Strong fit
NZC-SS-4-1: Understand how people participate individually and
collectively in response to community challenges.
How this handout aligns
The worksheet explicitly moves students from noticing an issue to choosing an action, identifying
who is affected, and planning a realistic civic response. That is direct social studies work on
participation rather than generic opinion writing.
NZC-SS-4-1
Participation
Community challenge
Strongest as the core alignment for the page.
Strong fit
NZC-SS-4-2: Understand how formal and informal groups make decisions
that impact on communities.
How this handout aligns
The stakeholder map and audience-planning sections ask students to identify who has influence,
who is affected, and which decision-making group matters. That helps kaiako teach civics as
systems work, not just “having a say”.
NZC-SS-4-2
Decision-making
Systems
Use this when linking the handout to school, local council, or iwi/hapū
decision-making examples.
Phase 3 bridge
TM-SS-3-U1: Systems shape how people and groups organise themselves:
Rights, responsibilities, power, fairness.
How to extend the resource
The rights-and-responsibilities section becomes a stronger Phase 3 bridge when kaiako ask who
benefits, who decides, and how fairness is understood from more than one perspective. That
pushes the task beyond simple student voice into analysis of power.
TM-SS-3-U1
Power
Fairness
Best used as the senior extension lens.
Cross-curricular
ENGLISH-5807c7ac51: Presenting to others includes introducing an idea
clearly, shaping it for an audience, and using supporting evidence.
Cross-curricular value
The 90-second pitch turns the civics task into purposeful oral language. Students are not just
speaking; they are presenting a local issue to an audience with a clear request and supporting
evidence.
ENGLISH-5807c7ac51
Audience
Evidence
Use this when the handout becomes a speech, submission, or meeting
preparation task.