Context for learning

In this unit akoranga will organise a 7-night “motu-cation” (an educational Island holiday) for themselves, 9 classmates and two adults on Rēkohu.

They need to plan the trip in detail, including researching transport options and fares,

Air Chathams

accommodation options, on-island transportation costs, food options, and access to whichever tourist attractions they select to visit. On the motu-cation,  they must:

  • participate in some cultural activity
  • visit at least 4 culturally significant sites on the Island.
  • finish their visit by presenting something about their own culture and where they come from to a group of students from Rēkohu.

After the motu-cation the group must set up a Travel to Rēkohu expo- either in-class or in a bigger space around the school. In this expo Akoranga will share with expo-visitors everything that they have learned about Rēkohu and the culture there.


Akoranga will begin by investigating where Rēkohu is and what it’s environment and climate may be like. Evaluate and compare the Rēkohu wild-life and flora and fauna to other island-destinations.

Akoranga need to find out why people travel to places like Rēkohu and what activities and attractions are available in places like Rēkohu. As part of that learning, Akoranga must establish which aspects of culture that tourists like learning about when they visit other cultures and then compare those aspects to the culture you might expect to find on Rēkohu

The discovery learning culminates in Akoranga establishing a ‘tourist destination expo’ in the classroom, (or in a larger area if necessary ) where they involve ‘potential visitors” in learning about Rēkohu. Technology must be used to give potential visitors “sight-seeing” opportunities and glimpses of Rēkohu life.

The expo will include information about:

  • Local foods from Rēkohu
  • Customs, traditions and past-times from Rēkohu
  • Rēkohu history
  • Rēkohu indigenous Culture
  • Wild-life of Rēkohu
  • Landscapes and natural features of Rēkohu
  • Tourist Attractions

Akoranga will maintain a journal to record their thinking and planning. Each member of the group must have a role. The following roles are required. (these can be shared roles or swapped each week and Akoranga  may have more than one role at a time.)

  • Kaiarotahi (Focuser): To keep everyone on track and heading in the right directions. (Not a “boss”)
  • Kaituhi (Scribe): To record all planning and ideas.
  • Kaiipurangi (website Builder): (Can be the Kaituhi) Create and maintain blogsite for the group
  • Kaiwhakaahua (Photographer): To keep a visual record of daily activities and progress.
  • Kaitiro (Monitor): To prepare progress reports, identify and share problems they see, record how these are resolved
  • Kairapu (Finder): To source materials and equipment
  • Kaihanga (Designer / Fabricator): To oversee and co-ordinate the ‘making process’
  • Kaikounga (Quality control): Making sure the group aims high
  • Kaikawe Korero (Presenter): The voice of the group

Curriculum Links

Social Sciences L3 and L4

  • Understand how groups make and implement rules and laws.
  • Understand how cultural practices vary but reflect similar purposes.
  • Understand how early Polynesian and British migrations to New Zealand have continuing significance for tangata whenua and communities.
  • Understand how people pass on and sustain culture and heritage for different reasons and that this has consequences for people.
  • Understand that events have causes and effects.

Financial Literacy L4

Spending: -Describe different ways to get value for money when spending, e.g. when buying clothing, toiletries, haircuts. -Discuss external factors that can affect peoples' financial choices, e.g. advertising, peer pressure. Budgeting: -Create a budget for a specific activity and timeframe. - Use money management tools, including online and hard copy bank statements, to monitor a given budget. -Identify regular financial commitments individuals/whānau/groups have to make. Setting Goals: Investigate how financial planning can help to attain life goals, e.g. saving for trips like motu-cation

Key Competencies


  • Collecting, organising and analysing information
  • Generating, identifying and assessing opportunities.
  • Identifying, assessing and managing risks.

Participating and contributing:

  • Planning and organising
  • Working with others and in teams.

Using language, symbols and texts:

  • Communicating and receiving ideas and information


Diversity: Recognising that people have different values that affect decisions.

Community: Sharing resources, knowledge, skills.

