○ | ○ | ○ |
| Raraunga / Evidence | ○ | ○ | ○ |
| Kupu Māori | ○ | ○ | ○ |
| Hoahoa / Design | ○ | ○ | ○ |
The criterion I feel strongest on:
The criterion I still need to work on:
One specific change I will make before I submit:
Aromatawai Hoa · Peer Assessment
Use the same rubric to assess a classmate's poster. Be specific — name exactly what you see. The goal is feedback that helps them improve, not just a grade.
Poster I am assessing:
| Criterion | Developing | Meeting | Exceeding |
|---|---|---|---|
| Karere / Message + CTA | ○ | ○ | ○ |
| Raraunga / Evidence | ○ | ○ | ○ |
| Kupu Māori | ○ | ○ | ○ |
| Hoahoa / Design | ○ | ○ | ○ |
The strongest thing about this poster (be specific — name exactly what you saw):
One specific suggestion that would make this poster stronger:
Whakaaro Whakamuri · After Completing Your Poster
Looking back at the rubric — I'm proud of this criterion:
If I made this poster again, I would change:
The peer feedback that surprised me most was:
Aronga Mātauranga Māori
In te ao Māori, the principle of whakaaro nui — deep, careful thinking — applies to everything we create. A tukutuku panel is not woven without understanding the pattern first. A whakairo carving is not begun without knowing the story it will tell. Your poster is a form of tukutuku: evidence woven together with language and design to tell the story of the awa and what it needs.
Kaitiakitanga does not stop at the water's edge. When you create a poster that moves people to action, you are practising advocacy — the same form of stewardship exercised by iwi who have stood before councils and courts to speak for their rivers. Your poster is a small version of that practice. The rubric makes that standard visible: a kaitiaki who speaks unclearly, without evidence, and without honouring te reo, is not yet speaking at the level the awa deserves. Aim higher.
Ngā Rauemi Tautoko · Support Materials
Resources already provided:
- This rubric — read it before planning, use it to self-assess, and use it for peer feedback
- Poster Exemplar (awa-exemplar-poster.html) — see what Exceeding looks like in practice
- Poster Planner (awa-poster-planner.html) — use the rubric and planner together before designing
- Feedback Slips (awa-feedback-slips.html) — 2 Stars and a Wish format for gallery walk feedback
- Moderation Notes (awa-moderation-notes.html) — for teacher use to calibrate marking across classes
Aronga Rerekē · Differentiated Pathways
Tīmata · Entry Level
Self-assess on two criteria (Message and Evidence). Complete one peer assessment. Focus on one specific improvement from the peer feedback. You don't need to aim for Exceeding on all four criteria — aim for Meeting on the two you self-assessed.
Paerewa · On Level
Self-assess on all four criteria before finalising. Complete one peer assessment using the rubric. Complete the post-completion reflection. Receive at least one feedback slip from the gallery walk and respond to it in writing.
Tūāpae · Extension
Complete all sections including peer assessment. Then write a paragraph: "Where did peer feedback agree with my self-assessment, and where did it differ? What does that tell you about how your poster comes across to someone who wasn't part of making it?" This gap between intent and perception is one of the most important things any communicator can learn to examine.
📋 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.