Kaitiaki Tikanga: Nau mai, haere mai. Welcome to our whare warming. Today, we celebrate the completion of this work. We gather not for a test, but for a showcase of taonga. We are here to witness the knowledge and the creativity of our young rangatira.
Kaitiaki Toi: The weaving is complete! The stories are ready to be told. I am so excited to see the beautiful and powerful gifts you have all created. Let this be a celebration of your hard work and your powerful voices.
Knowledge (Māramatanga)
- Understand the purpose of a showcase is to celebrate and share learning.
- Recognise the high quality of work produced by their peers.
Skills (Pūkenga)
- Clearly and confidently present their project to an audience.
- Listen respectfully and actively to the presentations of others.
- Provide constructive, positive, and specific feedback to their peers.
Values (Wairuatanga)
- Take pride in their completed work and the work of their peers.
- Value the process of sharing knowledge as a gift (koha).
- Feel a sense of collective achievement and community success.
Media Anchor | Watch & Discuss (10 minutes)
Video Anchor: Māori systems and kaitiakitanga
Close the unit by grounding showcase reflections in governance, sovereignty, and long-term stewardship.
- How does your final project uphold kaitiakitanga and digital rangatiratanga?
- What is the most important next step after showcase to keep impact alive?
Whakatūwhera | Setting the Stage (5 minutes)
Main Activity: Welcome to the Whare Warming
- The teacher formally welcomes the class to the showcase. They explain that the purpose of a whare warming is to fill a new house with life, stories, and good energy. "Today, you are filling our collective digital whare with your knowledge." They introduce the 'Peer Feedback Form' and the importance of being a supportive and attentive audience.
Main Learning | The Showcase of Taonga (50 minutes)
Main Activity: Presentations
- Presentations (5-7 minutes per group): Each whānau group presents their finished digital taonga to the class. They should:
- Introduce their chosen `taha` and audience.
- Explain the well-being need they addressed.
- Showcase their digital taonga (play the video, demonstrate the quiz, etc.).
- Briefly explain their key design and cultural choices.
- Audience Role: While other groups are presenting, students are to be actively listening and filling out a 'Peer Feedback Form' for each group.
Consolidation | The Exchange of Koha (15 minutes)
Main Activity: Giving and Receiving Feedback
- Giving Feedback (10 mins): Students give their completed, anonymous feedback forms to the respective groups.
- Receiving Feedback (5 mins): Groups read through the feedback they have received from their peers.
Whakakapi | The Final Farewell (5 minutes)
Main Activity: The Last Word
- The four kaiako offer their final words:
- Kaitiaki Pūtaiao: "The experiment was a success. You have gathered data, analysed systems, and engineered solutions. The results are impressive."
- Kaitiaki Hauora: "You have shown great care for each other. You have learned to be guardians of well-being. I am proud of the empathy you have shown."
- Kaitiaki Toi: "You have created works of beauty and power. You have told important stories with skill and with heart. You are all true artists."
- Kaitiaki Tikanga: "Our whare is warm. It is filled with light and knowledge. You have looked to the past to guide you, and now you walk into the future as rangatira, as kaitiaki. The work is complete. Kia kaha."
Curriculum alignment
- Ecosystems — Knowledge: Human activity and technology impact the environment.
- Matter Interactions and Energy — Knowledge: Resistors can convert electrical energy into other forms, like thermal or light.
- Ecosystems — Knowledge: Organisms need fuel (sugars) and nutrients to carry out life processes.
📋 Teacher Planning Snapshot
Ngā Whāinga Ako — Learning Intentions
Students will engage with this resource to explore digital kaitiakitanga — applying tikanga Māori principles of guardianship, manaakitanga, and whanaungatanga to their digital lives, spaces, and technologies.
Ngā Paearu Angitū — Success Criteria
- ✅ Students can explain how kaitiakitanga applies to digital environments and online communities.
- ✅ Students can connect tikanga Māori values to ethical decision-making in digital contexts.
Differentiation & Inclusion
Scaffold support: Provide sentence starters and visual frameworks to scaffold access at the entry level. Offer extension tasks that deepen ethical analysis — for example, comparing digital tikanga principles to international AI ethics frameworks.
ELL / ESOL: Pre-teach key kupu (kaitiakitanga, manaakitanga, whanaungatanga, tikanga) with bilingual glossaries. Allow students to express ideas in their home language first before translating to English.
Inclusion: Chunk tasks and provide clear visual instructions. Neurodiverse learners benefit from structured choice in how they demonstrate understanding (e.g., verbal, written, or visual). Affirm diverse digital experiences as valid starting points.
Mātauranga Māori lens: Digital kaitiakitanga frames technology through Te Ao Māori — our digital spaces are extensions of our marae, our data is part of our whakapapa, and our online behaviour reflects our mana. Tikanga Māori provides a powerful ethical compass for navigating the digital world.
Prior knowledge: No specialist digital technology knowledge required for entry-level engagement. Best used after introductory lessons on tikanga Māori or as part of a digital technologies unit.
Curriculum alignment
- Te Mātaiaho (2025) · Technology · Phase 4 (Years 9–10) · Design, Make, and Innovate (Knowledge): “Digital content and data must be created, stored, and shared ethically and legally, respecting privacy, attribution, intellectual property, and local cultural considerations.”
- NZC (2007) · Technology · Level 5: “Analyse their own and others’ planning practices to inform the selection and use of planning tools. Use these to support and justify planning decisions (including those relating to the management of resources) that will see the development of an outcome through to completion.”