Teacher guidance

This Internal Assessment Activity meets all of the requirements of the Achievement Standard. It may be used unchanged, or can be adapted by the teacher. If adaptations are made, teachers need to ensure that all achievement levels can be met in the activity and are reflected in the Assessment Schedule. Assessor judgements need to align with the Achievement Standard.

This Internal Assessment Activity meets all of the requirements of the Achievement Standard. It may be used unchanged, or can be adapted by the teacher. If adaptations are made, teachers need to ensure that all achievement levels can be met in the activity and are reflected in the Assessment Schedule. Assessor judgements need to align with the Achievement Standard.

The following guidelines are designed to ensure that kaiako can help ākonga engage effectively with primary sources using this internal Assessment Activity.

Kaiako need to be very familiar with the outcome being assessed by Achievement Standard 92024. The Achievement Criteria and the Explanatory Notes contain information, definitions, and requirements that are crucial when interpreting the standard and assessing ākonga against it.

The Achievement Standard retains an element of historical research by including ‘selection of primary sources’ as a requirement. This creates an opportunity for kaiako to approach this Achievement Standard authentically within a research context. Please note, however, that it is student engagement with primary sources which is being assessed here rather than research.

Kaiako may provide a focus question, or several focus questions options, which are open and rich.

This Assessment Activity requires ākonga to have learned about the 1975 Māori Land March before starting to select primary sources.

Kaiako should provide guidance that will allow ākonga to locate sources that relate to the focus question. This could be by collecting together books and providing links to websites that contain primary sources. Kaiako should also encourage that ākonga initially find more than the required five primary sources stated in the Assessment Schedule. Ākonga can then select the five primary sources, from their initial findings, to be used in the assessment.

Kaiako may need to model ways in which ākonga could approach source annotation that are specific to the student’s chosen medium of assessment.

To facilitate the exploration of source strengths and limitations, as well as the drawing of connections between the main ideas in each, kaiako may wish to provide ākonga with a suitable template.

Examples of primary sources

Primary Source 1: Photo — Participants in Maori Land March at Otoko Marae (Heinegg, 1975)

This primary source photograph taken by Christian Heinegg on 1 October 1975. It shows participants in the 1975 Māori Land March gathered outside Tauakira wharenui at Otoko Marae, north-east of Whanganui. The pou whenua is held aloft outside the tent.

This source shows an expression of tūrangawaewae as the marchers were hosted by tangata whenua of Otoko Marae on their way to Wellington. As this is their place of belonging, tangata whenua have the right to speak to and with the march leaders to seek an understanding of the kaupapa. The elders of Otoko Marae were given an opportunity to sign the memorandum on their own tūrangawaewae.

A key strength with this primary source is that it was accessed from the National Library online photographic collection. This is reliable as this collection has been professionally curated which means the sources are checked for authenticity.

The reliability of this source is also supported by the documentary used for Primary Source 2 (below) as it includes film footage of the arrival of the marchers onto this marae.

Primary Source 2: Video — Te Matakite o Aotearoa - The Māori Land March (Steven, 1975)

This primary source documentary called Te Matakite o Aotearoa - The Māori Land March was filmed by Geoff Steven in 1975.

This is a very useful source for my focus question as it is a primary source documentary showing the land march as it happened. At time stamp 30.00 to 34.30mins, tūrangawaewae is clearly expressed when you hear the karanga of the kuia inviting Te Roopu o Matakite on to their tūrangawaewae. The whaikorero that followed allowed tangata whenua to seek a greater understanding of the kaupapa. Kaumatua and kuia were then invited to sign the memorandum of rights on their own tūrangawaewae. This source helps in understanding that the Land March was a pan-tribal action, and that being hosted on various peoples’ tūrangawaewae along the way gave the kaupapa greater support.

There are a number of strengths to this source. These include the detailed background provided on the NZonScreen website which talks about the making of the documentary. It identifies the participants involved in the filming. There are a number of interviews which allow the participants to speak for themselves.

List of referenced resources

Heinegg, C. (1975). Participants in Maori Land March at Otoko Marae. The National Library of New Zealand. Accessed May 26, 2021. 

Steven, G. (1975). Te Matakite o Aotearoa - The Māori Land March [Video]. NZ On Screen. Accessed May 26, 2021. 

