Recent Ministry of Education reviews of the comparative academic achievement of Mori students in

relation to their peers of other ethnic backgrounds have confirmed that consolidate[d] efforts [are
required] to more rapidly lift [Mori students] education system performance (Ministry of
Education, 2014a, p. 5). As it stands, despite the theoretical capacity of the New Zealand education
system to enable upward mobility, it fails to ensure equitable outcomes, with Mori students
disproportionately situated at the tail end of achievement (Strathdee, 2013, p. 504) in explicit
breach of the spirit and provisions of Article 3 of the Treaty of Waitangi (Barrett et al., 1998, p. 4, and
Education Council, 2015).
The amelioration of this circumstance has been explored through a number of avenues. Strategies that
proactively promote Mori world view(s) as legitimate, authoritative and valid in relation to other
cultures within Aoteaora (Johnson et al., 2015, p. 2) and implement culturally responsive
pedagogical practices (Gay, 2002, p. 106) have been demonstrated as most effective in addressing
these educational disparities by raising academic performance, motivation and engagement of Mori
students (see Bishop et al, 2007).
In recognition of this context, and the requirements of Practising Teacher Criterion 10 (hereafter RTC
10), the following assignment constructs a Lesson Plan (hereafter the Plan) which endeavours to
give effect to these strategies in recognition of the needs of Mori learners, as well as those of a
wider student body.
The Plan is situated in an imagined context of an extended unit on Witi Ihimaeras (1991) short story:
The Seahorse and the Reef (hereafter The Seahorse), which (hypothetically) would form the basis
for student completion of External Achievement Standard 90849 (analysis of studied written text(s))
(New Zealand Qualifications Authority, 2015) in combination with studies of other related
stories/poems (such as Ihimaeras The Halcyon Summer).
Each component of the assignment brief is addressed separately, and all resources identified in the
Plan are provided as Appendices to this text.

Part One: A lesson with a Mori theme or related context linked to appropriate
achievement objective from the NZ Curriculum
The Plan is designed to foster students ability to recognise and identify ideas within and across
texts (in service to an English Achievement Objective postulated by the Ministry of Education,
2014b), by promoting students understanding that personal experience can influence the meaning
gained from a text (Ministry of Education, 2014b).

In line with the purposes of The Seahorse and the Reef, this Plans thematic focus is promoting an
understanding of Mori cultural and spiritual attitudes towards conservation of natural resources. This
theme sits within a broader context of historic and present tensions between Mori and the Crown
regarding ownership and use of natural resources, evidenced in legislative circumscriptions regarding
Mori rights to the foreshore and seabed area (such as the Foreshore and Seabed Act 2004 and the
Marine and Coastal Areas (Takutai Moana) Act 2012), and ongoing protests regarding Councilsanctioned pollution of significant or sacred water bodies (see Te Aho, 2010).
Across the wider unit, understanding of this theme and context in relation to The Seahorse could
be extended and developed through a number of activities. In addition to those planned below, the
following could also be relevant to students learning:

Students interpreting The Seahorse through a self-selected medium, which might include:

dance, dramatization, film, song etc.;

Preparation of a formal writing piece (for instance, a letter to the District Council) in

support/against local environmental project;

Preparation of a static image responding to The Seahorse, which must include Mori

vocabulary or imagery;
Research assignments in which students must investigate the context (such as, the history of
the foreshore and seabed dispute).

This is by no means an exhaustive list, necessarily restricted by the constraints of this assignment.
However, it reflects the diversity of activities that could follow from the study of The Seahorse and
its related context.

Part Two: A full one hour lesson plan with 3 different student activities

The Plan is set out in the provided template below.

Subject/Learning area: English

Basic Information:

Students will engage in:

Class: Year 11 English

Independent activities
Date: 18 September 2015
Period: 5
Length of Session: 60 minutes

pairing

centres
cooperative learning hands-on

lecture
whole group instruction

a project

visuals
Technology integration

Group work

Peer tutoring

Other

___________________
Main Key Competency addressed:

Links with curriculum document(s)

Thinking
Using language, symbols and texts

Curriculum area(s): English

Managing self
Relating to others
Participating and contributing
NB: many key competencies are addressed in this
session (including relating to others and
thinking), but only the main competency has been
identified here.

