What to do
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Explore a purchasing decision the marae is planning to make. This may be something like buying and installing solar panels, or a new kitchen, or buying a vehicle.
Identify a need, issue, or opportunity the marae has and explore a financial decision they could make to address this. This could be a real need and decision, or it could be a hypothetical need and decision. You should discuss connections between the marae’s pūtake and its decision-making.
- Outline the need, issue, or opportunity the marae has.
- Discuss the pūtake of the marae and its stakeholders. You might consider the importance of tikanga and values such as kaitiakitanga, whanaungatanga, or manaakitanga in the decision-making.
- Describe a range of options the marae could consider to address the need, issue, or opportunity.
- Explain the pros and cons of each option, including some possible consequences for the marae and its stakeholders. This should include how the option addresses the need or opportunity of the marae, as well as financing options for the purchase, and must also incorporate financial data from a financial tool.
- Explain different stakeholders’ perspectives in relation to the options being considered by the marae. Examples of stakeholders could be whānau or kura connected to the marae.
- Use the data from your financial tool to explain the option the marae should choose.
- Analyse the extent to which stakeholder perspectives are being met by the financial decision, eg to what extent will the expectations of the whānau or kura be met?
- Analyse what further actions the marae could take in response to the possible consequences of the decision.
Explore a purchasing decision the marae is planning to make. This may be something like buying and installing solar panels, or a new kitchen, or buying a vehicle.
Identify a need, issue, or opportunity the marae has and explore a financial decision they could make to address this. This could be a real need and decision, or it could be a hypothetical need and decision. You should discuss connections between the marae’s pūtake and its decision-making.
- Outline the need, issue, or opportunity the marae has.
- Discuss the pūtake of the marae and its stakeholders. You might consider the importance of tikanga and values such as kaitiakitanga, whanaungatanga, or manaakitanga in the decision-making.
- Describe a range of options the marae could consider to address the need, issue, or opportunity.
- Explain the pros and cons of each option, including some possible consequences for the marae and its stakeholders. This should include how the option addresses the need or opportunity of the marae, as well as financing options for the purchase, and must also incorporate financial data from a financial tool.
- Explain different stakeholders’ perspectives in relation to the options being considered by the marae. Examples of stakeholders could be whānau or kura connected to the marae.
- Use the data from your financial tool to explain the option the marae should choose.
- Analyse the extent to which stakeholder perspectives are being met by the financial decision, eg to what extent will the expectations of the whānau or kura be met?
- Analyse what further actions the marae could take in response to the possible consequences of the decision.
How to present your learning
You may present your evidence using one, or an equivalent combination of, the following options:
- an oral presentation (three to four minutes)
- a slide presentation (up to eight slides maximum)
- a written report (within 750-800 words)
- a voice recording (three to four minutes)
- a video (three to four minutes).
You may work together in a group to discuss the evidence, but you must individually present your work to show you have met all of the requirements of the Achievement Standard.
You may present your evidence using one, or an equivalent combination of, the following options:
- an oral presentation (three to four minutes)
- a slide presentation (up to eight slides maximum)
- a written report (within 750-800 words)
- a voice recording (three to four minutes)
- a video (three to four minutes).
You may work together in a group to discuss the evidence, but you must individually present your work to show you have met all of the requirements of the Achievement Standard.
Timeframe
You will work on this Assessment Activity in and out of class time. This Assessment Activity should take approximately eight hours to complete.
You will work on this Assessment Activity in and out of class time. This Assessment Activity should take approximately eight hours to complete.
Getting started
When considering the pūtake of the marae, make use of any local knowledge you’ve gained from learning opportunities such as:
- a field trip
- your (your class’s) engagement with local iwi
- the relationship between your school and mana whenua
- a guest speaker.
When considering the pūtake of the marae, make use of any local knowledge you’ve gained from learning opportunities such as:
- a field trip
- your (your class’s) engagement with local iwi
- the relationship between your school and mana whenua
- a guest speaker.
