Campaign Proposal & Analysis Worksheet
Youth Climate Action · Antarctica unit, Lesson 4 · Years 9–10
From Knowing to Doing
Part A: analyse a real campaign → Part B: design your own
In Lesson 4 you used Part A to analyse a real youth climate campaign, then Part B to design your own achievable campaign for your kura or community. Keep this — it is the seed of your Lesson 7 Kaitiaki Action Plan.
Part A · Analyse a Real Campaign — He Tātaritanga Kōkiri
Choose one real youth climate campaign (School Strike 4 Climate Aotearoa, Pacific Climate Warriors, Generation Zero, 350 Aotearoa — or one from your own kura or rohe). Answer the four questions with specific detail, not general statements.
Campaign chosen:
He aha? — What was the campaign's specific ask, and what tactics did it use?
Name the one concrete change it asked for, and how it asked (march, petition, direct action, legal challenge, social media…).
Ko wai? — Who organised it, who was the decision-maker, and were Māori and Pacific voices included?
He aha te hua? — What actually changed, or didn't? What was the response?
Be honest — "raised awareness" is not an outcome. What concretely shifted?
He hononga kaitiaki? — Did it carry a kaitiaki or Te Tiriti framing? Could one have made it stronger?
One tactic that worked, and one that didn't:
Part B · Design Your Campaign — Tō Ake Kōkiri
Now design a real, achievable climate intervention for your school or community. Use what worked in Part A. Aim for one specific ask and a decision-maker who can actually say yes.
1. Campaign name — Ingoa Kōkiri
A name that captures the spirit — consider te reo Māori or a local place or value.
2. The specific problem — Te Raru
Not "climate change" in general — something specific and local you can point to.
3. Your one clear ask — Tō Tono
One concrete, achievable change. e.g. "Plant the bottom field in natives by 2027."
4. The decision-maker — Ko wai ka whakaae?
Who has the power to say yes? Principal, Board of Trustees, council, MP?
5. Three tactics — Ngā Mahi
How will you make your ask? Petition, presentation to the Board, local media, connecting with local iwi, art…
6. Kaitiaki connection — He Hononga Kaitiaki
How does this care for the place, its mauri, and the people who come after?
7. Allies and supporters — Ngā Hoa Tautoko
Who in your kura or community could back this? Teachers, whānau, local iwi, groups, business?
8. How will you know you succeeded? — He aha te tohu angitū?
What does success look like — even partial success?
Hononga Marautanga · Curriculum Alignment
Science — Ecosystems (Phase 4 | Years 9–10)
"Researching interventions that address specific ecosystem disruptions, using case studies or local examples to explore the practicalities and outcomes of different solutions (e.g. conservation strategies, sustainable technologies)."
Quoted verbatim from this unit's verified Te Mātaiaho alignment. This worksheet has ākonga research the practicalities and outcomes of real interventions (Part A), then design one of their own (Part B).
🪶 He Kupu Kaitiaki
The Te Tiriti and kaitiakitanga framing in this worksheet is the public, widely-argued case for climate action in Aotearoa — it is not iwi-specific or sacred knowledge. If your campaign touches a particular place, awa or maunga, seek out the mana whenua of that place and let their knowledge lead. A campaign that acts as a kaitiaki begins by listening.