Level(s): 6

Achievement Objective(s): Idea(s) students will

be able to recognise and identify ideas within and
across texts (Specific attention paid to sub-indicator
(i): understand that personal experience can influence
the meaning gained from texts).

General aim of session:

For students to understand Mori cultural and
spiritual attitudes towards the natural environment
(regarding its use and conservation) which, in turn,
will inform an understanding of The Seahorse and
the Reef by Witi Ihimaera.

Specific Mtauranga Mori (Mori knowledge) and Te Reo Mori me ng tikanga (Mori language
and protocols) included in the lesson.

Multiple instances of Te Reo Mori are used in resources in the context of the lesson. Terms used
include: kai moana, krero, aroha, tangi, kaitiakitanga, whanau, whenua, haere mae and

aue. Fluent Te Reo Mori (with a much wider array of vocabulary) is demonstrated and subtitled in
MoriTV news report extracts;
The following instances of Mutaranga Mori are engaged: conceptions of the inception of the
human race, the living nature of Papatuanuku and mans obligations towards her (to sustain her
biological functions), and the notion of kaitiakitanga (see Appendix 3 for the specific content of
information provided).

Specific learning outcomes

Begin to understand Mori attitudes towards the natural environment (and think about how these
might inform ideas in The Seahorse and the Reef);
Begin to understand the real-world events (past and present) that might have inspired The Seahorse
and the Reef.

Success Criteria

Write down a list of (at least) ten bullet points which help you understand Mori cultural and
spiritual attitudes towards the natural world;
Complete and submit (via Google Classroom) a DRAFT PowerPoint slide summarising your
provided news extract.

Resources needed for your lesson:

Instructor will require laptop and access to a projector;

The Seahorse and the Reef by Witi Ihimaera (Retrieved from Ihimaera, Witi. (1991). The Seahorse
and the Reef. In Gwen Gawith (Ed.), Falling Off The Edge of the World (pp. 7-21). New Zealand:
Penguin Books;
Powerpoint Projector, Laptop, and PowerPoint Presentation (see Appendices 1, 2 and 4 and 6);
Whiteboard and Markers;
M. Marsden and T.A. Henare Kaitiakitanga: a definitive introduction to the holistic world view of
Mori extracts (Appendix 3);
Printed URLs of Television News Extracts: http://www.Moritelevision.com/news/national/ngatitoa-angered-over-pollution-risks; https://www.Moritelevision.com/news/regional/ahipara-iwi-uniteagainst-deep-sea-oil-drilling; https://www.Moritelevision.com/news/regional/native-affairs-river;
https://www.Moritelevision.com/news/regional/native-affairs-dirty-little-secret
http://www.Moritelevision.com/news/regional/hapu-angry-over-sale-poroti-spring-water-china
https://www.Moritelevision.com/news/regional/northern-hapu-express-firm-control-over-waterrights; http://www.Moritelevision.com/news/regional/fresh-water-preservation-high-priority-ngatikahungunu; http://www.Moritelevision.com/news/regional/kohupatiki-aims-replenish-watersfeature (for formatted links for printing, see Appendix 5);
Printed extension task sheets (Appendix 7) number of copies based on projected requirements;
Printed assessment task worksheets (Appendix 8) for full class of students;
Students will require: workbooks, pens, highlighters and personal or school laptops.

Health and Safety Issues (if applicable)

None

Assessment: (Identify strategy you will use to assess student learning (eg. Quiz, test, oral questions, peer
assessment task, etc) and the recording device you will use (eg. anecdotal notes, rubric, rating scale,
checklist). Is this assessment strategy appropriate for all learners? If not, will modified assessments be

used?

Class multi-choice quiz (with extension question for advanced learners) (see Appendix 8).

For discussion of this Assessment (and responses to the queries outlined above, please see PART THREE
discussion of this assignment).
Evaluation: How will I know if the students have learned what I wanted them to learn? How will I know if
the learning outcomes were achieved?

