Kaiako must ensure that ākonga are clear on the purpose for exploring the health of the awa using data.

When planning the Teaching and Learning Programme, kaiako should consider including the following:

• The values that different groups hold about awa, related to their perspectives.
• Awa are understood as ancestors.
• Mana whenua have a relational connection to awa, including what is in the awa, through whakapapa. The awa is considered to have mauri.
• The processes that have created the awa whakapapa back to atua such as Ranginui, Papatūānuku, Tāwhirimatea, and Tangaroa.

Kaiako can provide data to ākonga related to this purpose or the ākonga can collect data related to the purpose. Ākonga could use both primary and secondary data in the assessment. The data can be both quantitative or qualitative.

This data might include:

• information on the mauri of the awa: such as the smell of the awa; the sound of the awa, evidence of bird life and eels in the awa, evidence of pollution, or obstructions in different parts of the awa.
• data collected from surveys with local people about the awa
• data from historical photographs or maps or from sources such as newspaper articles or other media
• data from local council about the awa
• evidence of e-coli; nitrates; temperature or clarity of the awa
• how the health of the awa changes in different parts, for example upper, middle, and lower reaches, and perhaps over time.

Ideally, ākonga will have a range of data so that they can explore the environment thoroughly.

Kaiako could include opportunities during the year for ākonga to:

• learn how to record data
• learn about how people’s values can influence how primary data is collected
• look at examples of how data is processed
• brainstorm different methods they could use to present data that are appropriate to use within this taiao. This could include quotes, annotated photographs, graphs, and diagrams.
• practise using different techniques and methods to present data from both primary and secondary data, including qualitative data
• practise writing findings (results) and drawing a conclusion from the information that they have presented. They should know how to include their results shown in presentations into their findings.
• understand that data can have strengths and limitations when exploring an environment
• understand that additional data can provide for a richer understanding about an environment.

A Teaching and Learning Programme should provide opportunity for ākonga to use mātauranga Māori to explore data related to the health of the awa.

While this Assessment Activity focuses on the health of an awa, kaiako may choose to focus on a different context of investigation that is of interest or relevance to ākonga, using the same approach as shown in this Assessment Activity.