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

The aim of this Standard is for ākonga to explore an environment. In geography, this is done using primary and secondary data. The data gathered should represent different characteristics of an environment.

Data can show the interconnections between different elements within te taiao. Using and understanding data can help ākonga to have a relevant and meaningful understanding when exploring an environment. Ākonga will be equipped to make informed and responsible decisions about their environment, such as how it should be used by people, and how to improve its health. Being able to present data, and understand other people’s presented data, is also valuable for communicating and collaborating with other people. By understanding how data can strengthen and limit understanding of an environment, ākonga will be able to gather data more effectively and make findings from it. They will also be able to critically analyse different understandings of environments.

This Standard offers ākonga an opportunity to draw on and develop skills from the geography kete. They will be able to ask questions about te taiao, and answer them using relevant geographic methods, perspectives, and knowledge systems. Ākonga should be encouraged to participate in the collection of primary data. Local contexts should be explored to make this more possible. This can also mean that exploration is more meaningful to ākonga and their communities.

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

• investigate how natural processes have consequences within te taiao
• know how kaitiakitanga can shape the relationship between ngā tangata and te taiao
• explore impacts of people within te taiao and consider the consequences of them.

Making reliable judgements

Ākonga will be assessed on their ability to explore, interpret, or analyse an environment using data. Presented data refers to ākonga processing and presenting data by choosing the visual that most effectively shows their findings from the data.

As part of a broad Teaching and Learning Programme, ākonga should learn different ways data can be presented and which method is the best to use for the context the data represents. Presented data could be in the form of a variety of visuals, such as maps, photographs, graphs, and diagrams, using appropriate techniques and methods.

It is important for ākonga to follow basic conventions when presenting data, so that their visuals are accurate. At higher levels of achievement, ākonga are encouraged to have accurate visuals so that they effectively support their findings, and present their findings in the way they think is most appropriate to convey their understanding. 

The purpose for exploring an environment could vary but should be connected to the Significant Learning. Purpose for exploration includes answering a geographic question, geographic challenge, hypothesis, or an idea such as interaction or change within an environment.

Ākonga will use presented data to support their findings. Ideally, ākonga will have a range of data so that they can explore the environment thoroughly. The data should come from a range of characteristics of the environment to ensure there is depth in their findings. At higher levels of achievement, ākonga will look for patterns, trends, relationships, or variation in the data presented about an environment. This will allow them to demonstrate thorough understanding of the environment. They will use the findings from the presented data to draw a valid conclusion about the environment. This may involve using inference, connections, or reasoning. A conclusion is valid if it is logically justified by the findings that ākonga used. This means that ākonga’s presented data will confirm their conclusion, even if additional data could have led to a different conclusion.

Ākonga who meet this Standard will be able to describe how the data can strengthen or limit understanding of an environment. Ākonga could consider the data source, collection methods, quantity of data, time, and frequency of data collection, or any other factors that strengthen or limit understanding. They might consider how these make the data more or less accurate and reliable. For example, ākonga might describe how gathered kōrero tuku iho data strengthens understanding of the health of an awa because it shows how the health has changed over time. An example of ākonga describing how data can limit understanding of an environment could be if they described that their understanding of a suburb’s pollution was limited by only taking data from the main roads of the suburb. At higher levels of understanding, ākonga will give reasons for how the data can strengthen and limit understanding of the environment. Ākonga who demonstrate a deep understanding will be able to discuss what additional data could be used to improve understanding. For example, they might explain how a gap in the findings could be filled through a form of data.

Collecting evidence

Ākonga will gain a greater understanding of the environment if they are directly involved in the collection of the data. Their understanding of the environment will be more detailed.

Secondary data can also be used for this Standard, but ākonga will need to know how the data was collected and from where or who from. This will give ākonga a clearer understanding of how the data can strengthen or limit understanding of the environment.

In this Standard, there is opportunity for ākonga to use spatial tools such as GIS and mapping skills in a Teaching and Learning Programme. Other data sources could include:

• taonga tuku iho
• statistical surveys
• records from government or non-government agencies
• mapping, ie sensory images
• scientific research or other research projects.

Possible contexts

An environment that could be explored to gather primary and secondary data could be, for example: 

• coastal
• local public space
• orchard.

Literacy and Numeracy Requirements

This Achievement Standard has been approved for numeracy 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).