te tikanga-ä-iwi – social studies - university of...

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4Te Tikanga-ä-Iwi – Social Studies

The current national curriculum statement gives the aim of social studies education as enabling students to participate in a changing society as informed, confident and responsible citizens. To help achieve this outcome, students are expected to acquire knowledge that will inform and contribute towards their understandings about responsibilities, relationships, culture, heritage and management of the environment and resources. They are also expected to develop the skills needed to live and contribute as effective and worthy members of society.

The richness and diversity of the conceptual nature of much of the content of social studies presents special challenges for the design and administration of assessment tasks. National monitoring has identified understandings and skills intended to represent a balanced perspective of social studies. Some aspects of social studies are quite measurable (knowledge for example) whereas others require observations about matters for which there is no universal right or wrong.

This chapter reports the results of 13 of the 26 social studies tasks. National monitoring results are reported task by task so that results can be understood in relation to what the students were asked to do. To allow comparisons of performance between the 2005 and 2010 assessments, however, an additional 12 tasks were administered in 2005. These tasks are not included in this report because they will be used again in 2010. In addition to this, one of the administered tasks is not reported on because of implementation difficulties.

Four of the 13 tasks reported on here were developed from ideas put forward at the Māori medium task development meeting, the balance were translated and developed from the English medium tasks. Seven tasks were administered in a videotaped one-to-one interview format, one was a team task which was also videotaped for marking and analysis, while the other five tasks were completed in a station or independent format (students worked independently on the tasks, with teacher support available if required for reading and writing).

Six of the Social Studies tasks are included in the pack of assessment tasks which has been distributed along with this report to the sample schools. These packs are also available for purchase by other schools. This will allow schools to conduct their own assessments and compare results with the national sample, develop similar assessment tasks, or simply use them as learning activities.

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Approach: Focus: Resources: Kupu:

Questions / instructions:

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Commentary:

The majority of students were able to identify the problems facing Saikoloni as revealed in the video. This indicates that students had good comprehension of the video. Most students were able to identify the people involved, and were able to suggest at least one appropriate course of action.

Task: Saikoloni One to one Resolving differences within a social organisation Te whakaari ataata i te rorohiko; te puka whakautu

He mahi rorohiko tēnei.

Ka mātakitaki tāua i te rīpene ataata mō tētahi kōtiro ko Saikoloni tōna ingoa. Ka kōrero mai a Saikoloni mō tētahi raruraru ka pā ki a ia i tōna kura.

Pāwhiria te pūtohu Saikoloni, ka tīmata ai te rīpene ataata.

3. Ki ōu whakaaro me pēhea te whakatika i ēnei raruraru?

Saikoloni working with teacher to fix pronounciation 18

teacher trying to learn proper pronounciation 11

teacher/principal/staff helping class learn how to behave more kindly 18

peers trying to stop hurting Saikoloni through their laughter 4

Saikoloni asking parents to help deal with problem 20

parents dealing with problem appropriately (e.g. talking to teacher) 20

Saikoloni talking to peers 9

video script:Talofalava.Kiaora.KoSaikoloniTapumuulietoatökuingoa.NötëtahikäingaätaahuaahauiHamoa,nöPatamea.Hemahangäkokonatiheikai.Hemahahokingäwähikaukauitätahi.

Iwhänauahauitewäotëtahiäwhätinonui.Kikinorawaatutemahiateäwhä.Nätekahaotehauiturakiaingäwharemengäräkau,ä,iwaipuketiangäwähikatoa.Imatetökumatuakëkëmeökukaihanaitewäoteäwhä.Nöreira,katapainaahauetökuwhaeakitëtahiingoamöteäwhä,ko“Saikoloni”heiwhakamaumaharatangakitauawä.

Ipaikiaautekura,engariinäianeikuakoreauepïrangikitehaere.Iaräitewäotekarangarärangiingoa,kakarangaaMrsBrownitekatoaongäingoa.Käoreheraruraru.Engari,kataemaikitökuingoakätahiiakaarerowhiri.Katïmatamaiiakitekörero,kahiaruakiahaunötemeakeitemöhioahau,heahatekupukaputamaiitönawaha.Kawhakahuaiaitökuingoa,kätahikakatakatakatoangätamariki.Kanuitepöurimetepämamae.

