Kaiako must ensure that ākonga are clear on the purpose of this task, which is to explore a public space using data.

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

• The importance of public spaces for people, especially in urban environments.
• The changing role of leisure and work.
• The history of the public space and changes in the area over time.
• How public spaces are improving health and well-being of communities.

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 quantitative or qualitative, or both.

This data might include:

• information on the topography of the area — aerial photographs which could be provided or oblique photographs which students could take
• data collected from local knowledge holders about the area and the history of the public space being investigated
• data from sources such as newspaper articles or other media about the public space — how it has developed or changed over time. Data could also include how the public space has been created or changed by different groups, such as local iwi or rangatahi.
• evidence of use of the public space by different groups; satisfaction with the facilities in the public space and also the range of facilities provided could also be used.

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

Kaiako should 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 environment. 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, using their presented data
• 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 selected public space.

While this Assessment Activity focuses on a public space, 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.