Rangatahi as Kaitiaki

Overview

This is the final lesson in Whenua: Our Living Place. Ākonga share an evidence-informed action with whānau, kaumātua and iwi-approved guests, evaluate its cultural integrity and impact, and commit to ongoing kaitiakitanga for the next term or year.

Learning intentions

• WALT evaluate the effectiveness and cultural integrity of our project.
• WALT synthesise mātauranga Māori, local narratives, scientific evidence and mathematical data.
• WALT communicate findings respectfully in te reo Māori and English.
• WALT make a realistic personal and collective commitment as rangatahi kaitiaki.

Success criteria

• I can explain how our project connects with whakapapa, tūrangawaewae and local narratives.
• I can use accurate evidence, data and visual representations to justify our action.
• I can present and respond to questions with manaakitanga and appropriate local kupu.
• I can identify whai hua next steps and make a commitment for the anamata.

Curriculum links

• Understand how people interact with and care for places, environments and resources.
• Explore how cultural traditions, whakapapa and local narratives shape identity and belonging.
• Use inquiry processes to gather, interpret and communicate evidence.
• Participate collaboratively, make responsible decisions and take action for a sustainable future.

Lesson structure (60 minutes)

1. 0–5 minutes – Whakatau and purpose Welcome whānau, kaumātua, kaitiaki and guests according to local tikanga. Use the opening question and hui purpose to pose: “He aha te tohu ka mōhio ai tātou kua whai hua tā tātou mahi?” Explain the running order, speaking expectations, photography consent and site-safety requirements.

2. 5–12 minutes – Prepare the Whenua Hui Teams collect their portfolios, displays and demonstration materials. Using the presentation and reflection organiser, each team checks that it can answer the inquiry question, name its sources, explain its data, use local kupu and propose a maintenance plan. Kaiako and peer mentors hold quick conferences with teams needing support.

3. 12–35 minutes – Team presentations and demonstrations Each of five teams has four minutes to present, followed by three minutes for questions and feedback. Presentations should include a mihi or respectful greeting, the local narrative or mātauranga that informed the project, scientific evidence, a map or other Pāngarau representation, the action or product, its impact and a realistic maintenance plan. Teams may demonstrate planting, monitoring, habitat care or waste-reduction work where this is safe and approved. Audience members record one strength and one question on the organiser.

4. 35–43 minutes – Whānau and kaitiaki evaluation Invite whānau, kaumātua and iwi representatives to comment on cultural appropriateness, manaakitanga, evidence and likely impact. Ask: “He aha te mea tika, te mea whai hua?” and “He aha me whakarerekē?” Teams listen without interrupting, clarify respectfully and record suggested revisions. Confirm that local knowledge is treated according to the guidance of mana whenua.

5. 43–53 minutes – Revise and commit Teams make one immediate revision to their action or maintenance plan, such as changing the monitoring frequency, improving access, adding a tikanga safeguard or clarifying responsibilities. Each ākonga completes the individual reflection in the presentation and reflection organiser, including: “Ko ahau te kaitiaki o…”, “Hei te wā e heke mai nei ka…”, and evidence of how their thinking changed. Invite several students to share bilingual commitments.

6. 53–60 minutes – Return learning and close Each team returns its key data, resources or agreed next steps to the local kaitiaki group. Celebrate contribution through certificates, acknowledgements or a display of the project portfolio. Use the closing prompts and reflection slide to revisit the big idea, then close with an appropriate karakia, whakawhetai or other tikanga guided by mana whenua. Remind students of the agreed maintenance date and responsibilities.

Resources

• the Whenua Hui presentation deck
• the presentation and reflection organiser
• Team portfolios: field notes, maps, data, feedback and design iterations
• Shared assessment rubric
• Display boards, bilingual labels and presentation equipment
• Demonstration or restoration materials approved in the final site plan
• Planting, monitoring or waste-reduction equipment, if applicable
• Certificates or acknowledgement cards
• Local narratives, approved mātauranga and relevant scientific information
• First-aid kit, weather-appropriate clothing and emergency information

Assessment

• Use the shared rubric to assess understanding of whakapapa, tūrangawaewae and local narratives; integration of mātauranga Māori, tikanga and scientific inquiry; evidence and Pāngarau representation; practical impact; te reo Māori; collaboration; manaakitanga and reflection.
• Collect each portfolio and individual reflection. Look for a clear inquiry response, credible evidence, accurate data interpretation and a realistic maintenance commitment.
• Record whānau, kaumātua and iwi feedback, including cultural appropriateness and impact. Note revisions teams make in response.

Differentiation

• Offer oral, written, visual or performance evidence. Students may present with images, a model, labelled diagrams, recorded audio or shared speaking roles.
• Provide sentence starters and kupu support: “I kitea e mātou…”, “E ai ki ngā raraunga…”, “Ko te hua…”, “Hei tiaki tonu, ka…”. Pair emerging speakers with a supportive peer and allow rehearsal.
• Use individual conferencing, a visual checklist and reduced writing demands for students requiring additional support. Assign clear team roles and provide accessible equipment and seating.
• Extend confident ākonga by developing a term-long monitoring proposal, costed maintenance schedule or public communication campaign for the kura or community.