“Students use observation, evidence, and pattern recognition to explain how systems work in the natural world.”
How this handout aligns
The cue-sorting and explanation frame makes observation visible. Students are not just told that wayfinding works; they identify the signs and explain why those signs matter.
Useful when kaiako want to show that traditional knowledge also involves repeatable observation and disciplined pattern reading.
“Students investigate how people use knowledge, tools, and systems to move, navigate, and make decisions in different places.”
How this handout aligns
The comparison frame explicitly asks students to compare traditional wayfinding and GPS. This supports a systems-and-technology conversation without treating Māori knowledge as secondary.
Strong when kaiako want students to think about knowledge systems as context-specific and purposeful.
“Students draw on identity, culture, and community knowledge when making sense of issues that affect people and place.”
How this handout aligns
The handout positions wayfinding within mātauranga Māori and Pacific voyaging traditions. It helps students discuss why this knowledge still matters rather than treating it as museum content.
Especially helpful when the teaching aim includes tikanga, identity, and place-based belonging as well as academic content.
“Students communicate their ideas using accurate vocabulary, explanation, and comparison.”
How this handout aligns
The cue explanation frame, language bank, and traditional-versus-GPS comparison task all make explanation and comparison explicit rather than optional.
Useful when kaiako need visible evidence of thinking for formative assessment, speaking, or writing.