Students fulfilment of the aforementioned success criteria will be the first indicator of their learning
it will indicate that the learning opportunity (necessary to realise both Learning Outcomes) was
successfully provided;
Students absorption of Mtauranga Mori concepts (as required by Learning Outcome 1), as
addressed in Main Activity 1, will be assessed through the class quiz (set out at Appendix 8 below).
As Learning Outcome 1 only requires a beginning of understanding of Mori cultural and spiritual
attitudes towards the natural environment, it will be sufficient if students give a majority of accurate
answers across the course of the test (2-3). This session is an initial session in Mtauranga Mori
only and is intended to establish groundwork for further work in this area as such, students are not
expected to transfer these concepts to The Seahorse and the Reef yet (though they are given the
opportunity, for the purposes of formative assessment and extension, if they so wish);
Students successful completion of an appropriate draft PowerPoint slide addressing their news
extract will be sufficient demonstration of their realisation of Learning Outcome 2. As above, as an
initial concept session, students are not expected to have full retention of complete understanding of
the concepts portrayed this will be a point for further development in next lessons, where students
might (for instance) prepare to present their slide to the class, and discuss how their News Extract
relates to The Seahorse and the Reef.

Session Development
PHASE

Class starter or
Introductory
activity

NOTE: This session is 60 minutes in length.

Time

5 mins

Teacher Activity

Projection of Do Now Task

(see Appendix 1) on
whiteboard;

Student Activities

Completion of Do Now Task

highlighted on class
PowerPoint in class

Revision of
Introductory
activity

3 mins

workbooks (see Appendix 1)

Supervision of class completion

of Do Now;
Complete Roll;
Transcribe Learning Outcomes
and Success Criteria to
Whiteboard.
Ask students for examples of
emotive language they may
have located in the text;
Note examples on board.

Offering examples of emotive

language;
Noting down relevant
examples from the board into
their workbooks.

Attention to instructor.

NB: Best examples will include:

stain; we have poisoned the land
and now we feed poison into your
water; encrusted with ugliness.
Review of
previously learned
material and/or
Lesson
Connections
Overview of lesson
or Statement of
Objectives

4 mins

Instructions might be along the

lines of:

As you all know, we are working

through our unit on The Seahorse
and the Reef. When we started this
unit, I asked you all to do a Critical
Reading Square in which you
shared your own interpretations of
the text, based on your different
perspectives as people.
Since then, we have been looking at
this story in different ways to
understand all the different ways it
can be interpreted. Yesterday, we
discussed emotive language, and
how such language can force us to
have an emotional response to the
text some of us found this
technique more powerful than
others, though we generally agreed
that the story makes us feel
negatively about environmental
destruction.
Today, we will be starting a series
of lessons which allow us to look at
the story from a different
perspective. The purpose of this
lesson is for us to do some readings
and activities which will start our
thinking about how the authors
personal beliefs have influenced the
text, and how he might expect some
(or all) of us to read it.

Witi Ihimaera is a Mori author and

he has chosen to write about a
Mori family who have a strong
relationship with their local reef.
Therefore, our focus today is
beginning to understand what
perspectives Mori people might
have about environmental
pollutionhow environmental
pollution might affect them.
Lesson
Development or
Main Activities

MAIN ACTIVITY ONE

3 minutes

10 mins

Explanation of Jigsaw Activity

(PART ONE) with reference to
PowerPoint Instruction Slide
(Appendix 2);
Ask class to divide into five
groups (groups need to be even
numbers will depend on class
size);
Answer Questions re: task
Distribute Kaitiakitanga
Extracts (Appendix 3) each
group will have a different
extract to review;
NB: Give verbal instruction that
students that have prior
knowledge in this area (and
who feel capable and
comfortable) should add to
their groups notes;

Supervise implementation of
activity;
Check students notes are
accurate.

3 mins

Explanation of Jigsaw Activity

(PART TWO) with reference to
PowerPoint Instruction Slide
(Appendix 4);
Number off students to
assemble new groups each
member of the group should
have read a different extract;
Rearrange groups if necessary;

Attention to instruction;
Division into 5 groups
(numbers in groups will
depend on class size);
Ask questions regarding task
if necessary.

Students will read and discuss

their extract amongst
themselves in their groups;
Certain students may engage
in peer tutoring/elaboration of
knowledge as they feel
appropriate (as highlighted in
teacher instruction);
Students will make notes in
workbooks.
Attention to instruction;
Rearrangement into new
groups when required.

9 mins

Answer questions re: task.

