Each statement below reproduces the exact text and identifier held in Te Kete Ako's audited unit-edge register. The Social Sciences statement is the unit's primary Phase 4 connection; the English statement supports the assessed persuasive campaign. Neither statement has been paraphrased.
Where this is taught
Kaiako planning snapshot
Learning intentions
Kaiako will use statements 52648 and 90328 to plan a source-based inquiry into activism in Aotearoa and an ethical persuasive campaign for a defined audience and decision-maker.
Success criteria
- I can identify the lesson or assessment evidence that teaches each audited statement.
- I preserve the statement's exact wording and identifier when documenting alignment.
- I select authoritative sources and arrange a local handoff when a campaign concerns specific iwi, hapū, marae, or whenua.
Differentiation, proximity, and inclusion
Scaffold: Begin with one teacher-selected case study and a claim–evidence–action organiser. Move to paired comparison, then independent campaign planning as learners demonstrate readiness.
Extension: Ask learners to explain how platform design changes a campaign's reach, risk, and pathway to institutional action.
Inclusion: Personal social-media accounts, public posting, political disclosure, and lived-experience testimony are never required. Provide de-identified examples, accessible source formats, vocabulary support, and a choice of written, audio, or visual drafting.
Mātauranga Māori and tikanga boundary
Teach named Māori movements through sources created by, or accountable to, the people involved. Do not redefine tikanga concepts as generic digital techniques or ask Māori ākonga to represent an iwi position. Seek local guidance before work involving a specific rohe or choose another kaupapa.