Best for
Lesson 4 source critique, documentary analysis, article comparison, and current-events inquiry.
Unit 5 critical literacy • Years 10-13 • Media framing and representation
Decolonised Media Analysis Template
Use this template to examine how media tells stories about Indigenous peoples, struggles, and resistance. Strong analysis is not just about spotting bias. It is about asking whose voice is centred, what context is missing, and how a story could be made more truthful and more accountable.
Free analysis template, premium adaptation path
This version is ready to use. Te Wānanga becomes useful when you want a podcast-specific, social-media, or junior scaffolded version with sentence stems and local case studies.
- Generate a Phase 3 version with reduced cognitive load.
- Create a source pack focused on one current issue or movement.
- Save class exemplars into My Kete and refine them in Creation Studio.
Kaiako planning snapshot
- Use length: 20 minutes for one source or 35-45 minutes for source comparison.
- Grouping: Independent first, then pair comparison is effective.
- Prep: Select credible and problematic sources on the same issue.
- Teaching move: Push students beyond “biased/unbiased” into evidence, omissions, and framing choices.
- Support / stretch: Support with highlighted prompts; stretch with two-source or three-source comparison.
Resources already provided
- Source details and authority checks
- Voice, framing, and omission prompts
- Space for fact-checking and contextual correction
- Response prompts for respectful reframing
- Matching teacher-only curriculum companion
The strongest classroom move is to model one example and say your thinking aloud.
Ngā Whāinga Akoranga / Learning Intentions
- We are learning how media framing shapes what audiences believe about Indigenous issues.
- We are learning how to identify whose voices are centred, missing, or spoken over.
- We are learning how to critique a source and suggest more accurate, respectful alternatives.
Paearu Angitu / Success Criteria
- I can identify the source, audience, and main framing choices.
- I can explain where context, evidence, or Indigenous voice is missing.
- I can suggest a better framing or follow-up question grounded in evidence.
Curriculum integration / Te Marautanga alignment
The companion page makes the curriculum fit explicit across critical literacy, participation, and evaluation of systems and power.
Mātauranga Māori and media note
Encourage students to notice how stories treat land, whakapapa, sovereignty, and protest. A source can sound neutral while still carrying colonial assumptions.
Source details
Title / media type / date:
Author / platform / organisation:
Quick source check
Who is the intended audience?
What issue or movement is being covered?
Whose voices are centred?
Whose voices are missing or filtered?
What language or images shape the framing?
What context is missing?
1
Identify the claim
What is the main message this source wants the audience to take away?
2
Check the evidence
What evidence is offered, and what would need verifying or contextualising?
3
Reframe responsibly
How could this source better centre Indigenous authority, context, and humanity?
Fact-check and correction table
| Claim or quote | Check with what source? | What did I confirm, challenge, or correct? |
|---|---|---|
My overall judgement
A more respectful headline, caption, or framing
Hononga Marautanga · Curriculum Alignment
The Arts — Ngā Toi
Level 3–4: Apply design thinking and artistic skills to communicate ideas and meaning; make informed choices about techniques, media, and presentation for specific purposes and audiences.
Social Sciences — Tikanga ā-Iwi
Level 3–4: Understand how arts and design reflect and shape cultural identity; recognise how Māori and Pacific artistic traditions carry knowledge, history, and cultural values.
Aronga Mātauranga Māori
Māori artistic traditions — tā moko, kōwhaiwhai, tukutuku, whakairo, and kapa haka — are not simply aesthetic expressions: they are knowledge systems that encode whakapapa, tribal history, and cultural values in visual and performative form. The design choices made in Māori art are deliberate and meaningful, and the knowledge required to "read" them correctly is part of the mātauranga held by each iwi. When students engage with artistic design, they are participating in a form of communication that Māori practitioners have developed over centuries. Designing with cultural awareness means understanding that images, patterns, and forms carry obligations — especially when they draw on traditions that belong to others.
Tuhia ōu whakaaro · Write Your Thoughts
Reflect on what you have learned today. What was the most important idea? What question do you still have?
Ngā Rauemi Tautoko · Support Materials
This handout is designed to be used alongside the broader unit resources available at Te Kete Ako handouts library. Related resources from the same unit are linked in the unit planner. All resources are provided — no additional preparation is required to use this handout in your classroom.
📋 Teacher Planning Snapshot
Ngā Whāinga Ako — Learning Intentions
Students will investigate global indigenous solidarity movements through a historical lens, using whakapapa of resistance to trace how communities have organised across borders to assert tino rangatiratanga and mana motuhake. This unit connects Aotearoa's struggle for sovereignty to broader international movements for indigenous rights and decolonisation.
Ngā Paearu Angitū — Success Criteria
- ✅ I can analyse and compare perspectives from multiple indigenous resistance movements globally.
- ✅ I can explain how solidarity across difference has strengthened indigenous rights campaigns.
- ✅ I can evaluate the significance of international indigenous solidarity for Aotearoa New Zealand.
Differentiation & Inclusion
Scaffold support: Provide graphic organisers for comparing movements. Entry-level tasks focus on identifying key events; extension tasks require evaluating the effectiveness of solidarity strategies and writing a persuasive historical argument.
ELL / ESOL: Pre-teach key historical terms (sovereignty, solidarity, colonisation, decolonisation). Provide bilingual glossaries where available; allow discussion in home language first.
Inclusion: Use structured note-taking templates and chunked readings. Neurodiverse learners benefit from visual timelines and choice in how they demonstrate understanding — oral, visual, or written formats all valid. Ensure content is presented sensitively given the potential for personal connection to histories of dispossession.
Mātauranga Māori lens: Centre whakapapa as a methodology — tracing the genealogy of resistance ideas across cultures and time. Frame the hīkoi as both a political act and a cultural expression of rangatiratanga. Connect to the whakataukī: "He aha te mea nui o te ao? He tangata, he tangata, he tangata."
Prior knowledge: Best used after foundational study of colonisation and the Treaty of Waitangi. Familiarity with basic historical inquiry skills is recommended.
Curriculum alignment
- Social Studies — Understanding: Students understand that historical and contemporary events reflect the perspectives and interests of those involved and their significance for different groups.
- Social Studies — Understanding: Students understand how the Treaty of Waitangi has shaped New Zealand society and the ongoing significance of indigenous rights.