Teacher-only planning note
Kaiako can use this handout to show that kaupapa Māori economic thinking is not abstract “values talk”. It is about how decisions are made, who benefits, what responsibilities are carried forward, and how whenua, taiao, and whānau remain central over time. Local variation matters, so use iwi and hapū examples where appropriate.
Understand how people pass on and sustain culture and heritage for different reasons and that this has consequences for people.
How this handout aligns
The worksheet makes students apply values that have been sustained through mātauranga Māori, tikanga, and community practice. It helps kaiako teach continuity as something lived in decision-making, not only remembered as heritage.
A strong fit where kaiako want students to see cultural continuity as active and consequential in present-day economic choices.
Understand how formal and informal groups make decisions that impact on communities.
How this handout aligns
The case study asks who should benefit, who should be protected, and what decision-makers owe to future generations. That is directly about how groups exercise authority and what that means for communities.
Especially useful when students are comparing governance models or preparing to evaluate real Aotearoa examples.
There is no single universal Māori economic template; iwi, hapū, and whānau contexts differ.
Teacher-only note
The worksheet is strongest when kaiako state plainly that these principles are not branding labels and not a one-size-fits-all “Māori way”. Add local examples, contemporary enterprise cases, or community decisions so students see specificity as a strength.
That move protects the resource from tokenism and keeps mātauranga Māori grounded in real context.
Use this resource after students have compared economic systems so kaupapa Māori reasoning has a clear point of contrast.
How to use this resource
Pair it with Economic Systems Comparison so students can move from broad models into a focused kaupapa Māori case. The follow-up paragraph is strongest when students must distinguish symbolic language from real decision-making change.
Use discussion and oral rehearsal first if students need confidence before paragraph writing.