Supervise implementation of
activity;
Check students notes are
accurate

Students will share their

groups bullet points
regarding each extract until
all students have notes on
each extract;
Certain students may engage
in peer tutoring/elaboration of
knowledge as they feel
appropriate (as highlighted in
teacher instruction);
Students will make notes in
workbooks.

MAIN ACTIVITY TWO

15 mins

Request students assemble into

pairs/threes (depending on class
size) and open devices (use
school devices, like
Chromebooks);
Distribute news extract URL
italicised URLs should be
given to high ability students as
a differentiated task (Appendix
5);
Explanation of task from
PowerPoint Instruction Slide
(Appendix 6);
Supervise implementation of
activity and answer questions.

As instructed by PowerPoint,
students will view their news
extract and create a draft
PowerPoint slide which
summarises its content (see
specific instructions at
Appendix 6)

(ALTERNATIVE) EXTENSION TASK TO MAIN ACTIVITY ONE OR TWO: AS

REQUIRED BY STUDENTS
As required

Clean up and/or
resource collection

3 mins

Distribute instruction sheet to

students (Appendix 7);
Explain task as required;
Supervise task and answer
questions.

Write a personal response on

The Seahorse and the Reef
as instructed by instruction
sheet (Appendix 7) in
textbook.

Distribute glue sticks for

students that require them to
paste extracts into workbooks;
Check slides have all been
uploaded to Google Classroom.

Upload slides to Google

Classroom;
Glue worksheets into
workbooks if not completed
already.

A short
consolidation
activity to finish
the lesson

5 mins

Homework Given:

None

Distribute multi-choice
worksheet to class (Appendix
8);
Oral Instruction: Please
complete this worksheet over
the next five minutes and
provide to me at the end of
class. The final question is
optional, but if you have time,
please try complete it.
When bell rings, wait at door to
receive handed-in Quiz
Answers.
Any students that have
completed Extension Task
(Personal Response) must also
hand this in for review.
None

Part Three: An Assessment Task

Completion of multi-choice
worksheet

None

The Assessment Task for this Plan has been conceptualised as a preliminary, formative activity, which
will take the form of a multi-choice test (see Appendix 8 for its content and presentation). Results
will be recorded by students answers on the worksheet provided, which will be assessed by their
instructor upon hand-in and kept a record of.
The Task is constructed with knowledge and recognition of the many of the criticisms regarding the
utilisation of multiple-choice tests for student learning. As Snyder (1971) noted, for instance, such
assessment types can mis-orient student effort encouraging rote-learning rather than creative
thinking. However, given the purpose of the Assessment Task, and the knowledge under assessment,
these risks do not present in this context.
The purpose of the Assessment Task is to provide a preliminary view as to students understanding of
the Mori concepts they have encountered in the Jigsaw Activity (Main Activity 1). As such, the
assessment is formative its focus is understanding how well students have absorbed the buildingblock information that will inform later creative thinking, in order that ensuing lessons can be
structured to maximise understanding (for instance, in re-addressing problematic concepts). For these
purposes, a multiple choice test is appropriate Carrolls (1995) work, for instance, comprehensively
demonstrated the utility of multiple-choice assessment tasks for formative purposes, in providing
immediate feedback as to the structure of remedial sessions that might follow depending on
students comfort with the knowledge under assessment. The advantage of the Task is that it is
efficient since students must only circle answers to complete it, their level of understanding can be
assessed speedily at the end of class, and information garnered from assessment can be used to give
immediate feedback to the instructor (Gibbs & Simpson, 2004, p. 19). Further, the Task provides the
possibility of immediate delivery of feedback to students. In the event the class proceeds faster than
imagined, answers could be delivered orally to students in order for their work to be graded at once
(exposing the success of their learning throughout the lesson to their own scrutiny) an opportunity
proven to be extremely beneficial to their learning (see Kulik, 1980). The fact that this feedback is
minimal (only pertaining to the correctness/incorrectness of answers) is not to the Tasks detriment
since the Learning Outcome only requires that students show beginning understanding of knowledge,
basic feedback as to their retention of this knowledge is appropriate.
The content of Main Activity 2 is not assessed, since students knowledge will not be universal upon
completion of the activity (they will have been working independently with different news extracts,
and will not have had the opportunity to share their findings with the class). Assessment on this task
might follow in a later lesson where finalised slides are submitted, for a class wall display, or
presented to the full class.

