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 social inquiry process allows ākonga to navigate understanding of people, issues, and societies. Information to support the social inquiry process can be found in the Learning tab and is relevant to teaching and learning of Significant Learning.

The intent of this Achievement Standard is for ākonga to communicate findings of a social inquiry. In doing so, ākonga will consider the significance of what their inquiry has led them to find out. Whilst the inquiry process is necessary to generate authentic findings for this Standard, it is only the findings that are assessed.

Defining the scope of a social inquiry is an important part of this process. Ākonga will establish the focus for the social inquiry with guidance from kaiako. Forming a single challenging question is a useful way ākonga can refine their social inquiry focus and guide the selection of relevant evidence.

A focus of inquiry should be guided by one or a combination of the themes indicated in Explanatory Note 3 which relate to the following Significant Learning:

• explore how global flows impact individuals and/or local communities and places
• consider how societies, communities, and individuals navigate diversity and inclusion in society
• explore different views about human rights and how they are valued and applied
• explore how and why identities and culture can be multiple and dynamic.

Making reliable judgements

Ākonga will engage with relevant primary and secondary sources and process information gained from them in order to describe findings that relate to the focus of the inquiry. A primary source is first-hand information of an event, issue, or narrative, transmitted orally, visually, or in a written form. A secondary source is an oral, visual, or written information based on the interpretation of primary sources.

To explain findings that address the focus of inquiry, ākonga will give detailed information about their findings and make logical connections between their ideas. The explanations of their findings will directly acknowledge and respond to the focus of inquiry. The ideas within the explanations are also supported by primary and secondary evidence.

At higher levels of achievement, ākonga will evaluate their findings, demonstrating broader understanding of the inquiry focus, developed through a social inquiry. Evaluating findings includes making judgements by critically connecting ideas and drawing well-reasoned conclusions. Ākonga will also use evidence from primary and secondary sources to develop their explanations.

Collecting evidence

Ākonga should use an inquiry framework that is ethical, culturally sustaining, and considers those at the centre of the social issue. In a teaching and learning programme, guidance related to primary and secondary sources will be provided to ākonga. Guidance should include discussion of methods of collecting and recording, and the integrity of sources. Integrity is nuanced and requires consideration of the orokohanga, whakapapa, mana, māramatanga, and aronga of the information and/or source. Ākonga will be supported to consider the integrity of sources within a teaching and learning programme.

In a social inquiry, evidence found should contain differing perspectives and values related to the focus of inquiry to ensure depth in findings. Evidence refers to information that is collected and processed from sources to develop findings on an inquiry focus. Sources can include oral sources, artefacts, written sources, and visual sources.

Possible contexts

A focus of inquiry should be guided by one or a combination of the following:

• the impacts of a global flow
• diversity and inclusion in society
• the views on and application of human rights
• the dynamic nature of identity and culture.

Ākonga should form a challenging question that is focused and specific. Examples of a focused inquiry question include:

• What impact does the fast fashion industry have on landfills in Aotearoa New Zealand?
  • global flows
  • human rights.
• How are Indigenous young people using a specific social media platform to express themselves and the injustices they have faced?
  • diversity and inclusion
  • identity and culture.
• Why is it so challenging to come to an agreement over the Kermadec Ocean Sanctuary?
  • identity and culture
  • global flows.

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).