SCHOOL JOURNAL 1991. PART 4, NUMBER 2

1. Nui ake i te kotahi ngā raruraru e kitea mai ana i te rīpene ataata. Ki ōu whakaaro he aha ngā raruraru? Kōrero mai, māku e tuhi.

Tuhia ngā whakautu a te ākonga. Pai tonu te whakarāpopoto i āna kōrero.

teacher hasn’t been pronouncing Saikoloni’s name appropriately 56

other children laugh when teacher mispronounces Saikoloni’s name 62

Saikoloni may not have reacted appropriately 2 (could have done more proactively to correct pronunciation and explain name)

2. Ko wai ngā tāngata ka whai wāhi atu ki ngā raruraru? Saikoloni 27

teacher 42

peers in class 44

parents/whānau 47

any other response 7

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Task: He Kaiärahi One to one Leadership needs and approaches Te whakaari ataata i te rorohiko


I tēnei mahi ka kōrero tāua mō ngā āhuatanga o te kaiārahi tino pai. I te tuatahi ka mātakitaki tāua i te rīpene ataata.

Pāwhiria te pūtohu He Kaiārahi, ka tīmata te rīpene ataata.

I kitea tētahi rōpū tamariki i runga i te rīpene ataata, e whakaaro ana mō tētahi kaiārahi mō rātou.

1. He aha rātou i hiahia ai ki tētahi kaiārahi?

2. He aha ngā mahi a tētahi kaiārahi hei āwhina i te rōpū?

Responses included: pick teams 22

tell them what to do 62 (other than team selection)

help organise them into teams 31

help them decide what to do once teams are formed 22

help ensure fair play 29 (rules followed, balanced teams)

help resolve arguments, conflicts 36

3. He pēhea nei ngā āhuatanga o te tangata e tika ana hei kaiārahi mō te rōpū? Whakamāramahia mai ngā āhuatanga o te tangata kaiārahi.

Person specification included:

well respected/trusted/liked 20

fair with everyone 2

friendly/nice 24

helps make the activity fun 0

gives good clear instructions 4

good at resolving conflicts 7

willing to listen carefully 4 to ideas/complaints

knowledgable about the game 20

good at the game him/herself 2

patient 9

helpful 27

Quality of response/explanation: excellent 0

very good 1

moderate/good 52

poor 3

video script:[general comments from several children.]

–Hemahiheaheatënei.

–Kiatikarätetäkaroehoamä.

–Mewhakaritengätïma.

–Kuahöhäau.

–Heiahanoatëneikëmu.Hekoretakenoaiho.

–Kätitemahiheahea.Whakariteahekaiärahi.

Commentary:

Most students were able to identify at least one good reason for choosing a leader (question 1), as well as desirable leadership attributes (question 2). About half of the students gave good reasons for these attributes.

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Task: Te Rü Whenua Station Identifying and responding to community crises Te whakaari ataata i te rorohiko


Pāwhiria te pūtohu Te Rū Whenua. Whāia ngā tohutohu a te rorohiko.

I whakaaturia tētahi rū whenua tino kino i te rīpene ataata. He nui ngā raruraru i te wā ka pā tētahi aitua nui pēnei i te rū whenua.

1. Tuhia ngā raruraru nui. Tuhia ko wai ngā tāngata e tika ana hei āwhina ki te whakapai i ngā raruraru.

Ngä Raruraru Nui Ngä Tängata E Tika Ana Hei Äwhina

First problem: valid problem identified 82

appropriate people identified to relieve problem 71

Second problem: valid problem identified 69


Third problem: valid problem identified 47


Fourth problem: valid problem identified 31


Fifth problem: valid problem identified 16


Sixth problem: valid problem identified 13


Seventh problem: valid problem identified 7


video script:TV reader - lady: “Tënäkoutou.KoteiwakarakaitepöitetäonenuioLosAngeles.Enohorähuianatëneitäonemaiiteatatütaenoakiteahiahipö.Nekeatuitetekaumäonohäoraimurimaiitepahütangaoterä,keiteohorere,keitetumeke,keitetauwhatitonutëneitäone.Koianeiteränuirawaatuirotoingäruatekautaukuapahurenei.

