Teaching resources developed from real placement needs, then built far enough that another kaiako can reuse them. The same work serves classroom practice, portfolio evidence, Te Kete Ako and — only after genuine use and independent verification — a pathway toward K2 Emerald.
A six-phase Year 9 unit running CAUSES → CHOICE → EXPERIENCE → CONTESTED LOYALTY → PEACE → MEMORY. It keeps Māori service, conscription and contested loyalty in view rather than telling a single national story, and asks whose WW1 is being remembered. Built with a projectable classroom deck and per-phase presenter scripts so the sequence can be taught from the front of the room.
An eight-lesson unit built around one conceptual problem: human rights, civil rights, Indigenous rights, Te Tiriti rights and tino rangatiratanga get collapsed into a single word. The unit keeps them distinct and makes the distinction do analytical work in every case study — Ngā Tamatoa and the 1972 petition, the 1975 Land March, Takaparawhau, the 1981 tour, and the institutions that followed.
External preparation through Nielsen heuristics, mātāpono Māori, accessibility, principle discrimination and exam transfer. Developed from the class's existing sequence rather than replacing it.
A bridge for senior students who need stronger source literacy: source roles, provenance, finding evidence, bias and perspective, corroboration, archival silences, and AI as a mediation layer. Students can test past foundations they already understand rather than being forced through a remedial sequence.
Governing rule: Trace the claim home.
Eight lessons built around named actors and specific events rather than a generic story of protest: Ngā Tamatoa and the 1972 te reo petition, the 1975 Land March, Takaparawhau, the 1981 Springbok Tour, and the turn from protest into institutions. Its spine is keeping five ideas distinct — human rights, civil rights, Indigenous rights, Te Tiriti rights and tino rangatiratanga — with four questions applied to every event: who has the right, who recognises it, who can deny it, and what gives that right authority.
Comparison without conflation: the US Civil Rights Movement appears as background, but Māori resurgence is not framed as New Zealand’s version of it.
The subject matter differs, but the professional pattern is the same: identify a specific learning problem, ground the response in the relevant authority, build resources that can be taught without hidden context, use them with real students, then revise from evidence. The portfolio records the process; Te Kete Ako carries the reusable teaching artefact.