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Government Inquiry Project Planning

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Government Inquiry Project Planning

Plan a fair, evidence-based inquiry into how government works in Aotearoa New Zealand. Use the case file and source-checking guide below to practise before planning your own topic. There is no single correct topic choice; written answers should be specific and supported by reasons.

Case file: A safer route to school?

A group of Year 9 students is investigating whether a busy road near a neighbourhood needs a safer crossing. They want to find out who makes decisions, what evidence is considered, and how residents can have a say. In Aotearoa New Zealand, central government makes decisions for the country, while local councils make many local decisions such as managing local roads and public spaces. Responsibilities can vary, so the students will check who manages this particular road. Councils may seek public feedback before some decisions. Māori are tangata whenua, and Te Tiriti o Waitangi is important to relationships between Māori and the Crown. The students plan to include relevant Māori perspectives respectfully, rather than assume there is only one view.

1.Which question best investigates decision-making in the case file?

How many cars are there in the whole country?
Who is responsible for this road, and how can residents influence a crossing decision?
Which student likes walking most?
What colour should every road sign be?

2.The case file distinguishes central government decisions from many local council decisions. Give one possible reason the students must check which organisation manages this specific road.

3.A student asks, “Is the crossing good?” Rewrite this as a focused, answerable inquiry question that could be investigated using evidence.

Source-checking guide

Use these checks when judging information: authority (who created it, and what expertise or role do they have?); evidence (are claims supported by data or documents?); currency (when was it published or updated?); purpose (is it informing, persuading, or selling?); perspective (whose views are included or missing?). One source rarely answers every question.

4.Which source would be the strongest starting point for finding out which organisation manages the road?

An undated social media comment saying “the council is responsible”
The relevant road authority’s current website or written response
A friend’s guess
An advertisement for a car

5.A council webpage explains its crossing policy but includes no views from local pedestrians. Name one useful strength of the page and one limitation.

6.Choose two different kinds of evidence the students could gather, and explain what each could reveal. Consider safety information, direct experience, and decision records.

7.The case file says Māori perspectives should be included respectfully. Give one practical step the students could take, without assuming all Māori hold the same view.

8.Put these project steps in a sensible order by numbering them 1–4: present findings; define a focused question; gather and check evidence; organise evidence and draw a conclusion.

9.Choose an Aotearoa New Zealand government topic that interests you, such as voting, law-making, local services, or youth participation. Write one focused inquiry question, name two sources or methods you would use, and explain one way you will check for missing perspectives or bias.

10.In one or two sentences, explain why an inquiry should distinguish evidence from opinion when making a recommendation to a decision-maker.