Phase position
Phase 4 of 4. Bring your Phase 3 argument scaffold with you. Your claim and evidence points are the foundation for your conclusion.
Unit 7 AI Literacy • Years 8–11 • Guided inquiry • Phase 4 of 4 • Print-ready
Guided Inquiry Phase 4: Conclusion and Action
Phase 4 is the final stage of your inquiry. You have gathered evidence and built an argument — now you synthesise everything into a clear conclusion and make a plan to share your learning with someone who needs to hear it. Learning something important without sharing it is only half the job.
Free conclusion scaffold, premium presentation builder
Use this sheet for the synthesis and planning. Open Te Wānanga if you want a tailored presentation outline, a speech scaffold, or help turning your conclusion into a specific format for assessment.
Ngā Whāinga Akoranga / Learning Intentions
- We are learning to synthesise our inquiry findings into a clear, supported position.
- We are learning to identify a real audience who should hear our conclusions.
- We are learning to plan how to share our learning in a way that could create real change.
Paearu Angitu / Success Criteria
- I can write a clear conclusion that directly answers my inquiry question using my evidence.
- I can name a real audience, explain why they need this information, and plan how to reach them.
- I can describe what I want my audience to think, feel, or do differently as a result.
My inquiry (carried from Phase 3)
My inquiry question
My claim (from Phase 3)
1. Synthesis questions
These questions help you process everything you found before you write your conclusion. Take your time — your answers here shape your final statement.
What did I find out? (2–3 key findings)
What surprised me most?
What changed my thinking during this inquiry?
What question do I still have that I could not answer?
2. My conclusion
A good conclusion directly answers your inquiry question, summarises the most important evidence, and says why the finding matters — not just for you, but for others. Aim for 3–6 sentences.
3. Action planning grid
Every important finding deserves an audience. Use this grid to plan how to share what you have learned beyond this classroom.
| Question | Your answer |
|---|---|
| Who needs to know this? Name a specific person, group, or organisation — not just "everyone" |
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| Why does this audience need to hear it? What decision could they make differently if they knew what you found? |
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| How will I share it? e.g., presentation, poster, letter, video, social media post, class exhibition |
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| What should change as a result? One concrete thing your audience could do, stop doing, or think about differently |
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| What might make it hard to share? Think about barriers — time, access, who listens, power |
4. Presentation planning
Format I will use
e.g., spoken presentation, poster, report, video, letter to the editor
My audience
My key message (one sentence)
What I want my audience to do, think, or feel
Three things I will include to make my presentation convincing
5. Kōrero tuku iho — passing knowledge on
Kōrero tuku iho — "words handed down" or "knowledge passed on" — is the Māori concept of transmitting important understanding from one person or generation to the next. When you learn something that matters, the knowledge carries a responsibility: to share it carefully and purposefully with those who need it. This is also why whakapapa (genealogy, connection) matters in knowledge — it traces where an idea comes from and where it is going. Your inquiry conclusion is part of a chain: someone gathered the data, you analysed it, and now you pass it forward.
Who are you passing this knowledge to, and what responsibility comes with it?
Hononga Marautanga / Curriculum Alignment
This scaffold aligns with the Digital Technologies and Technology learning areas — specifically the strands on computational thinking, ethical use of technology, and designing outcomes for real purposes and audiences. The action planning grid connects to the NZ Curriculum Key Competency Participating and Contributing: students move beyond analysis to consider how they can act as informed, engaged citizens in a digital society. The English learning area is also engaged through the structured presentation planning component.
Aronga Mātauranga Māori
The concept of kōrero tuku iho — passing knowledge on — is foundational in mātauranga Māori. Knowledge is not held by an individual for private benefit; it has whakapapa (genealogy, provenance) and it carries obligation. When a student completes an inquiry and shares their conclusions, they are participating in a tradition of knowledge stewardship. This framing also connects to kaitiakitanga: the responsibility that comes from knowing something matters. In the context of AI literacy, if a student discovers that a particular AI system harms their community, kaitiakitanga asks: what do I do with that knowledge? Sharing it carefully, accurately, and with the right audience is the answer.
Resources already provided / Ngā Rauemi Hono
What to print: one copy per student alongside their completed Phase 3 sheet. All referenced resources are provided as separate handouts — see links below.
- Guided Inquiry Phase 3 — analysis and evidence scaffold (previous step)
- AI News Analysis — useful if your presentation includes media references
- AI Bias Detection Lab — evidence to strengthen conclusions about bias
- Teacher Discussion Guide — facilitation support for the action sharing phase
- AI Ethics and Bias — conceptual support
Pathways through Phase 4
Tīmata: Complete the synthesis questions and write a 3-sentence conclusion.
Identify one audience and one format.
Paerewa: Complete all sections with specific, thoughtful answers. Present
to the class or a peer.
Tūāpae: Complete all sections, deliver your presentation to a real external
audience (school leadership, community group, another class), and reflect on how the audience
responded.
Curriculum alignment
- Digital Technologies — Progress Outcome: Students understand how digital systems store, represent, and transmit data and consider the ethical implications of digital technologies on society.
- Digital Technologies — Progress Outcome: Students can identify and describe the key components of digital systems and how they interact.