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

Spatial distribution is a key aspect of geographic thinking. Being able to understand where a phenomenon is located, why it is there, and its impacts on place, is valuable for ākonga to make informed and responsible decisions that will help their communities and environments.

In this Standard, impacts are changes to aspects of a place due to a phenomenon. Examples include changes to the environment, access to resources, or the ways that people are able to interact with each other.

By understanding place, ākonga can think about the places that matter to them and other people and appreciate how and why they matter. This is important for ākonga to embrace their tūrangawaewae within te taiao, and practise manaakitanga.

This Standard requires ākonga to use pattern-seeking and critical thinking skills to identify and understand the spatial distribution of a phenomenon and its impacts on place. In doing so, ākonga will develop their ability to apply their geography learning when engaging with the world around them.

Ākonga can consider how the spatial distribution of a phenomenon can change over time, and how this impacts on place. In Aotearoa New Zealand contexts, ākonga may recognise the role that people have had in changing the distribution of a phenomenon.

It can be part of a unit of learning that draws on the following Significant Learning:

• describe natural and cultural phenomena within te taiao 
• explore spatial distribution
• explore impacts of people within te taiao and consider the consequences of them.

Making reliable judgements

Ākonga will be assessed on their ability to describe, explain, and analyse the spatial distribution of a phenomenon and its impacts on place.

In this Standard, ākonga will look at multiple instances of a phenomenon across a geographic area. For example, they may explore different wetlands across Aotearoa New Zealand. Ākonga will describe the spatial distribution of these instances of a chosen phenomenon by discussing proximity to something, the pattern of location, or the arrangement of phenomenon. Using geographic terms such as ‘clustered’ or ‘linear’ when discussing the spatial distribution will support demonstration of understanding.

Kaiako will make judgements of the ability of ākonga to describe factors or processes, or a combination of both, that contribute to the spatial distribution of the phenomenon. Ākonga could describe at least two factors, or at least two processes, or a combination of at least one factor and one process. At higher levels of understanding, ākonga will be able to explain or examine the factors or processes. For example, they might explain how they have changed over time, or give insight about the details or reasons for them. Ākonga who examine them might, for example, detail how the overarching process of settlement of people involves various processes over time that contribute to the spatial distribution of the phenomenon.

Ākonga will also describe impacts of the phenomenon on place. At higher levels of understanding, they will be able to give reasons for them and make judgements about the significance of the impacts on place. For example, they might conclude which impacts are most significant, and explain how they could be mitigated or changed.

Ākonga will also be assessed on their ability to include relevant evidence and geographic terminology. Deeper understanding of this Standard will be demonstrated by their ability to use evidence and geographic terminology effectively, to support and develop their explanation. Kaiako should include geographic terminology in the Teaching and Learning Programme so that ākonga can use these terms correctly.

There is opportunity for ākonga to use spatial tools, such as GIS and mapping skills, to describe the spatial distribution of a phenomenon.

Collecting evidence

Ākonga are able to present their evidence in whatever manner they think is most appropriate to convey their understanding.

For te ao Māori contexts, connection with local te ao Māori knowledge holders is encouraged to engage with kōrero tuku iho in a way that honours Te Tiriti o Waitangi.

Possible contexts

The focus of this Achievement Standard on place provides an opportunity for ākonga to apply mātauranga Māori related to the spatial distribution of a phenomenon, and its impacts on place. When selecting such a context, it is important to recognise that iwi, whānau, and hapū have tino rangatiratanga over their mātauranga, and engagement with their kōrero tuku iho and taonga tuku iho must be carried out in ways that honour Te Tiriti o Waitangi.

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).