Peer Feedback Form — Kai, Culture, and Climate Unit 10
He Āwhina Hoa · Giving and receiving feedback on your Unit 10 work · Years 7–10
Ngā Whāinga Akoranga · Learning Intentions
- Give specific, evidence-based feedback on a peer's work using a structured framework.
- Receive feedback with openness and identify two concrete improvements to make.
- Understand the role of peer feedback in improving quality of thinking and communication.
- Practise using respectful, constructive language when evaluating others' work.
Paearu Angitu · Success Criteria
- Feedback is specific — it names what exactly is strong or needs improvement (not just "it's good").
- At least one piece of feedback links to the Unit 10 learning intentions.
- Suggestions for improvement are actionable (concrete things the peer can actually do).
- Both giver and receiver complete their sections honestly.
He Āwhina Hoa · Feedback Giver Section
Dimension 1 — Claim Clarity
How clearly does this work state what it is arguing or exploring?
One strength:
One specific improvement:
A question to push their thinking further:
Dimension 2 — Evidence Quality
How well does this work use evidence to support its ideas?
One strength:
One specific improvement:
A question to push their thinking further:
Dimension 3 — Māori/Pacific Perspective Included
Has this work engaged meaningfully with a Māori or Pacific perspective? Is it specific and respectful?
One strength:
One specific improvement:
A question to push their thinking further:
Dimension 4 — Communication Style
How clearly and effectively is this work communicated (vocabulary, structure, presentation)?
One strength:
One specific improvement:
A question to push their thinking further:
Overall rating (circle one): 1 2 3 4 5
1 = needs significant development; 5 = excellent work that meets all learning intentions
Written justification for your rating:
He Whakaaro ā-Kaiwhiwhi · Feedback Receiver Section
Complete this section after reading your peer's feedback.
Two specific things I will act on from this feedback:
1.
2.
One piece of feedback I respectfully disagree with — and why:
Whakaaro ā-Ake · Self-Reflection After Receiving Feedback
How did it feel to receive specific, honest feedback? What does this experience teach you about giving feedback to others?
Hononga Marautanga · Curriculum Alignment
Writing/Speaking: evaluate others' work using appropriate criteria. Give constructive feedback using specific language that identifies evidence and suggests concrete improvements.
Participatory assessment of Unit 10 economic and food justice inquiry work. Practise the skills of collaborative evaluation and learning from peers.
Tuhia ōu whakaaro · Write Your Thoughts
What is the difference between feedback that builds mana and feedback that diminishes it? Give a specific example of each from your experience today.
Aronga Mātauranga Māori
In te ao Māori, the concept of whakaaroaro — deep reflection — is understood as inseparable from kōrero with others. Knowledge is sharpened through exchange, challenge, and refinement across multiple minds. Peer feedback in this tradition is not about finding fault — it is about contributing to another person's mātauranga. When feedback is given with aroha and honesty, it strengthens the relationship between giver and receiver as much as it improves the work. This form asks students to practise that kind of feedback: specific enough to be useful, honest enough to challenge, and generous enough to build mana rather than diminish it.
Ngā Rauemi Tautoko · Resources already provided
- unit-10-week6-news-article-writing.html — a common piece of work students use this feedback form to review
- unit-10-week6-waikato-case-study.html — another piece of inquiry work this form supports assessment of
- unit-10-cash-crop-poster-checklist.html — poster checklist that can be used alongside this feedback form
- unit-10-week5-trade-off-roleplay.html — roleplay activity that this form can be used to evaluate
📋 Teacher Planning Snapshot
Ngā Whāinga Ako — Learning Intentions
Students will engage with this resource to investigate the intersection of kai (food), culture, and climate — exploring how mātauranga Māori approaches to food production, preservation, and distribution offer powerful responses to contemporary food security and climate challenges in Aotearoa New Zealand and globally.
Ngā Paearu Angitū — Success Criteria
- ✅ Students can explain how traditional Māori kai practices (maramataka, kūmara cultivation, rāhui) embody ecological knowledge and food security principles.
- ✅ Students can connect kai culture and climate scarcity to contemporary community action and food sovereignty movements.
Differentiation & Inclusion
Scaffold support: Provide graphic organisers that map traditional kai practices to modern food security concepts at the entry level. Offer extension tasks asking students to research a specific iwi's traditional food system and evaluate its contemporary relevance, or to investigate a local food sovereignty initiative.
ELL / ESOL: Pre-teach domain vocabulary (food sovereignty, food security, kaitiakitanga, rāhui, maramataka) using visual diagrams and real-world examples. Draw connections to students' own cultural food traditions — these are valid entry points into the unit's themes. Allow oral or visual presentation of learning as alternatives to written tasks.
Inclusion: Kai is a universal human experience — all students have a relationship with food, seasonality, and sharing. Neurodiverse learners benefit from concrete, hands-on engagement with these concepts (e.g., examining a kūmara, mapping seasonal foods). Acknowledge diverse economic circumstances sensitively when discussing food security. Choice in how students demonstrate understanding (written, visual, oral) supports inclusive assessment.
Mātauranga Māori lens: The maramataka — the Māori lunar calendar — is one of Aotearoa's most sophisticated environmental data systems, encoding centuries of ecological observation about planting, harvesting, fishing, and weather patterns. Kūmara cultivation in pre-colonial Aotearoa was a feat of agricultural knowledge adapted to a new climate. Rāhui (temporary resource restrictions) is indigenous resource management — conservation before conservation. Kaitiakitanga frames the relationship between people and kai not as extraction but as reciprocal guardianship. These are not historical curiosities — they are living solutions to contemporary problems.
Prior knowledge: Students benefit from foundational understanding of climate change and food systems. No specialist mātauranga Māori knowledge required for entry-level engagement — the unit builds this knowledge progressively.
Curriculum alignment
- Place and Environment — Social Studies: Understand how people's management of resources reflects their values and their view of sustainability — and how mātauranga Māori frameworks provide models for sustainable resource management.
- Ecology — Living World: Understand how human activities and natural factors affect the distribution and abundance of organisms; evaluate the impact of changes on ecosystem health and food systems.