KiawhakawhitiatutätoukitepürongoaHaimanaMercer.

Haimana Mercer:

“Ipahümaiterüitehauruaitewhäkarakaiteatapötonunei.Ohorerekatoaanateiwiiarätouemoeana.Itepüaotangaoteatakakiteatetükinotanga.Ngahoroanangäwhare,koëtahiemuratonuana.Hewaimarieëtahi,engarikäoreëtahiiputa,keitemautonuirotoitengahorotangaongäwhare.Keitepikitonutetatauotehungamate.

Commentary:

Most students were able to identify at least two problems arising from the earthquake and relevant people to help with the problems. This indicates a reasonable ability to understand the news bulletin and extract the required information. Fewer students were able to identify four or more valid problems.

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Questions / instructions: Questions / instructions:



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Task: Pöwhiri One to one Describing cultural customs and traditions Kāore he rauemi

Whakamāramatia mai ngā āhuatanga katoa o te pōwhiri manuhiri ki runga marae.

pātai āwhina: He aha te tikanga o te karanga?

He aha te tikanga o te whaikōrero?

He aha te tikanga o te hongi?

He aha te tikanga o te tū a te manuhiri ki mua tonu i te wharenui?

Description of sequence of events: (will vary according to iwi)

good description 52

some description 30

Explanation of –

karanga: good description 18

some description 67

whaikōrero: good description 16

some description 57

waiata: good description 0

some description 100

koha: good description 9

some description 57

hongi: good description 5

some description 37

Commentary:

82% were able to give at least some description of the sequence of events in the pōwhiri. Only a small percentage, however, showed an indepth understanding of the tikanga involved with the various components. Students may have had difficulty because of the open ended nature of the question.

Task: Ngä Uka o Aotearoa Independent Cultural icons Te puka whakautu uka = coin

Porowhitatia tētahi uka kotahi o ia rārangi e pai ana hei uka mō Aotearoa. Kōwhiria te uka e whakaatu ana i tētahi āhuatanga motuhake o Aotearoa, kāore e kitea ana i whenua kē.

4kiwi 87

8sheep 2

8whale 7

4Beehive 72

8church 13

8office block 2

8house 30

4whare 57

8apartment block 6

8orange juice 4

8hot drink 11

4L & P 68

8maple leaf 4

4fern 85

8rose 4

4canoe 78

8yacht 4

8jet boat 7

Commentary:

Students performed well in this task, which required them to identify features unique to Aotearoa.

2.

3.

4.

5.

1.

6.

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Task: Te Mita o Te Reo Station Te mātauranga e pā ana ki ngā mita ā-iwi Māori Te whakaari i te rorohiko

Commentary:

Whanganui and Tūhoe were the dialects that students were able to identify the most (41 percent and 39 percent respectively). Results varied between schools suggesting that tribal dialect is seen as an important topic of study in some schools and not in others.


Pāwhiria te pūtohu Te Mita o te Reo. Whāia ngā tohutohu a te rorohiko.

Kōrero 1: correct iwi 13

correct location 13


correct location 18


correct location 10


correct location 10


correct location 26


correct location 23

Computer instructions:E ono ngā kōrero hei whakarongo mā te ākonga. Ko tāna mahi, he, pāwhiri i te iwi o te kaikōrero, he pāwhiri hoki i te wāhi nō reira taua kaikōrero.

Scripts:

Kōrero 1 (Ngāti Porou):A: Kiaoraehika.E: Kaiteaha?A: Kaitepai.Heahatōmahiātepōnei?E: KaitehaereaukitewhakarongokiterōpūwaiataNesianMystic.A: E!Kapaikoe.Kotāuatēnā.

Kōrero 2 (Whanganui/Taranaki):A: Tēnākoeehoa.E: Pēhea?A: Heotianō.Keiteahakoeātepōnei?E: KeitehaereaukitewhakarongokiaNesianMysticmā.A: Wēhi!Āna,kotāuaanōtēnā.

