Awa Success Criteria
Paearu Angitu · Self and Peer Assessment · Years 7–9
Ngā Whāinga Akoranga · Learning Intentions
- Use success criteria to self-monitor quality and identify areas for improvement
- Give specific, criteria-referenced feedback to a peer in a way that helps them improve
- Distinguish between "not yet / meeting / exceeding" using observable evidence in the work
- Reflect on which criteria were most challenging and why
Paearu Angitu · Success Criteria
- I can assess my poster and oral presentation against specific criteria, not just general impressions
- I can give peer feedback that is specific, kind, and actionable
- I can identify one area where I am exceeding and one where I can still improve
- I can write a reflection that explains my thinking, not just my feelings
Paearu Angitu — Tūhono · Poster Criteria · Self-Assessment
Circle or tick the level that best describes your poster for each criterion. Be honest — this is to help you improve, not just to feel good.
| Criterion | Not yet | Meeting | Exceeding | Evidence (what in my poster shows this?) |
|---|---|---|---|---|
| Karere / Message: One clear call-to-action that is specific and realistic Meeting: CTA is clear. Exceeding: CTA is specific, local, and achievable. |
☐ | ☐ | ☐ | |
| Raraunga / Evidence: At least one data point from the investigation linked to the message Meeting: one data point used. Exceeding: two or more data types explained. |
☐ | ☐ | ☐ | |
| Kupu Māori: At least two kupu used correctly in headings or labels Meeting: 2+ kupu used accurately. Exceeding: kupu flows naturally, not decorative. |
☐ | ☐ | ☐ | |
| Hoahoa / Design: Layout is clear and easy to follow; visuals support the message Meeting: readable, organised. Exceeding: design enhances the argument. |
☐ | ☐ | ☐ | |
| Cultural responsiveness: Genuine integration of tikanga, te reo, or connection to tangata whenua Meeting: evident connection. Exceeding: authentic, specific, locally grounded. |
☐ | ☐ | ☐ |
Paearu Angitu — Kōrero Ake · Oral Presentation Criteria · Self-Assessment
| Criterion | Not yet | Meeting | Exceeding | What I did that shows this |
|---|---|---|---|---|
| Message clarity: The audience understood the problem and my CTA Meeting: message clear. Exceeding: audience felt moved to act. |
☐ | ☐ | ☐ | |
| Evidence use: At least one specific data point or observation mentioned Meeting: data referenced. Exceeding: data explained and interpreted. |
☐ | ☐ | ☐ | |
| Delivery: Volume, pace, and eye contact appropriate for the audience Meeting: audible, some eye contact. Exceeding: natural and confident. |
☐ | ☐ | ☐ | |
| Kupu Māori: Te reo used naturally, not forced or decorative Meeting: kupu integrated. Exceeding: te reo flows and adds meaning. |
☐ | ☐ | ☐ |
Aromatawai Hoa · Peer Assessment
Peer's name (Ingoa):
Use the criteria above to give your peer one piece of specific, helpful feedback for their poster and one for their oral presentation. Start with something they did well, then one thing that could be stronger.
Poster feedback:
Oral presentation feedback:
Whakaaro Hōhonu · Reflection
Which criterion am I most proud of meeting?
Which criterion was hardest, and why?
If I had more time, what would I change?
What does this work say about my kaitiakitanga?
Hononga Marautanga · Curriculum Alignment
Level 3–4: investigate how human activity affects freshwater ecosystems; collect and interpret environmental data; understand that freshwater is a shared resource requiring collective stewardship.
Level 3–4: take informed action on local environmental issues; understand the roles and responsibilities of different stakeholders in environmental governance; develop advocacy skills grounded in evidence and values.
Aronga Mātauranga Māori
In te ao Māori, whāinga (goals) are communal — the group agrees on the target together, and each person is accountable to the group for working toward it. Co-constructed success criteria reflect this value: when students help define what "success" looks like, they are more invested in achieving it. The peer assessment section of this handout reflects the Māori practice of aroha ki te tangata — caring enough for a person to give them honest, useful feedback. Real aroha is not always comfortable; it is the feedback that helps someone grow.
Ngā Rauemi Tautoko · Support Materials
Resources already provided:
- Awa Poster Rubric (awa-poster-rubric.html) — teacher's detailed assessment tool for the poster
- Awa Oral Rubric (awa-oral-rubric.html) — teacher's detailed assessment tool for the speech
- Awa Moderation Notes (awa-moderation-notes.html) — ensures criteria are applied consistently across classes
- Awa Reflection Prompts (awa-reflection-prompts.html) — deeper reflection after self-assessment is complete
📋 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.