Evidence: students can state what relationship Te Tiriti was meant to create.
3
Manual curriculum links
Defensible
Evidence confidence
Years 7-10
Most useful teaching range
Deeper learning design language
What the phase labels mean for planning evidence
The student page now makes the Treaty learning moves visible. Use the same language in planning, feedback, and assessment so learners move from relationship question to evidence-based judgement rather than memorising isolated terms.
Evidence: students identify text, context, voice, and missing perspective before judging.
Evidence: students explain why te reo Māori and English wording changes meaning.
Evidence: students apply Treaty ideas to a real decision without turning them into slogans.
Evidence: students consider mana whenua, hapū, iwi, and Crown systems in context.
Evidence: students refine their claim after considering evidence, responsibility, and impact.
Kaiako planning frame
Teacher-only planning note
Introductory Treaty teaching is strongest when kaiako foreground relationship, responsibility, and the integrity of key kupu before moving into debate. Start with conceptual clarity, teach Te Tiriti and the English text as related but different, and avoid flattening tino rangatiratanga into a vague synonym for ownership.
Mātauranga Māori lens: keep mana, whakapapa, whenua, taonga, and reciprocal obligation visible. Te Tiriti learning should not treat Māori authority as an optional perspective; it should help ākonga understand why rangatiratanga and relationship responsibilities remain active in the present.
Verification note: the three curriculum links below come from the local coverage ledger and a manual check against the official Tāhūrangi Aotearoa New Zealand's histories overview on 8 June 2026. They are suitable as planning evidence leads, but the local statement rows have not yet been marked fully verbatim verified by the curriculum verification pipeline.
Hononga / Systems
Primary fit · local ledgerTM-SS-3-U1: Systems shape how people and groups organise themselves: rights, responsibilities, power, fairness.
How this handout aligns
The resource helps students understand Te Tiriti as a relationship that shapes rights, responsibilities, authority, and fairness in Aotearoa rather than as a disconnected historical artefact.
Systems
Power and fairness
Rights and responsibilities
Evidence to collect: student scenario explanation naming the relationship, responsibility, and fair next step.
Hononga / Governance
Primary fit · local ledgerTM-SS-3-K1: How different systems function in Aotearoa and globally, including iwi, local and national governments: local government, Māori leadership, democracy, dictatorship.
How this handout aligns
The governance and scenario sections give kaiako a way to introduce how iwi and Crown authority sit in relation to one another, and why Treaty questions still matter in civic decision-making.
Iwi and Crown
Māori leadership
Civic systems
Evidence to collect: student explanation of who should be at the table for a local place-name, curriculum, or taonga decision.
Rangahau / ANZH
ANZH fit · provisional rowTM-SS-3-ANZH-D1: Interpreting past experiences, decisions, and actions; make informed ethical judgements about people's actions in the past, basing them on historical evidence and taking account of the attitudes and values of the times, the challenges people faced, and the information available to them.
Kaiako safeguard
The source comparison checkpoint prevents a leap from opinion to judgement. Students should name the text, context, voices, and missing evidence before making a claim about Treaty meaning or present-day responsibility.
Historical evidence
Ethical judgement
Perspective
Evidence to collect: completed source-comparison notes and a revised written explanation after source work.
Rangahau / Source curation
External evidence and media plan
Use these sources deliberately. The aim is to strengthen evidence, text comparison, and perspective rather than overwhelm an introductory lesson.
Archives NZ original sheets
Use before text comparison so students see Te Tiriti as historical documents with specific signatures, places, and survival histories.
Open Archives sheetsArchives NZ text comparison
Use after key kupu to compare how kāwanatanga and tino rangatiratanga shift the relationship.
Open text comparisonNZHistory Teaching Te Tiriti
Use as kaiako planning guidance for local context, source selection, and avoiding shallow principle-only teaching.
Open NZHistory guideWaitangi Tribunal context
Use before Tribunal case studies to explain how breaches, principles, findings, and redress are considered.
Open Tribunal pageTe Ara overview
Use as extension reading or teacher background when moving from foundations into historical consequences and Māori responses.
Open Te Ara overviewRNZ Aotearoa History Show
Use as a listening station with a note catcher: one claim, one piece of evidence, one unanswered question.
Open RNZ episodeLinks checked 8 June 2026. Use local mana whenua, hapū, iwi, marae, or council sources where available, and record who provided the guidance.
Puna Kōrero — Sources and provenance
- Curriculum links: local content-production coverage ledger entries for
TM-SS-3-U1,TM-SS-3-K1, andTM-SS-3-ANZH-D1; official-source row verification is still pending. - Tāhūrangi — Aotearoa New Zealand's histories content overview.
- External evidence sources listed above: Archives New Zealand, NZHistory, Waitangi Tribunal, Te Ara, and RNZ.