Kōrero 3 (Tūhoe):A: Kiaoraehoa.E: Kaitepēhea?A: Etā,kaitepairawaatuahau.Keiteahakoeātepō?E: Ehika.KaitehaererāahaukitewhakarongokiaNesianMystic.A: Nērā!Kaiuta,kotāuawēnā.

Kōrero 4 (Tainui):A: Kiaoraekare.E: Epēwheaanakoe?A: Kanuitepai.Eahaanakoeātepōnei?E: EhaereanaahaukitewhakarongokiterōpūwaiataaNesian

Mystic.A: E!Kiapaimaihoki.Kotāuaehaere.

Kōrero 5 (Kai Tahu):A: Kiaoraehoa.E: Kaitepēheakoe?A: Kanuitepai.Heahatōmahiātepōnei?E: KaitehaereaukitewhakarokoatukiterōpūwaiataNesian

Mystic.A: Ae,kapai!Katāuatērā.

Kōrero 6 (Ngāpuhi):A: Kiaoraemara.E: Pēheaana?A: Paimutunga.Heahatōmahiātepōnei?E: KaitehaereaukitewhakarongokiterōpūwaiataNesianMystic.A: Meinga,meinga!Kotāuatēnāemara.

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Task: He Kanikani One to one Te whakaputa whakaaro mō te kapa haka a te Māori me ngā kapa kanikani a iwi kē Te whakaari ataata i te rorohiko; ngā kāri pātai e 2

He mahi rorohiko tēnei. Ka mātakitaki tāua i ētahi rōpū kanikani e toru.

Whakaaturia te kāri pātai Kanikani, ka pānui ai i ngā pātai. Kātahi ka pāwhiri anō i te pūtohu Kanikani, ka mātakitaki anō i ngā rōpū kanikani.

Ka mātakitaki ināianei i ētahi kapa haka e rua.

Pāwhiria te pūtohu Kapa Haka.

Kia mutu te rīpene ataata, whakaaturia te kāri pātai Kapa Haka, ka pānui ai i ngā pātai.

6. Kōrerotia mai kia toru ngā tino āhuatanga o ia kapa haka.

Commentary:

Most students were able to identify the kapa haka group and to identify the Tongan group as Pacific Island. Less than half of the students were able to identify the Australian Aboriginal group. Most students were also able to give at least one valid piece of information about each of the groups, as well as note at least one valid difference and similarity. About a quarter of the students were able to express their ideas clearly, and showed some depth of thinking. Generally, students were better able to express ideas and opinions about the traditional and contemporary kapa haka.

Anei ngā pātai hei whakautu māu i muri i te rīpene ataata. [The questions following were also given to the student on two cards, one for each video.]

1. E mōhio ana koe ko wai ngā iwi o ngā rōpū kanikani?

Tongan: correctly dentified group as Tongan 2 identified group as Pacific Island 73

Kapa haka Māori: correctly identified 84

Australian Aboriginal: correctly identified 41

2. Kōrerotia mai kia toru ngā tino āhuatanga o ia rōpū.

Tongan:Mentioned: 3 valid things about group 15

1 – 2 valid things about group 61

Kapa haka Māori:Mentioned: 3 valid things about group 20


Australian Aboriginal: Mentioned: 3 valid things about group 13


3. He aha ētahi āhuatanga ōrite o ngā rōpū e toru nei?

recognised 3 valid similarities 26 recognised 1 – 2 valid similarities 46

4. He aha ētahi āhuatanga rerekē o ngā rōpū e toru nei?

recognised 3 valid differences 35 recognised 1 – 2 valid differences 50

5. He aha i rerekē ai te āhua o ngā kanikani a ngā rōpū e toru nei?

good explanation 24 some explanation 63

Contemporary Kapa haka: recognised 3 valid things about contemporary kapa haka 30 recognised 1 – 2 valid things about contemporary kapa haka 57

Traditional Kapa haka: recognised 3 valid things about traditional kapa haka 30 recognised 1 – 2 valid things about traditional kapa haka 50

7. He aha ētahi āhuatanga ōrite o ngā kapa haka e rua nei?

recognised 3 valid similarities 41 recognised 1 – 2 valid similarities 48

8. He aha ētahi āhuatanga rerekē o ngā kapa haka e rua nei?

recognised 3 valid differences 49 recognised 1 – 2 valid differences 40

9. He aha i rerekē ai te āhua o ngā kapa haka e rua nei?

good explanation (e.g. influence of other cultures, technology) 31 some explanation 47

10. Ko tēhea te rōpū e tino pai ana ki a koe? He aha ai?

gave good justification of opinion 20 gave some justification of opinion 73

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Commentary:

Results from this task indicate that students have limited general knowledge of the location of places in Aotearoa.