What to do
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Explore a purchasing decision the marae is planning to make. This may be something like buying and installing solar panels, or a new kitchen, or buying a vehicle.
Identify a need, issue, or opportunity the marae has and explore a financial decision they could make to address this. This could be a real need and decision, or it could be a hypothetical need and decision. You should discuss connections between the marae’s pūtake and its decision-making.
- Outline the need, issue, or opportunity the marae has.
- Discuss the pūtake of the marae and its stakeholders. You might consider the importance of tikanga and values such as kaitiakitanga, whanaungatanga, or manaakitanga in the decision-making.
- Describe a range of options the marae could consider to address the need, issue, or opportunity.
- Explain the pros and cons of each option, including some possible consequences for the marae and its stakeholders. This should include how the option addresses the need or opportunity of the marae, as well as financing options for the purchase, and must also incorporate financial data from a financial tool.
- Explain different stakeholders’ perspectives in relation to the options being considered by the marae. Examples of stakeholders could be whānau or kura connected to the marae.
- Use the data from your financial tool to explain the option the marae should choose.
- Analyse the extent to which stakeholder perspectives are being met by the financial decision, eg to what extent will the expectations of the whānau or kura be met?
- Analyse what further actions the marae could take in response to the possible consequences of the decision.
Explore a purchasing decision the marae is planning to make. This may be something like buying and installing solar panels, or a new kitchen, or buying a vehicle.
Identify a need, issue, or opportunity the marae has and explore a financial decision they could make to address this. This could be a real need and decision, or it could be a hypothetical need and decision. You should discuss connections between the marae’s pūtake and its decision-making.
- Outline the need, issue, or opportunity the marae has.
- Discuss the pūtake of the marae and its stakeholders. You might consider the importance of tikanga and values such as kaitiakitanga, whanaungatanga, or manaakitanga in the decision-making.
- Describe a range of options the marae could consider to address the need, issue, or opportunity.
- Explain the pros and cons of each option, including some possible consequences for the marae and its stakeholders. This should include how the option addresses the need or opportunity of the marae, as well as financing options for the purchase, and must also incorporate financial data from a financial tool.
- Explain different stakeholders’ perspectives in relation to the options being considered by the marae. Examples of stakeholders could be whānau or kura connected to the marae.
- Use the data from your financial tool to explain the option the marae should choose.
- Analyse the extent to which stakeholder perspectives are being met by the financial decision, eg to what extent will the expectations of the whānau or kura be met?
- Analyse what further actions the marae could take in response to the possible consequences of the decision.
How to present your learning
You may present your evidence using one, or an equivalent combination of, the following options:
- an oral presentation (three to four minutes)
- a slide presentation (up to eight slides maximum)
- a written report (within 750-800 words)
- a voice recording (three to four minutes)
- a video (three to four minutes).
You may work together in a group to discuss the evidence, but you must individually present your work to show you have met all of the requirements of the Achievement Standard.
You may present your evidence using one, or an equivalent combination of, the following options:
- an oral presentation (three to four minutes)
- a slide presentation (up to eight slides maximum)
- a written report (within 750-800 words)
- a voice recording (three to four minutes)
- a video (three to four minutes).
You may work together in a group to discuss the evidence, but you must individually present your work to show you have met all of the requirements of the Achievement Standard.
Timeframe
You will work on this Assessment Activity in and out of class time. This Assessment Activity should take approximately eight hours to complete.
You will work on this Assessment Activity in and out of class time. This Assessment Activity should take approximately eight hours to complete.
Getting started
When considering the pūtake of the marae, make use of any local knowledge you’ve gained from learning opportunities such as:
- a field trip
- your (your class’s) engagement with local iwi
- the relationship between your school and mana whenua
- a guest speaker.
When considering the pūtake of the marae, make use of any local knowledge you’ve gained from learning opportunities such as:
- a field trip
- your (your class’s) engagement with local iwi
- the relationship between your school and mana whenua
- a guest speaker.