"Nāu te rourou, nāku te rourou, ka ora ai te iwi"
With your basket and my basket the people will thrive
Students investigate need, design purposeful responses, and evaluate solutions in relation to users, context, and impact.
How this lesson aligns
The lesson explicitly moves from empathy and problem definition into ideation, selection, and critique. It supports technology learning by making the relationship between user need, values, and design decision visible.
Primary planning anchor for design-process and solution-development learning.
Students use inquiry, perspective taking, and collaborative discussion to define problems and justify action.
How this lesson aligns
Students ask who is affected, what matters to them, and which solutions are worth pursuing. That gives the lesson a strong inquiry and social-problem-solving dimension rather than reducing design to product aesthetics.
Useful when integrating technology with social sciences, enterprise, or local curriculum problem-solving.
Students recognise that innovation in Aotearoa should respond to people, place, and values rather than novelty alone.
How this lesson aligns
The lesson foregrounds Hangarau Māori, local context, and the ethics of design. That places tikanga, sustainability, and collective benefit inside the design brief rather than as an afterthought.
Strong fit for schools wanting design thinking to be culturally located and community-responsive.
Students learn through modelling, iterative feedback, and gradual movement from shared challenge framing into independent design.
How this lesson aligns
The sequence is intentionally scaffolded: issue framing, empathy, question-writing, ideation, and concept selection. This gives kaiako strong checkpoints for mixed-confidence classes before any major project work begins.
Use this to justify the lesson’s role as a pre-project design foundation, not just a brainstorming exercise.