NCEA Level 3 Te Reo Māori key terms

The act of listening with understanding, used for the listening section of the exam where candidates answer questions about spoken Māori text such as interviews, speeches or news items.

Speech, talk or discussion; also the speaking domain where candidates present ideas, debate or converse in Māori, and the word used for a formal speech or narrative.

To read or a notice/reading; names the reading domain where candidates understand written Māori texts and answer comprehension questions about them.

Writing; the writing domain where candidates produce extended text in Māori such as reports, letters, narratives or opinion pieces using appropriate register and structure.

Formal oratory delivered on a marae, following set structures such as tauparapara, mihi, whakapapa and kaupapa; recognising its conventions is essential for listening and speaking tasks.

A greeting or introductory speech that identifies who you are, where you are from and your connections; commonly used as an opening in speaking assessments and recognised in listening texts.

A formulaic statement of identity naming one's mountain, river, tribe, marae and ancestors; used to introduce oneself and frequently tested in speaking and reading contexts.

Genealogy or lineage; the recitation of descent lines that grounds identity and is woven through formal speech, songs and many written texts.

A chant-like opening used to begin a formal speech, often allusive and metaphorical; recognising its function helps candidates follow the structure of spoken oratory.

A proverb or traditional saying used to support an argument or add depth; candidates must interpret figurative meaning rather than literal translation in reading and listening tasks.

A colloquial idiom or slang expression whose meaning is not literal; recognising kīwaha helps candidates understand informal conversation and dialogue in listening passages.

Topic, subject, purpose or underlying principle of a text or speech; identifying the kaupapa is a standard comprehension question in all four domains.

A word or vocabulary item; candidates need a wide kupu base and strategies for inferring unfamiliar words from context in reading and listening.

A sentence or clause; understanding how sentences are built and joined is needed for both interpreting texts and producing accurate written Māori.

Grammar; the rules governing sentence structure, particles and word classes that candidates apply when writing and when analysing how a text is constructed.

Worker or employee; a common vocabulary item appearing in listening and reading texts about employment, workplaces and community roles.

Student or learner; a frequent word in texts about education, school life and pathways, useful in both comprehension and writing tasks.

School; also used in names such as kura kaupapa Māori, referring to Māori-medium schooling. Common in education-themed texts and personal introductions.

Extended family or family group; a central social unit appearing across texts about community, identity, care and events.

A sub-tribe or kinship group made up of related whānau; important for understanding social structure described in speeches and written texts.

A tribe or confederation of hapū; the term frequently appears in identity statements, historical texts and formal speeches.

The communal meeting place with its courtyard and meeting house, where formal speech and ceremony occur; recognising marae protocols helps interpret oratory and narratives.

A mourning ceremony or funeral where speeches, songs and rituals take place; candidates should understand its sequence and vocabulary when listening to or reading narratives.

A song, including traditional and contemporary forms; waiata are performed after speeches and their lyrics often carry the key message of a text.

To choose, select or elect; appears in texts about decision-making, elections and options, and is useful vocabulary for expressing choice in writing.

To discuss, deliberate or weigh up options; useful for describing decision-making in both comprehension texts and written arguments.

To explain, clarify or shed light on something; a frequent instruction word in reading and listening questions asking candidates to explain meaning.

To show, demonstrate or indicate; appears in task instructions and in descriptions of evidence or examples used to support a point.

To support, back up or provide evidence for a statement; candidates must supply evidence from a text when justifying interpretations in reading and writing.

To evaluate or critically assess; the thinking skill required when judging the purpose, audience and effectiveness of a text or speech.

To decide, settle or resolve; also used for welcoming guests onto a marae. Appears in texts about decisions, agreements and formal welcomes.

A formal welcome ceremony on a marae, involving speeches, songs and the hongi; understanding its stages supports comprehension of spoken and written accounts.

The traditional greeting where noses are pressed together; a specific cultural term whose meaning candidates should know rather than translate loosely.

Guardianship or stewardship, especially of the environment and resources; a key concept in texts about land, water and responsibility.

Land, or placenta; a word with layered meaning used in texts about belonging, environment and identity, often in figurative contexts.

Leadership, authority or self-determination; a concept appearing in historical and political texts that candidates must interpret with care.

Language or voice; commonly in 'te reo Māori', and used in texts about language revitalisation, fluency and communication.

Spoken or oral language; describes the mode of listening passages and the style expected in speaking assessments, as distinct from written text.

A document, written text or piece of writing; used when referring to the kinds of texts candidates read or produce, such as reports and articles.