Learning Objectives

By the end of this unit, akoranga will be able to:

  • Create an accurate and well researched itinerary and budget for an Island-trip for a school group. Identify options for getting value for money,
  • Describe how cultural groups maintain and pass on their culture,
  • Describe how events in the past can have long term implications
  • Evaluate and explain how the movement of people can affect cultural diversity
  • Discuss the pros and cons of fairness and equity for cultural groups.
  • Create an Island expo for potential visitors to Rekohu  that includes information on local foods, customs, traditions, cultures and history, as well as information about visitor attractions.
Resource requirements
  • Internet and Library access
  • Any books, videos or films about Rēkohu as a destination
  • Any material about the indigenous people of Rēkohu
  • Travel destination clips to similar destinations
  • Local and regional travel agencies
  • Local people who are from the target destination
  • Decision Grids
  • Group Planning Journals
  • Space to install expo
  • Physical resources for constructions – as decided by Kaihanga and the group
  • IT equipment including desktop audio-visual editing, Pads/Android Tabs, Apps  and presentation equipment (decided by group as they work through the tasks)

Getting started

The teacher shows students a travel documentary of an Island destination that is in some way similar to Rēkohu (ie: Rapanui or Faroes ) but not a traditional (warm-water) South Pacific island such as Rarotonga or Fiji.

The unit and focus for learning is described to akoranga.  Explain that they will:

  • Investigate a range of island destinations and then be given a particular destination to plan a trip to (do not share the target destination until you are ready)
  • Create an expo to showcase the surprise destination (Rēkohu) to an audience, including other students and teachers
  • Work in co-operative groups to organise the expo and share authentic attractions and cultural information, using the community as a resource
  • Perform a presentation about their own culture and context to show to people from Rēkohu

Setting Timelines:

Kaiako takes photo of class as they embark on this mission on Day 1. (Daily images must be taken of all groups and progress/steps.)

The class/each group sets a date and time for the event and creates a draft timeline for the planning of this unit.  Kaiwhakaahua photographs the timeline and shares it to every member of each group and to the Kaiako.

The Time Line is printed and pinned to a wall somewhere handy as it is a ‘work in progress’, so as more information arises; students will update the actions to be completed, (and keep a photo story of their journey).

Teaching and learning sequences

  1. The Kaiako shows a couple of video clips of various island destinations. (Select from the ones on this page>>>>) or reads a travel destination story to the students.  Discuss what we mean by a ‘tourist destination’ and why people travel to other places.  Complete a brainstorm on what akoranga already know about what a New Zealander travelling to different remote island destinations might do.
  • Ask akoranga to search for other tourist destination travel documentaries they could watch over the next few weeks for ideas, and also encourage them to search the internet for useful ‘relevant’ information.  Discuss and specify what information they are after that will inform others about each destination.
  • Akoranga will compare various destinations, what they offer, costs of getting there, costs of staying there and the environmental impact of the trip.
  • Kaiipurangi from each group will create set up a blogsite where akoranga will send their learning to. This information could be combined and shared via a group blog using google sites, wordpress, wix, weebly, yola or webnode. (This should be an added and assessed requirement)
  • Akoranga to make a KWL Chart to collect the information about the target destination. Use the provided KWL Chart “What I know; What I wonder; what I have learned” to illustrate what they need to do. The KWL chart will help direct the questioning approach that will be used if ‘local experts’ are interviewed.  The KWL chart may be further divided into sub categories such as food, cultures, traditions, climate, environment, weapons, warfare, flora and fauna etc. Kaiako will check that akoranga have covered the range of aspects that are important for travel information; eg: food, currency – exchange rates, traditions and customs, cultural festivals, climate, natural features, etc.
  • Who are local experts? Class discuss who do we have in our communities and across most communities (at least in NZ) that we could contact to ask for information? Who are the influencers in our communities? Could they be the ones to contact? Are they the experts?
  • Each group must contact at least one local expert via email or contact form to help answer the questions akoranga have about their potential destinations.
  • After answers from local contacts have been received akoranga should go through each of the responses and discuss the ideas that were communicated and check to see if they gained sufficient information to answer; What do I want to learn?
  • Akoranga decide the range of criteria that would be most relevant and important to their travel group (2 adults and 10 akoranga) and what knowledge gives them the best understanding of the places that they have looked at and therefore what information should they be looking for in their target destination (ie: What do I want to learn?)
  • Criteria might include:
    • Do we have access to the information we will need to establish this tourist destination?
    • Which people in a community could we contact and use as ‘experts’ to help us with cultural aspects? (click here for a list of community influencers that could help)
    • Do we have community experts who can help us with local issues and aspects such as food, protocols, language?
    • How will we know about access to local sites of interest, such as historical, cultural and tourist sites.
    • What are the most important things that we have learned about the places we have seen so far, that we want to know about the target destination (Rēkohu)?