Task: Ngä Wähi o Aotearoa Station Knowledge of New Zealand geography Te whakaari ataata i te rorohiko


Pāwhiria te pūtohu Ngā Wāhi o Aotearoa. Whāia ngā tohutohu a te rorohiko.

Place located correctly: Tāmaki-makaurau – dot 3 72

Te Whanganui-ā-Tara – dot 7 67

Ōtautahi – dot 9 49

Ōtepoti – dot 12 21

Wakatipu – dot 11 21

Waitangi – dot 2 44

Te Maunga o Aoraki – dot 10 33

Te Maunga o Taranaki – dot 6 54

Te Maunga o Ruapehu – dot 5 38

Te Oneroa-ā-Tohe – dot 1 23

Te Moana o Raukawa – dot 8 44

Rakiura – dot 4 44

voiceover instructions: Itëneimahi,kakitekoeitewhakaahuaotëtahiwähiiAotearoa.Kotäumahi,hepäwhiriitewähitikaitemahere(tëtahiongäira).[student has one practice opportunity at the start, using Te Moana o Taupö-nui-a-Tia.]

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Intro

Te Moana o Taupö-nui-a-Tia

Tämaki-makaurau Te Whanganui-ä-Tara Ötautahi Ötepoti Wakatipu Waitangi

Te Maunga o Aoraki Te Maunga o Taranaki Te Maunga o Ruapehu Te Oneroa-ä-Tohe Te Moana o Raukawa Rakiura

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Questions / instructions: % response

Task: Ngä Rongo Körero o te Wä o te Ao Whänui One to one Awareness and knowledge of world current events Kāore he rauemi

He maha ngā kaupapa whakahirahira e puta ana i te ao whānui i tēnei wā tonu.

1. Kōrerohia mai ētahi kaupapa whakahirahira e toru e puta ana i te ao whānui i tēnei wā. He kaupapa ēnei e puta mai ana i ngā nūpepa, i ngā reo irirangi, i te pouaka whakaata hoki.

First important thing:

Location/Focus – international event 30

national event 30

regional event 2

local event 9

Timing – currently (happening at the time of task administration) 46

recently (happened in the 3 months previous to task administration) 27

Activity category:

natural event (e.g. natural disaster, weather, a whale was saved) 18

social event (e.g. making a movie, visitors to NZ) 11

political event 27

personal event (e.g. winning an award, birthday celebration) 5

sporting 9

economic prices (e.g. oil/petrol prices) 0

Second important thing:


national event 32

regional event 2

local event 7



Activity category:



political event 9


sporting 9


Third important thing:


national event 21

regional event 5

local event 5



Activity category:



political event 7


sporting 9


2. Kōwhiria tētahi o ēnei kaupapa, ka kōrero mai ai i ngā mea katoa o taua kaupapa e mōhio nā koe.

How much information? (in additon to responses given in question 1)

able to give 3 or more valid points about event 45

able to give 1-2 valid pieces of information 23

Quality of explanation: clear 52

muddled 14

not at all 34

Commentary:

Seventy-one percent of the students were able to identify at least one current event (question 1) and about half of the of the students were able to talk clearly and in some detail about that event (question 2). Fewer students were able to identify two events (59 percent) or three events (39 percent). Many students talked about national, regional or local events rather than international events.

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Task: Te Hora o Te Whenua One to one Te mātauranga e pā ana ki ngā āhuatanga o te whenua me ngā ingoa Mahere o Aotearoa

1. Nō hea koe e hine/tama?

extensive answer given (e.g. taha ki tōna matua, taha ki tōna whaea) 7

answer given 88

Mēnā he rerekē te rohe e noho nei te tamaiti me te rohe nō reira ia, me pātai atu ko tēhea te rohe e hiahia ana ia ki te whakautu pātai.

