This Assessment Activity should take place at the end of a teaching and learning programme of approximately 8 weeks. The three investigations may be spread throughout a unit of learning. Kaiako will set timelines for ākonga to complete each investigation.

Planning investigations and recording data are not assessed. Ākonga will use their experience of carrying out the investigations to inform their assessment response. The time spent in collection and recording of data is not included in the recommended timeframe for the assessment.

The context of Te Whare Tapa Whā offers numerous links to curriculum concepts. Kaiako may use this to guide ākonga in studying a range of key processes within this context.

Kaiako should use a universal design for learning framework when carrying out this Assessment Activity. This would include:  

• adapting the Assessment Activity to respond to ākonga interest, engagement, and needs such as adapting this activity to suit a different wellbeing context  
• presenting multiple forms of information or reformatting information to improve accessibility for ākonga
• giving ākonga the opportunity to show their learning using different modes such as oral, visual, and text  
• including group work, individual work, and wānanga when preparing for the Assessment Activity. 

To prepare ākonga for the Assessment Activity, kaiako should give guidance and check progress on:   

• selecting a shared context, three questions, and an appropriate investigative approach for each (skeletal methods provided by kaiako) 
• selecting relevant findings (from their data and their experiences during the investigations) to use in their response. 

 The final submission could be completed in approximately 4-6 hours of class time, but this timeframe can be adjusted for the learning needs of ākonga. 

To help make the learning relevant and purposeful for ākonga, kaiako could:

• use health equipment such as a stethoscope, sphygmomanometer, or a microscope
• observe and explore the kawa of rongoā Māori
• engage with community activities which support the wairua of ākonga, such as haka, pōwhiri, poroporoaki, or kī-o-rahi.

Kaiako will provide opportunities for ākonga to learn about the different forms of science investigations (Science Learning Hub):

• modelling
• pattern seeking
• exploring and observing
• classifying and identifying
• fair testing.

Kaiako will support and guide ākonga in developing appropriate research questions and investigative methods. Kaiako may provide a skeletal method to get ākonga started. This may be a written set of steps, a demonstration, or a template that ākonga can refine by selecting parameters or variables to be controlled.

Kaiako may also consider using an alternative indigenous framework for health, such as Fonofale. Fonofale is a Pacific model of health developed by Fuimaono Karl Pulotu-Endemann in the context of Aotearoa New Zealand. Fonofale incorporates the values and beliefs of Pacific communities, and what is considered most important for maintaining good health and wellbeing. This model is represented by a ‘fale’ (Samoan house or hut) with each of its four pou (posts between the roof and foundation of the fale, which ensure it stays up) requiring attention and balance. The pou represent the spiritual, physical, mental, and social aspects of health and wellbeing.