The following guidelines are designed to ensure that kaiako can help ākonga engage effectively with primary sources using this internal Assessment Activity.

Kaiako need to be very familiar with the outcome being assessed by Achievement Standard 92024. The Achievement Criteria and the Explanatory Notes contain information, definitions, and requirements that are crucial when interpreting the standard and assessing ākonga against it.

The Achievement Standard retains an element of historical research by including ‘selection of primary sources’ as a requirement. This creates an opportunity for kaiako to approach this Achievement Standard authentically within a research context. Please note, however, that it is student engagement with primary sources which is being assessed here rather than research.

Kaiako may provide a focus question, or several focus questions options, which are open and rich.

This Assessment Activity requires ākonga to have learned about the 1975 Māori Land March before starting to select primary sources.

Kaiako should provide guidance that will allow ākonga to locate sources that relate to the focus question. This could be by collecting together books and providing links to websites that contain primary sources. Kaiako should also encourage that ākonga initially find more than the required five primary sources stated in the Assessment Schedule. Ākonga can then select the five primary sources, from their initial findings, to be used in the assessment.

Kaiako may need to model ways in which ākonga could approach source annotation that are specific to the student’s chosen medium of assessment.

To facilitate the exploration of source strengths and limitations, as well as the drawing of connections between the main ideas in each, kaiako may wish to provide ākonga with a suitable template.

Examples of primary sources

Primary Source 1: Photo — Participants in Maori Land March at Otoko Marae (Heinegg, 1975)

This primary source photograph taken by Christian Heinegg on 1 October 1975. It shows participants in the 1975 Māori Land March gathered outside Tauakira wharenui at Otoko Marae, north-east of Whanganui. The pou whenua is held aloft outside the tent.

This source shows an expression of tūrangawaewae as the marchers were hosted by tangata whenua of Otoko Marae on their way to Wellington. As this is their place of belonging, tangata whenua have the right to speak to and with the march leaders to seek an understanding of the kaupapa. The elders of Otoko Marae were given an opportunity to sign the memorandum on their own tūrangawaewae.

A key strength with this primary source is that it was accessed from the National Library online photographic collection. This is reliable as this collection has been professionally curated which means the sources are checked for authenticity.

The reliability of this source is also supported by the documentary used for Primary Source 2 (below) as it includes film footage of the arrival of the marchers onto this marae.

Primary Source 2: Video — Te Matakite o Aotearoa - The Māori Land March (Steven, 1975)

This primary source documentary called Te Matakite o Aotearoa - The Māori Land March was filmed by Geoff Steven in 1975.

This is a very useful source for my focus question as it is a primary source documentary showing the land march as it happened. At time stamp 30.00 to 34.30mins, tūrangawaewae is clearly expressed when you hear the karanga of the kuia inviting Te Roopu o Matakite on to their tūrangawaewae. The whaikorero that followed allowed tangata whenua to seek a greater understanding of the kaupapa. Kaumatua and kuia were then invited to sign the memorandum of rights on their own tūrangawaewae. This source helps in understanding that the Land March was a pan-tribal action, and that being hosted on various peoples’ tūrangawaewae along the way gave the kaupapa greater support.

There are a number of strengths to this source. These include the detailed background provided on the NZonScreen website which talks about the making of the documentary. It identifies the participants involved in the filming. There are a number of interviews which allow the participants to speak for themselves.

List of referenced resources

Heinegg, C. (1975). Participants in Maori Land March at Otoko Marae. The National Library of New Zealand. Accessed May 26, 2021. 

Steven, G. (1975). Te Matakite o Aotearoa - The Māori Land March [Video]. NZ On Screen. Accessed May 26, 2021. 

Assessment schedule

[ File Resource ]

  • Title: HI 1.1a Assessment Schedule
  • Description: HI 1.1a Assessment Schedule
  • File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2024-12/HI%201.1a%20Assessment%20Schedule.docx?VersionId=npHoP2aI3P5On41r57r8sSJk6ie7eKwA
  • File Extension: docx
  • File Size: 60KB

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HI 1.1a Assessment Schedule

HI 1.1a Assessment Schedule
HI 1.1a Assessment Schedule

Assessment Activity thumbnail image from Archives New ZealandCC BY-SA 2.0, via Wikimedia Commons

Assessment Activity thumbnail image from Archives New ZealandCC BY-SA 2.0, via Wikimedia Commons