As the Plan forms part of a wider imagined unit, this planned Assessment Task is merely one small
aspect of a wider Assessment Plan. It is necessarily short and brief to check in on students, as they
develop towards larger Assessment Tasks which will rely on absorption of the content of the lesson
(for instance, in the completion of a Personal Response to Text (90854), or an External Examination
(90849)) (New Zealand Qualifications Authority, 2015).
The Assessment Task is most appropriate for students who lack prior background knowledge
regarding the Mtauranga Mori covered in the lesson. For those students with more advanced
background knowledge, or those who are operating at a very high level, an extension task is provided
at the end of the Quiz these students will have the opportunity to extend themselves by attempting to
apply the content of the lesson to The Seahorse. This aspect of the assessment will provide
formative information as to those students capacity to apply Mtauranga Mori concepts to the texts,
and will inform differentiated tasks they might receive in future lessons. In addition, these students
will have had an additional opportunity for assessment, if they choose to engage in the Extension
Activity imagined by the Plan. Their Personal Responses will also be reviewed as short essay
answers, and will also be used for formative feedback purposes.

Part Four: A 750 word rationale

How does the Lesson Plan meet the requirements of RTC10 and its two indicators?
RTC10 provides that teachers must work effectively within the bicultural context of Aotearoa a
requirement that is met by satisfaction of two indicators: the practice and develop[ment] of use of
Te Reo Mori me ng tikanga a iwi in context and the specific and effective address of the
educational aspirations of akonga Mori, displaying high expectations for their learning (Education
Council, 2015).
The Plan sets out to meet each of these aspirations in turn.
The Plan supports the first indicator by utilising resources which incorporate (or speak in) the Mori
language. Te Reo Mori (hereafter Te Reo) is presented to students in an integrated form (amongst
resources speaking on Tikanga Mori), rather than in isolation (as a mere set of vocab), in
recognition that Te Reo and Tikanga Mori are inseparable (Ministry of Education, 2015) Te Reos
context is Tikanga Moris conceptual framework. In addition, resources have been selected which
display Te Reo in written and oral forms, to promote students confidence in and understanding of its
use (Ministry of Education, 2015).
The Plan supports the second indicator in several ways. First, it supports the educational aspirations of
Mori students by utilising teaching strategies which have been demonstrated to lift Mori student
success making the curriculum real (by using real world examples of the events like The
Seahorse) and providing opportunities for group work (the Jigsaw activity) (Hawk & Hill, 1996, pp.
1-4). Secondly, the Plan posits high expectations for Mori students capacities they are trusted with
peer tutoring exercises (a task shown to support student learning (see Griffin & Grifffin, 1995)) and
are offered extension opportunities (a personal response extension task and differentiated news
extracts for review).
Finally, the Plan strives to work effectively within New Zealands bicultural context by deliberately
avoiding perpetuation of a harmonious bicultural fantasy (the myth Mori-Pkeha postcolonial
tensions are fully resolved) (see Bell, 1996 and Balanovic, 2013), in order to avoid maligning or
erasing the views of Mori students, whose experiences might speak to another actuality.
How does the Lesson Plan meet the needs of Mori students?
In addition to those aspects outlined above, the Plan seeks to meet the needs of Mori students in a
number of ways.
First, the Plan is designed to ensure those with knowledge of Tikanga Mori (Ihimaera, Henare and
Marsden) are those that speak to it Mtauranga Mori is not conveyed via the instructor, but via
resources. This is to avoid the risk of colonisation of Mori knowledge (whereby that knowledge is
de-contextualised, misrepresented or misconstrued by the class non-Mori instructor), alienating

