Designing as Kaitiaki

Overview

Lesson 4 of 6 in Whenua: Our Living Place. Students use field findings and local knowledge to identify a genuine need, then work collaboratively as kaitiaki to develop a sustainable action design for the whenua.

Learning intentions

• WALT identify a local need and the whenua’s existing assets.
• WALT listen to and use mātauranga, tikanga and evidence respectfully.
• WALT develop and communicate a design brief for an action that benefits the whenua.
• WALT apply sustainable design principles by planning how an idea can be researched, tested and improved.

Success criteria

• I can describe a real local need using observations, data or community knowledge.
• I can explain how our idea reflects kaitiakitanga, tikanga and reciprocity.
• I can contribute fairly to a team design brief with a clear purpose, users, resources and process.
• I can identify how our idea could be tested, improved and made more sustainable.

Curriculum links

• Social Sciences: understand how people participate individually and collectively in response to community needs and environmental challenges.
• Social Sciences: understand how cultural practices, values and knowledge influence people’s relationships with place and the environment.
• Te Ao Māori: kaitiakitanga, manaakitanga, whanaungatanga, tikanga and the reciprocal relationship between people and whenua.
• Technology and integrated learning: identify needs and opportunities, develop and communicate design ideas, and evaluate possible outcomes using evidence.

Lesson structure (60 minutes)

1. 0–7 minutes – Reconnect and provoke thinking Open with the opening question and local whenua visual. Ask: “If our whenua could speak, what might it ask us to change, protect or restore?” Students think-pair-share, then revisit the unit’s meaning of kaitiakitanga: active responsibility that benefits both people and the natural world. Emphasise that kaitiakitanga is not simply “looking after” something; it involves action, relationships, knowledge and accountability.

2. 7–15 minutes – Share field findings Display the field-finding discussion prompts. In groups of five, students share one observation, piece of data or question from previous lessons. Each group chooses its strongest finding and reports: “We noticed…”, “This matters because…”, and “We still need to find out…”. Acknowledge knowledge from whānau, kaumātua, iwi, local organisations and observation as valuable sources, while distinguishing evidence from assumptions.

3. 15–25 minutes – Build a needs-and-assets map Distribute the needs-and-assets mapping and design brief sheet. Groups draw or annotate a map of the local place, identifying a need or risk and existing assets such as healthy habitats, people with expertise, available materials, community spaces, local tikanga, transport, funding or council support. Invite students to include te reo Māori place names and relevant words such as tiaki, whakaora, whakatipu, toitūtanga and rauemi. Confer with groups to ensure the need is genuine, local and manageable.

4. 25–35 minutes – Investigate possible responses Open the local action examples and sustainability questions. Groups select one response area: native planting, pest control, water protection, waste reduction, restoration, composting, biodiversity habitat, monitoring or bilingual education. They brainstorm at least three possible actions, then investigate using provided nursery guidance, plant information, local council material or approved digital tools. They must consider species and planting permissions, local tikanga, safety, likely users, costs, maintenance and whether the action avoids invasive species.

5. 35–48 minutes – Create a design brief Students complete the design brief on the action design brief section. It must include: the local need; who and what will benefit; the proposed action or hoahoa; evidence and knowledge informing it; materials and estimated cost; a simple sequence of steps or tukanga; sustainability considerations; and how the idea will be tested. Teams assign roles such as facilitator, recorder, evidence checker, resource planner and speaker. Encourage a prototype, scale drawing, monitoring system, implementation plan, sign, nursery plan or bilingual resource rather than an unrealistic large project.

6. 48–56 minutes – Prototype conference and improve Each group gives a one-minute conference using the prototype conference prompts: “Our need is…”, “Our action is…”, “It shows kaitiakitanga because…”, and “We will test it by…”. Peers provide one warm comment and one question about feasibility, sustainability or community partnership. Groups record one improvement, using measurement, scale, data or budgeting where appropriate.

7. 56–60 minutes – Reflect and next steps Return to the sustainability checklist and closing reflection. Students complete the reflection on the individual self-and-peer reflection: one contribution they made, one way the design benefits the whenua, one question for a whānau/iwi or local expert, and a confidence rating. Explain that in the next lesson teams will research further and begin making, modelling or refining their prototype or implementation plan.

Resources

• the complete lesson slide deck
• the needs-and-assets map, design brief and reflection sheet
• Previous field notes, photographs, observations and class data
• Local nursery guidance and seed or plant information
• Approved digital research tools and local council or environmental-group information
• Recycled cardboard, paper, string, tape, markers and reusable modelling materials
• Graph paper, rulers, measuring equipment and calculators
• Examples of planting plans, monitoring systems, signs or biodiversity designs
• Gloves, sun protection and any approved tools for later practical work

Assessment

• Check each group’s needs-and-assets map for a clearly evidenced local need, relevant assets and respectful use of local knowledge.
• Use the design brief to assess collaboration, feasibility, sustainability, resources, process and an appropriate testing method.
• During the prototype conference, note whether students can explain reciprocal kaitiakitanga and respond constructively to feedback. Use reflections to plan conferencing and support for the next lesson.

Differentiation

• Offer choice of product format, role and communication mode: annotated map, scale drawing, model, oral explanation, bilingual sign, monitoring table or implementation plan.
• Provide an exemplar, word bank, sentence frames and a partially completed design brief; conference first with groups needing help to narrow a broad issue.
• Support EAL and SEN learners with visuals, pronunciation support, speech-to-text, shared scribing, oral recording and explicitly taught collaboration routines.
• Extend confident learners through cost-benefit comparison, scale calculations, estimated impact, data collection plans or a simple life-cycle analysis of materials.
• Reinforce tikanga and safety: seek permission before planting or gathering, confirm species, avoid invasive plants, use tools safely, wear gloves and sun protection, and return materials appropriately.