This framework uses Indigenous consultation principles to provide respectful, constructive feedback on system designs.
1. Mihi & Whakapapa (Introductions & Context)
Connection: How does this system connect to our values and community needs?
Relationships: Who benefits and who might be affected by this system?
2. Kōrero (Discussion & Analysis)
Strengths: What works well in this design? What honours our principles?
Concerns: What might cause problems or exclude people?
Missing Elements: What important aspects haven't been considered?
3. Whakatōhea (Collective Wisdom)
Collaborative Suggestions: How can we improve this system together?
Resource Sharing: What can our community contribute to make this work?
4. Whakakapi (Moving Forward)
Next Steps: What are the most important changes to make first?
Support Needed: How can we help this system succeed?
📚 Teacher Resource Notes
Purpose: Provide a culturally responsive peer feedback framework grounded in manaakitanga and collective wellbeing.
Ngā Whāinga Ako — Learning Intentions
Students will engage with this resource to build understanding of systems, governance, and civic action in Aotearoa New Zealand, connecting to Te Ao Māori principles.
Ngā Paearu Angitū — Success Criteria
✅ Students can give feedback that is specific, kind, and constructive using the framework.
📋 Teacher Planning Snapshot
Differentiation: Provide sentence starters or word banks for students who need scaffold support. Extend capable learners by asking them to find a real-world NZ example connected to this resource. Support ELL students with vocabulary pre-teaching. Adapt for neurodiverse learners by offering choice in how they record their thinking.
Prior knowledge: Best used after the relevant lesson or as an introductory hook. No specialist prior knowledge required.
Curriculum alignment
Te Mātaiaho (2025) · Social Sciences · Phase 3 (Years 7–8) · History (Knowledge): “Exclusion of most Māori men from the political system and voting due to the property-based franchise and Māori communal landholding practices. Traditional leadership structures based on mana and whakapapa were not incorporated into colonial governance frameworks, contributing to differing understandings and reduced representation.”
NZC (2007) · Social Studies · Level 4: “Understand how the ways in which leadership of groups is acquired and exercised have consequences for communities and societies.”