Māori Business Concepts

Context and Purpose

This lesson targets Year 11 Business students (Level 8 NZC), focusing on "Ngā Ariā Pakihi Māori me te Mahinga Pakihi" (Māori Business Concepts and Business Operations). It supports internal assessment standard AS 91384 (Level 3 NCEA Business), emphasizing student understanding and planning of a business incorporating Māori concepts such as Pūtake, Tūranga, Rangatiratanga, Kaitiakitanga, and Tikanga. The bilingual approach (Ngā Reo E Rua) enriches cultural context, aligning with the refreshed New Zealand Curriculum's commitment to Te Tiriti o Waitangi, culturally responsive pedagogy, and development of key competencies .

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Learning Objectives

By the end of this lesson, students will be able to:

1. Explain key Māori business concepts: Pūtake (essence/purpose), Tūranga (position/role), Rangatiratanga (leadership/authority), Kaitiakitanga (guardianship/sustainability), and Tikanga (customs/protocols).
2. Describe and discuss how these concepts influence business planning and operation.
3. Begin to plan an innovative business concept incorporating the above Māori principles.
4. Demonstrate key competencies of Thinking, Using Language, Symbols, and Texts, and Managing Self through collaborative inquiry and reflective practices.

These objectives directly address NZC Level 8 learning areas, underpin AS91384 assessment criteria, and support the development of business acumen within a bicultural framework .

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Curriculum Links

• New Zealand Curriculum Refresh - Level 8: Engaging students in authentic, culturally grounded learning.
• Business Studies/Te Ao Pakihi: Incorporation of Māori world views and values in business contexts.
• NCEA Level 3 Business AS91384: Planning and executing a business initiative with emphasis on Māori principles.
• Key Competencies:
  • Thinking: Critical and creative reflection on Māori business values.
  • Using Language, Symbols, and Texts: Bilingual discussion, interpreting Māori and English terminology.
  • Managing Self: Self-directed planning and work management.
• Cultural Responsiveness: Embedding te reo Māori and tikanga Māori, demonstrating respect and understanding of Te Tiriti o Waitangi responsibilities .

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Lesson Details

Duration	Activity	Description	Resources
5 mins	Introduction & Whakarāpopototanga (Recap)	Welcome, greet in both te reo Māori and English. Brief recap of previous knowledge on business, introducing Māori concepts. Use whakataukī related to knowledge and leadership.	Slide deck, whakataukī handout
10 mins	Mini-Lecture + Discussion: Ngā Ariā Pakihi Māori	Overview of key Māori business concepts (Pūtake, Tūranga, Rangatiratanga, Kaitiakitanga, Tikanga). Students share prior knowledge and views in pairs.	Visual aids (posters/PowerPoint) with bilingual terms and definitions
15 mins	Group Activity: Concept Mapping	In groups of 3, students create Māori business concept maps linking definitions, examples, and how they impact business operations.	Large paper, markers, bilingual vocabulary sheets
10 mins	Application Task: Business Idea Planning	Individually, students brainstorm a simple business idea incorporating at least two Māori concepts discussed, demonstrating innovation and sustainability.	Worksheet with guiding questions; bilingual prompts
10 mins	Peer Sharing and Feedback	Students share ideas in pairs/small groups, using appropriate language, symbols, and texts. Peers provide verbal feedback focusing on creativity and cultural integration.	Peer feedback rubrics
5 mins	Reflection and Wrap-up	Group discussion reflecting on what was learnt about Māori business principles and their relevance in business planning. Homework set: Research a Māori business and identify use of these concepts.	Reflection prompt sheet

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Teaching Strategies

• Bicultural Approach: Deliberate use of both te reo Māori and English in all communication to develop bilingual competency.
• Collaborative Learning: Use of pair and group work maximises student interaction and deeper understanding through dialogue.
• Visual Supports: Concept maps and visual bilingual word banks cater to diverse learners.
• Student-Centred Inquiry: Encourages critical thinking and creativity through business idea planning and peer feedback.
• Whakataukī Integration: Embeds cultural wisdom and frames learning within Māori values.
• Differentiation: Scaffolded worksheets and verbal prompts to support varying literacy and language levels.

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Assessment

• Formative: Observation of group discussions, quality of concept maps, and active participation in sharing tasks.
• Peer Feedback: Assesses students’ ability to use language and concepts accurately to support peers.
• Summative Preparation: The individual business idea worksheet acts as a foundational draft for the AS91384 internal assessment project.
• Self-Reflection: Short oral or written reflections with teacher feedback to promote metacognitive awareness.
• Curriculum Alignment: All assessment tasks utilize the statistical enquiry process and critical interpretation per NZC requirements for Business and Mathematics/Statistics where applicable .

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Resources Needed

• Multimedia projector and slides with bilingual terms
• Large paper and markers for concept maps
• Worksheets with bilingual guiding questions
• Whakataukī handouts
• Peer feedback rubrics

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Notes for Teachers

• Emphasise the significance of Māori values in contemporary business contexts to connect with students’ cultural identities and future business roles.
• Encourage the use of te reo Māori by modelling pronunciation and providing supportive materials.
• Link this lesson explicitly to future internal assessments (AS91384) to clarify relevance.
• Offer examples of real Māori businesses that illustrate these concepts to inspire students.
• Invite a local Māori business practitioner or use video interviews to deepen cultural authenticity (if possible).

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This detailed and culture-anchored lesson plan provides an enriching experience that respects the Māori worldview while meeting the academic rigour needed for NCEA Level 3 Business, fully aligned with the New Zealand Curriculum Refresh and exemplifying best practice in bicultural business education.