Mātauranga Māori constitutes concepts and principles that are richly detailed, complex, and fundamental to Māoridom. It is important to remember that the practice of these are wider and more varied than their use within the proposed NCEA Achievement Standards and supporting documentation.

We also recognise that the cultures, languages, and identities of the Pacific Islands are diverse, varied, and unique. Therefore the Pacific concepts, contexts, and principles that have been incorporated within NCEA Achievement Standards may have wide-ranging understandings and applications across and within the diversity of Pacific communities. It is not our intention to define what these concepts mean but rather offer some ways that they could be understood and applied within different subjects that kaiako and students alike can explore.

The intent of the Standard

The purpose of this Standard is for ākonga to show their understanding of the role of science ideas in decision-making. Real-world applications of science ideas can be complex and variable. Decision makers use science-informed ideas and ideas from other perspectives to make decisions.

Many individuals have opinions about local issues, and opinions can change rapidly. This Achievement Standard is not about examining individual opinions.

Perspectives are shaped by values and informed by a body of knowledge such as mātauranga Māori, Pacific knowledges, science, economics, history, or politics. For the purpose of this Achievement Standard, ākonga will identify two different perspectives that relate to a local issue: a science perspective and another perspective held by a group.

Recognising the importance of multiple knowledge systems is an essential skill for using science knowledge appropriately. The intention of this Standard is not to force comparisons between different perspectives or knowledge systems, but to recognise that different perspectives are important. The two perspectives that ākonga consider (science and another) do not have to be opposing. Different perspectives can support the same outcome but may have different considerations. Different perspectives could also support different outcomes. The intention is for ākonga to show their understanding of complex real-world decision-making, in a science context. Ākonga who understand why decisions have been made, and the complexity of decision-making, are better placed to recognise the influences acting on local issues.

Decisions about local issues have associated costs, consequences, and benefits. Responsible decision-making involves careful consideration about both people and resources. Decision makers need to consider multiple perspectives to make a decision that is in the best interests of those affected.

This Standard aligns with the following items of Significant Learning:

• consider mātauranga Māori alongside science in contexts that relate to Aotearoa New Zealand
• consider Pacific knowledges alongside science in contexts that relate to the Pacific
• consider how different perspectives can be used when making decisions on socio-scientific issues
• consider how the values and needs of a society can influence the focus of scientific endeavours.

Making reliable judgements

As part of the evidence provided, ākonga must show understanding of a science-based idea, and an understanding of one related perspective informed by a different body of knowledge. The two perspectives do not have to be in conflict, for example, mātauranga Māori, Pacific knowledges, economics, politics, and ecology all provide different perspectives but would all support sustainable fishing practices.

Ākonga will need to think about the relationship between the perspectives and how they are relevant to the local issue. At higher levels of achievement, ākonga will need to show an understanding of why a response was made in relation to their chosen issue, and why more than one perspective was important in this decision-making.

At all levels of achievement, ākonga must show understanding of tiakitanga in the context of responsible science practice in a local issue.

Collecting evidence

This Achievement Standard has a research component that may include written, oral, and visual resources. Ākonga will need to keep a record of their resources so that they can be referenced. Kaiako may use milestones to support ākonga with time management, and to collect evidence of authenticity.

The information resources for this Standard can be collected by ākonga individually, or as part of a group. Ākonga will identify their contribution to any group findings. The final assessment will be individual.

The final assessment could be written, oral, digital, or presented in a format agreed to in discussion with kaiako, and which allows ākonga to meet all aspects of the Standard.

Possible contexts

This Standard has a particular focus on local curriculum. The issue chosen as a case study should have both a science element, and relevance to ākonga. For example, ākonga living in coastal communities may be interested in sustainable fishing quota, but ākonga living inland may be more interested in reforestation practices.

When researching perspectives informed by a knowledge system other than science, ākonga could consider:

• mātauranga Māori
• Pacific knowledges
• historical or societal practices.

In Aotearoa New Zealand it is important to consider the views of local iwi who have kaitiaki responsibilities over local whenua, awa, and moana.

It is also important that contexts for study are selected with respect for whānau and ākonga. Kaiako need to be mindful that personal, religious, or cultural views will inevitably influence responses to an issue. These should not prevent ākonga from achieving the Standard, provided they have demonstrated clear understanding of the science ideas involved in an issue. Guidance may be needed in the choice of contexts or issues to enable ākonga to engage fully with all aspects of the task.

Standard Exclusions

This Standard has one or more exclusions, or Standards that assess the same or similar learning. These Standards are excluded against one another to prevent assessing the same learning twice. You can only use credits gained from one of these standards towards your NCEA qualification.

Find out more about the NCEA Level 1 Exclusions List.

Literacy and Numeracy Requirements

This Achievement Standard has been approved for literacy in the transition period (2024-2027). 

Full information on the co-requisite during the transition period: Standards approved for NCEA Co-requisite during the transition period (2024-2027).