Mori students (Durie, 1983, p. 22). In the same vein, the Plan seeks to avoid presenting Mori
knowledge as homogenous (Hemara, 2000, p. 62) by utilising news extracts in which members of
different iwi postulate varied views of Tikanga Mori (this diversity in viewpoints will be shared
across the class in later lessons, where these PowerPoint slides are shared, displayed or presented).
Secondly, the Plan gives recognition to Mori conceptions of learning, deliberately encouraging
Awhinatia (the helping process) in a collaborative activity (the Jigsaw). This facilitates cultural
safety in the classroom, wherein Mori students are permitted to carry out their learning in a way that
might speak to their culture (MacFarlane et al, 2007, p. 68). In addition, this safety has been
accentuated by providing Mori students with a choice to express their cultural knowledge (if they
possess it, and are willing), in recognition that the class might not have the right to the knowledge in
question (Jones, 1996, p. 311) or that requesting such knowledge might be perceived as colonial
surveillance (Bhabba, 1994, p. 192).
Why use Te Reo?
There are a multitude of benefits to the use of Te Reo in classrooms, which (grievously) may be given
only cursory examination here.
For Mori students, the use of Te Reo contributes to the construction of culturally-safe schools, which
raise their motivation, engagement and academic achievement (see MacFarlane et al, 2007). However,
the benefits of Te Reos use are felt across the student body. Its use can: facilitate access to the
wisdom of Te Ao Mori, broaden students capacity to relate to others values or beliefs, improve their
cognitive capacities regarding language (in Mori, English or any other language they speak), imbue
them with a sense of belonging in New Zealands cultural context, and render them capable to
participate as citizens of a multicultural society (Ministry of Education, 2013, p. 13).

Appendix 1:

Appendix 2:

Appendix 3:

Extracts will be cut into pieces (as indicated by borders) and distributed amongst students. The first
group will only receive copies of the first extract, the second group will only receive copies of the
second extract and so on.

(1) Mother Earth and Man

The first woman Hineahuone was formed out of the clay of mother earth and impregnated by Tane to
produce Hine Titama, the dawn maid. Tane cohabited with her to produce more children. These were
the progenitors of the human race. The Mori thought of himself as holding a special relationship to
mother earth and her resources. The popular name for the earth was whenua. This is also the name for
the afterbirth. Just as the foetus is nurtured in the mothers womb and after the babys birth upon her
breast, so all life forms are nurtured in the womb and upon the earths breast. Man is an integral part
therefore of the natural order and recipient of her bounty. He is her son and therefore, as every son has
social obligations to fulfill towards his parents, siblings and other members of the whanau so has man
an obligation to mother earth and her whanau to promote their welfare and good.

(Extract from: KAITIAKITANGA A Definitive Introduction to the Holistic World View of the Mori by M.
Marsden and T.A. Henare, November 1992, p. 14).

(2) Mother Earth

Papatuanuku was the personified name for the Earth and Whenua, the common name. Papatuanuku
wa the primordial mother figure who married Rangi and birthed the departmental gods (Tawhito) who
were delegated to oversee the elements and natural resources winds, storms, lightning, forests,
cultivated crops, fish, etc. Whenua was the term both for the natural earth and placenta. This is a
constant reminder that we are of the earth and therefore earthy, and born out of the placenta and
therefore human. As the human mother nourishes her child in the womb and then upon her breast after
the childs birth, so does Mother Earth. Not only does she nourish humankind upon her breast but all
life animals, birds, trees and plants. Man is part of this network and the other forms of life are his
siblings. They share with each other the nourishment provided by Mother Earth. Papatuanuku is a
living organism with her own biological systems and functions. She provides a network of support
systems for all her children who live and function in a symbiotic relationship. The different species
and genera contribute to the welfare of other species and also help to sustain the biological functions
of Mother Earth both in their life and death. Her children facilitate the processes of ingestion,
digestion, and excretion. The streams of water are her arteries bringing the life giving waters for her to
imbibe and share with her offspring. Those same streams act as alimentary canals and help in the
disposal of waste.
(Extract from: KAITIAKITANGA A Definitive Introduction to the Holistic World View of the Mori by M.
Marsden and T.A. Henare, November 1992, p. 17).

(3) Earths Consciousness

Man is the conscious mind of Mother Earth and plays a vital part in the regulation of her life support
systems; and mans duty is to enhance and sustain those systems. The tragedy however is that when
these first principles are forsaken and Mother Earth is perceived as a commodity and her natural
resources seen as disposable property to be exploited, then there is no avoiding the abuse and misuse
of the earth. Man becomes a pillage of his own mother. Forests are denuded. The land, the sea and
air are polluted. Her surface is scarred and the resources are depleted. Until we relearn the lesson that
man is an integral part of the natural order and that he has obligations not only to society but also to
his environment, so long will he abuse the earth. To realise that he is a child of the Earth will help him
in working to restore and maintain the harmony and balance which successive generations of
humankind have arrogantly disrupted.

