Ākonga give and follow basic directions using clear, purposeful language in a meaningful context.
How this handout aligns
For kaiako, the key move is to teach direction language through a real task rather than isolated vocabulary. The route reasoning prompts give students an authentic reason to use location and movement language.
Useful when teachers want direction kupu to feel purposeful, spoken, and tied to place.
Ākonga recognise that Māori astronomical knowledge and celestial navigation continue to shape language, ceremony, and practical decision making.
How this handout aligns
The resource keeps mātauranga Māori visible as a contemporary knowledge system. Kaiako can use it to connect Matariki, navigation, and observation without stripping out cultural meaning.
Strongest when teachers foreground tikanga, local examples, and relationship with place.
Ākonga locate and describe position in relation to other places and known environmental features.
How this handout aligns
The sketch task and route choices ask students to reason about location, direction, and landmarks. That gives kaiako observable evidence rather than vague “understands navigation” statements.
Useful for integrated mathematics and place-based inquiry, especially when students map a local route.
Use this as a teacher-facing bridge between oral language, local inquiry, and culturally grounded navigation study.
How to use this resource
In Te Mātaiaho terms, this companion helps kaiako make the language and inquiry progression explicit. Start with oral rehearsal, then move to route reasoning, then ask for written explanation once students have enough shared vocabulary.
Best used before teaching so the task is pitched as direction-rich inquiry, not as a decorative add-on about stars.