NCEA Level 1 Tikanga-ā-Iwi study plan

Define the scope of Tikanga-ā-Iwi as a subject: explain in your own words what the domain covers (tikanga Māori concepts, values, and their application in iwi and community contexts) and list the key terms you will need to master.

Build a glossary of at least 20 core terms (e.g. tikanga, kawa, mana, tapu, noa, whakapapa, manaakitanga, kaitiakitanga, rangatiratanga, whanaungatanga) with a one-sentence definition and a real-world example for each.

Map the assessment format: identify how many credits, what internal and external standards are involved, and what evidence types (written, oral, practical, portfolio) each requires.

Set up a study file organised by concept, with a running log of sources you use and a weekly reflection entry.

Explain the relationship between tikanga and kawa, and describe how kawa operates differently on a marae versus in a workplace or school setting.

Describe at least five core values (manaakitanga, kaitiakitanga, whanaungatanga, rangatiratanga, tapu/noa) and give a concrete example of each in practice.

Trace how whakapapa connects people to land, ancestors, and obligations, and explain why it underpins so many tikanga decisions.

Compare two sources that define tikanga differently and note where they agree and diverge.

Explain the concepts of mana, tapu, and noa and describe how they interact in everyday decision-making.

Describe the role of kaumātua and kuia in guiding tikanga, and identify three situations where their guidance is sought.

Outline the tikanga associated with a pōwhiri (at least six stages) and explain the purpose of each stage.

Practise using the correct terminology in context by writing short scenario responses.

Analyse a real case study (e.g. a local iwi or hapū decision, a resource-management dispute, or a marae restoration) and identify which tikanga values drove the decisions.

Explain how kaitiakitanga applies to a specific environmental or resource issue in Aotearoa New Zealand.

Describe how rangatiratanga and mana motuhake shape iwi governance and relationships with the Crown.

Write a structured paragraph using the claim–evidence–explanation format for each of three values.

Explain the relationship between tikanga Māori and New Zealand law, including at least two examples where the two interact (e.g. the Treaty of Waitangi, the Resource Management Act, or the Marine and Coastal Area Act).

Summarise the key articles and principles of the Treaty of Waitangi and explain how they relate to tikanga-ā-iwi.

Describe how urbanisation and migration have changed the practice of tikanga, and identify two adaptations.

Identify at least three primary sources (Waitangi Tribunal reports, iwi websites, official guidance) and evaluate their reliability.

Explain the role of te reo Māori in transmitting tikanga, and demonstrate correct pronunciation and use of at least 15 terms in a spoken or written piece.

Describe how tikanga is practised in a specific setting you can observe or research (school, workplace, marae, or community organisation).

Interview or research one person or organisation about how they apply tikanga day to day, and record what you learn.

Draft a set of interview or research questions that would elicit evidence of tikanga in practice.

Assemble and organise all evidence collected so far against the assessment criteria, and identify any gaps.

Practise answering exam-style questions under timed conditions (at least three questions in 45 minutes).

Revise your glossary to at least 35 terms and test yourself on all of them.

Draft full written responses to two past-paper-style questions and self-mark them against the criteria.

Complete a full mock assessment under exam conditions and mark it against the official criteria.

Close every gap identified in week 7 by re-reading, re-drafting, or seeking clarification.

Rehearse oral or practical components if your standards require them.

Write a final one-page summary sheet of the 15 most important ideas to review the night before the assessment.