Teacher-only planning companion for Manu Action Planner. Use this page to keep the action task tied to real evidence, community participation, and age-appropriate planning rather than a vague “do something for birds” activity.
This page is for kaiako. The planner is strongest when students already have real observations, questions, or community voice to work from. Otherwise the “action” stage becomes generic and disconnected from the inquiry.
A mātauranga Māori lens matters because planning should reflect kaitiakitanga, relationship, and manaakitanga, not only efficiency. Students should understand who is affected and who needs to be consulted before acting.
Students participate individually and collectively in response to community challenges.
The planner makes participation visible. Students must decide what action is realistic, who will take responsibility, and how a shared response can be organised rather than imagined.
Use this lens when the action will lead to an actual class response, not just a draft.
Goal-setting language and collaborative phrases help students express intentions, explain challenges, and plan next steps together.
Prompt learners to state a goal, explain the reason for it, and negotiate roles. This keeps the page grounded in purposeful English use as well as project planning.
Most useful when students must justify choices rather than merely fill boxes.
Discussions have different purposes, including giving feedback, asking questions, and solving problems together.
Keep the talk evidence-led. Ask groups to point back to their map, tally, or interview notes before approving an action choice.
This bridge is strongest when the planner is used after reasoning work, not before it.