Social Sciences (Ngā Mahinga Ohaoha)
plu_code: SocialSciencesPhase3EconomicAc40How it is taught
Students explore the global and local food production sectors. They contrast traditional agricultural practices (kūmara cultivation) with monoculture export cash crops (wheat/potatoes) and globalized commodity networks (rice trade).
Social Sciences (Ngā Mahinga Ohaoha)
plu_code: SocialSciencesPhase3EconomicAc3How it is taught
Students build personal and household food budget pie charts, analysing the trade-offs families must make under conditions of rising prices and limited resources.
Social Sciences (Ngā Mahinga Ohaoha)
plu_code: SocialSciencesPhase3EconomicAc68How it is taught
During the Lesson 5 roleplays and budgeting exercises, students simulate consumer choices under scarcity, identifying opportunity costs and evaluating food security versus personal wants.
Aligned Lessons:
Aotearoa New Zealand's Histories (Do)
plu_code: AotearoaNewZealandsHistoriesPhase3Do7How it is taught
Students construct and test a cause-and-effect account of the Irish Potato Famine. They distinguish crop failure from the economic and political choices that shaped access to food, compare perspectives, and identify how interpretations of responsibility differ.
Aligned Lessons:
Technology (Biotechnology)
plu_code: TechnologyPhase3DesignMake104How it is taught
Students study kūmara cultivation and the innovation of rua kūmara (storage pits) as traditional biotechnology, reflecting on how technological preservation methods are aligned to seasonal values.
Aligned Lessons:
Kaiako planning snapshot
Source-status note: the active curriculum corpus was unavailable during this audit. Every marked quotation above was byte-checked against a recovered Ministry curriculum source; the quoted wording is evidence, while the alignment judgement remains a transparent teacher decision.
Learning Intentions
- Explain how scarcity, primary production, trade, climate, and decisions shape access to kai.
- Use sources and data to build a cause-and-effect explanation and evaluate a food-system response.
- Apply economic, historical, and mātauranga Māori lenses without collapsing their different purposes.
Success Criteria
- I can connect a claim to a named curriculum statement and specific lesson evidence.
- I can identify whose decisions, knowledge, labour, and interests are visible or missing.
- I can cite dated sources and justify an ethical, realistic food-sovereignty response.
Entry, on-level, and extension
Entry: use labelled supply-chain diagrams, vocabulary cards, oral rehearsal, and one worked source. On-level: require a claim–evidence–reasoning paragraph plus a mapped system. Extension: compare two food systems or test how the outcome changes under a different climate, price, or policy condition.
Inclusion and neurodiversity
Discuss food insecurity without asking learners to disclose household circumstances. Offer chunked research checkpoints, predictable templates, read-aloud or audio access, low-distraction work options, and equivalent oral, visual, or written ways to show reasoning.
Mātauranga Māori lens
Teach kūmara cultivation, rua kūmara, kaitiakitanga, and food sovereignty as knowledge systems grounded in relationships among whenua, whakapapa, climate, collective responsibility, and authority. Follow local mana whenua guidance for local histories and māhinga kai; do not ask Māori students to speak for all Māori or treat cultural knowledge as free classroom content.