4. Whakamāramatia mai te takenga mai o tētahi o ngā ingoa o te wāhi e noho nei koe (o te wāhi nō reira koe).

pātai āwhina: Nō hea tētahi o ngā ingoa o te wāhi e noho nei koe (o te wāhi nō reira koe).

valid explanation given 44

5. Titiro ki te mahere nei o Aotearoa. Tohua mai tētahi atu wāhi o Aotearoa e mōhio nei koe.

signals a place on map and gives correct name 76

signals a place on map and gives incorrect name 7

6. Kōrerotia mai ētahi tino āhuatanga o te whenua o taua wāhi.

pātai āwhina: Kei te mōhio koe ko wai te maunga, te awa, te moana, ētahi atu āhuatanga rānei o tērā rohe?

Mentions: valid maunga 33

valid awa 21

valid moana 7

valid land use (e.g. ngahere, pāmu) 19

valid iwi , hapū or waka 26

valid iwi , hapū or waka 12

7. Titiro anō ki te mahere nei o Aotearoa. Tohua mai tētahi atu wāhi o Aotearoa e mōhio nei koe.

signals a place on map and gives correct name 54

signals a place on map and gives incorrect name 15

8. Kōrerotia mai ētahi tino āhuatanga o taua wāhi.

pātai āwhina: Kei te mōhio koe ko wai te maunga, te awa, te moana, ētahi atu āhuatanga rānei o tērā rohe?

Mentions: valid maunga 28

valid awa 12

valid moana 10

valid land use (e.g. ngahere, pāmu) 20

valid iwi or hapū 30

valid tipuna 15

Commentary:

Generally, students performed well in this task. Most students were able to identify where they were from (or where they lived) and talk about important features of that place (questions 1, 2 and 3). Fewer students (just under half ) were able to explain the origin of one of the names associated with that place. Fewer students were able to identify a second or third place in Aotearoa along with important features of those places (76 percent and 54 percent respectively). Knowledge of tribal “pepeha” assisted students with this task.

E hiahia ana koe ki te whakautu pātai mō te rohe e noho nei koe, mō te rohe rānei nō reira koe?

Whakaaturia te mahere o Aotearoa.

2. Titiro ki te mahere nei. Tohua mai te wāhi e noho nei koe (te wāhi nō reira koe).

pātai āwhina: Kei te mōhio koe kei hea a... (te wāhi e noho nei te tamaiti, te wāhi rānei nō reira te tamaiti)

signals correct place on map 69

signals incorrect place on map 19

3. Kōrerotia mai ētahi tino āhuatanga o te whenua o te wāhi e noho nei koe (te wāhi nō reira koe).

pātai āwhina: Kei te mōhio koe ko wai te maunga, te awa, te moana, ētahi atu āhuatanga rānei o tēnei rohe?

Mentions: correct maunga 71

correct awa 70

correct moana 32

correct land use (e.g. ngahere, pāmu) 29

correct iwi , hapū or waka 62

tipuna 36

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Questions / instructions: % response

Task: Manda Station The way people’s activities are influenced by their environment E 2 ngā whakaahua koraha = desert whainga oranga = needs

Noho ai a Manda i te koraha. He tino rerekē tōna ao me tōna kāinga noho ki tōu. Ko ētahi o ngā whainga oranga a Manda, he ōrite ki āu. Whakaarohia kia whā ngā whainga oranga.

Things that you and Manda both need: four valid needs recorded 20 three valid things recorded 25 two valid things recorded 21 one valid thing recorded 20

Ways student might get those things –Overall rating for appropriateness of ideas:

all very appropriate 9 mostly appropriate 23 some appropriate 32

Ways Manda might get those things –Overall rating for appropriateness of ideas:

all very appropriate 5 mostly appropriate 25 some appropriate 39

Commentary:

Eighty-six percent of students were able to identify one or more basic necessities for life. Fewer students however, were able to give appropriate answers as to how those needs are accessed by themselves and Manda. Language complexity (e.g. the term “whainga oranga”) may have contributed to difficulty some students had with this task.