(Extract from: KAITIAKITANGA A Definitive Introduction to the Holistic World View of the Mori by M.
Marsden and T.A. Henare, November 1992, p. 17).

(4) Kaitiakitanga: Definition

The term tiaki whilst its basic meaning is to guard has other closely related meanings depending
upon the context. Tiaki may therefore also mean, to keep, to preserve, to conserve, to foster, to
protect, to shelter, to keep watch over.
The prefix kai with a verb denotes the agent of the act. A kaitiaki is a guardian, keeper, preserver,
conservator, foster-parent, protector. The suffix tanga added to the noun means guardianship,
preservation, conservation, fostering, protecting, sheltering.

(Extract from: KAITIAKITANGA A Definitive Introduction to the Holistic World View of the Mori by M.
Marsden and T.A. Henare, November 1992, p. 15)

(5) Tikanga Tiaki (Guardianship Customs)

Out of the perceptions and concepts derived from the first principles emerged tikanga or customs
instituted to protect and conserve the resources of Mother Earth. In order to conserve the resources
and ensure their replenishment and sustenance, the Mori introduces the tikanga or custom of Rahui.
Rahui was a prohibition or ban instituted to protect resources.
Within the tribal territory a certain area would be placed under Rahui posted as being out of bounds to
hungers, fishers, harvesters, etc. Other areas would remain open for use. This was a form of rotation
farming. When the resource was considered to have regenerated itself, then the Tapu would be lifted
and that area restored to general use. Another area might be placed under the tapu of rahui in order to
allow it to regenerate. Thus the rotation method ensured a constant and steady source of supply.

(Extract from: KAITIAKITANGA A Definitive Introduction to the Holistic World View of the Mori by M.
Marsden and T.A. Henare, November 1992, p. 15).

Appendix 4:

Appendix 5:

http://www.Moritelevision.com/news/national/ngati-toa-angered-over-pollution-risks
https://www.Moritelevision.com/news/regional/ahipara-iwi-unite-against-deep-sea-oil-drilling
https://www.Moritelevision.com/news/regional/native-affairs-river
https://www.Moritelevision.com/news/regional/native-affairs-dirty-little-secret
https://www.Moritelevisioon.com/news/regional/hapu-angry-over-sale-poroti-spring-water-china
https://www.Moritelevision.com/news/regional/northern-hapu-express-firm-control-over-waterrights
https://www.Moritelevision.com/news/regional/fresh-water-preservation-high-priority-ngatikahungu
https://www.Moritelevision.com/news/regional/kohupatiki-aims-replenish-water-features
*Extension extracts italicised, for distribution to groups on the basis of ability.

Appendix 6:

Appendix 7:

EXTRA TIME TASK:

Draft a personal response in your reading journal to The Seahorse and the Reef, using at least TWO quotes
from the text.
Remember to respond to the text personally by:

Relating the text to yourself and your personal context;

Relating the text to the wider world.

You may draft the response as a written or oral response.

Appendix 8:

Name: xxxxxxxxxxxxxxxxxxxxxxxx
QUICK QUIZ!
Please silently answer the following multi-choice questions within 5 minutes, without looking at your notes. If
you have extra time, have a go at the extra question! When you have completed the task, write your name on
your answer sheet and return it to Miss Forster.
Note some questions may have more than one answer.
Q1: What does Kaitiakitanga mean?
(a)
(b)
(c)
(d)

Stewardship
Seafood
Guardianship
Protector of the Environment

Q2: Who is Papatuanuku?

(a)
(b)
(c)
(d)

Mother Earth
Sky Father
The Wife of Rangi
The main characters mother in The Seahorse and the Reef

Q3: How do Mori think of the Earth, according to Marsden and Henare?
(a)
(b)
(c)
(d)

As a resource to be harvested as much as possible

As the nourisher of all life humans, animals, plants etc
As a parent towards which one has obligations
As a living organism

Q4: What is Rahui?

(a)
(b)
(c)
(d)

A meeting or social occasion

A ban on use of an area
A Mori God
A way of ensuring resources are not over-used

Extra Questions If you have time!

Q6: According to Marsden and Henare, the Earth (including the foreshore and seabed) is personified by Mori
as Papatuanuku. What quotes can you find in The Seahorse and the Reef that personify the reef?

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