Approach: Focus: Resources:

Task: Utu Piki – Utu Heke One to one Factors influencing the price Te whakaahua

Hoatu te whakaahua ki te ākonga.

Commentary:

Generally, students had a poor understanding of the economic forces which impact on the price of petrol, as well as the flow on effect of this to the price of other commodities.

1. Ka piki, ka heke te utu o te kōhinu i Aotearoa.

He aha ki tōu whakaaro e piki ai, e heke ai te utu o te kōhinu?

petrol is more expensive for the petrol stations 16 demand/more people needing petrol 11 supply/less petrol available 16 international politics 13 natural disasters 2

2. Ka waihangatia te kōhinu i te hinu. Nō hea te hinu o Aotearoa?

New Zealand oil fields - Taranaki 7 overseas countries (e.g. Saudi Arabia) 24 petrol stations/oil companies 4

3. E ai ki ētahi tāngata, mēnā ka piki te utu o te kōhinu, ka piki anō hoki te utu o ētahi atu mea. He aha te take e piki ai te utu o te parāoa mēnā ka piki te utu o te kōhinu?

Freight charges related to petrol: somewhat explained 2

Production of goods uses petrol: somewhat explained 5

Heahaëtahiwhaingaorangaakörua tahi ko

Manda?

Mepëheaetaeaaiekoeëneiwhainga

oranga?

KitöuwhakaaromepëheaetaeaaieMandaënei

whaingaoranga?

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% response


Task: He Umanga Team Te whakaputa whakaaro me te mātauranga e pā ana ki ētahi umanga Whakaahua 1, 2; whārangi whakautu 1, 2; kāri pātai umanga, mahi ohanga, mahi moni = economic activity

Commentary:

Most students were able to recognise the economic activities represented in the photographs, and the people directly involved in each situation. Fewer students were able to identify participants indirectly involved, perhaps indicating a limited understanding of the wider economic and social implications of each activity. Responses to questions 3 and 4 showed a similar trend. Direct benefits and disadvantages were identified by most students, however, fewer students were able to identify more indirect benefits and disadvantages.

Whakaaturia ngā whakaahua katoa.

He umanga, he mahi ohanga, he mahi moni rānei e kitea mai ana i ngā whakaahua nei.

Whakaaturia tētahi o ngā whakaahua, waiho ērā atu whakaahua ki rahaki. Kia pēnei te mahi mō ia whakaahua.

Titiro ki ēnei whakaahua. Whakawhitiwhiti kōrero mō ngā pātai kei runga i te kāri nei.

Kia mutu te whakawhitiwhiti kōrero, tuhia ā koutou whakautu ki te whārangi whakautu.

Whiriwhiria ko tētahi o koutou hei tuhi i ngā whakautu, tukuna he wā kōrero ki ia tangata o te rōpū.

HE UMANGA 1

HE UMANGA 2

1. Whakamāramatia mai he aha te mahi e kitea mai ana i ngā whakaahua?

Photo 1: valid response 100 (e.g. mahi harakeke/raranga)

Photo 2: valid response 92 (e.g. mahi rākau/whakatipu paina)

2. Ko wai mā ngā tāngata, rōpū rānei e whai wāhi atu ana ki tēnei mahi?

Photo 1: whānau (e.g. kuia, pakeke, tamariki etc) 100 community (e.g. marae, hapū etc) 25 retail (e.g. markets, shops etc) 16

Photo 2: planters of the trees 50 carers of the trees (e.g. pruners) 8 cutters of the trees 16 truck drivers/machinery operators 25

3. He aha ngā painga ka puta i tēnei mahi?

Photo 1: income/paid work 67 working together/co-operation 25 the retention and/or development of weaving traditions 42 accessibility of taonga for purchasers 25 (e.g. tourists)

Photo 2: income/paid work/employment 50 skill acquisition by workers 8 land is put to use 0 economic benefits for community/country 8 availability of raw materials for manufacturing/building 42

4. He aha ngā āhuatanga kāore e pai ana ka puta i tēnei mahi?

Photo 1: possible mis-treatment of the harakeke plant 50

repetitive nature of work 8

Photo 2: displacement of native flora and fauna 25

dangerous nature of the work 17

te tikanga-ä-iwi – social studies - university of...

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