Akoranga view the Decision Making Grid Template and attached example (by clicking the button below). Akoranga make their own template using a spreadsheet on iPad or PC. (Must be able to print them and/or share them. )

Give akoranga examples of how to use the decision making grid to make decisions about complex issues relevant to them.

  • Which car brand to buy
  • What brand of phone is best
  • Android vs iPad
  • Rent a house or buy one
  • Which NZ company makes the best socks?
  • Use a Decision Making Grid to help rank the various features and decide which ones best showcase a destination.  Akoranga should discuss and explain why they have chosen the ones that have the highest score.
  • Akoranga brainstorm the range of exhibits, cultural performances, foods etc., which they could provide at their travel destination expo.    They may also consider how much of the destination’s language they would incorporate into their activities.  NB: Further research about the targeted destination may be required at this step.
  • From these ideas, the kaiako and akoranga decide which themes are the most popular and feasible.  A Decision Making Grid could be used again to help make final decisions on how many ‘exhibits’ will be showcased, and which ones.  NB:  This will be limited by the number of akoranga engaged in this project, class, syndicate, whole school.

Need a Job?

  • The Kaiako needs to explain that akoranga will be working in groups and they will need to keep group journals of their planning.  There will be several roles within each group and that akoranga will have to write a Letter of Application to apply for one of the positions in each group.

The kaiako and akoranga explore the following questions:

What is a Letter of Application?  Who do we write these letters for?  What do they look like?  What information is contained in them?

The kaiako shares samples of job application letters with akoranga to help answer these questions.

Akoranga examine a Letter of Application more closely in a guided reading lesson.  The kaiako breaks a letter up into chunks for analysis.  What information is recorded at the top of the letter?  How does the letter begin?  What information is recorded in the first paragraph?  What information is recorded in the body of the letter?  How long is the letter?  How is the letter concluded?  Why is it ordered in that way? etc.

The kaiako encourages akoranga to consider how a writer can create impact when writing a Letter of Application – examine the use of convincing language, the promotion of a person’s interests, skills and knowledge within the letter, etc.

Akoranga write a Letter of Application to apply for a particular position within one of the groups. Also indicating 2nd and 3rd preferences

Creating destination Rēkohu

Akoranga receive a reply confirming their appointments in an organising group for one aspect of the Destination Rēkohu venture.  The first planning meeting is held.  Akoranga establish a list of success criteria for their part in the organisation and record this in their journal.  They discuss and fine-tune the range of roles within the group and discuss and record the job descriptions.  Plans are recorded on an ongoing basis.

Guided by the kaiako, akoranga establish an action plan for their part in the organisation and create a group timeline (that is consistent with the class timeline if necessary).

Akoranga make a list of the resources/materials they will need to produce their displays, etc using the resource list template.  Materials are costed (budgeted).  Akoranga will need to consider if they can recover these costs and possibly more at their Expo through sales of information, food, or goods. Final decisions about materials and resources are made and production begins.  As expenditure is incurred students record costs.  Kaikounga (Quality controller) will need to be active as a high standard of presentation is required.

Akoranga may decide to invite their experts into the classroom (via skype or similar) to critique their work in progress.

Akoranga are expected to learn some of the language of the indigenous people of the target destination; enough to enable them to welcome guests, etc.  Akoranga learn new vocabulary and structures that enable them to say and write their messages.

Once the expo has been completed, akoranga carry out self-assessment and/or peer assessment using the success criteria listed on the Self/Peer Assessment Sheet.

Akoranga identify the strengths of their displays and areas for potential improvement.

Sharing and evaluating

  1. Akoranga hold “Destination Rēkohu” and welcome visitors to experience their display.
  • Akoranga seek feedback from all people who were part of Destination Rēkohu, particularly their customers. (create and have feedback forms available throughout the expo)
  • Akoranga revisit shared success criteria and evaluate each of their actions against these.
  • Akoranga create a digital flow diagram (using iPad) of the steps they took along the timeline, with each step supported by photographs.
  • Students calculate their expenditure and income from the expo and determine if there is any surplus.  If there is a surplus students decide how this will be distributed.
Reflective questions

Exploring new knowledge and skills

  • Describe the range of links that mainland New Zealanders and New Zealand businesses have with the Rēkohu.
  • Discuss and describe the benefits to New Zealand of having Rēkohu as part of it’s territory.
  • What attributes would you need to be a travel agent, or to work in the travel industry with visitors?
  • What are the similarities between New Zealand and Rēkohu?
  • What are the differences between them?  Consider: Time-line of history, geographic features, cultural features, cultural symbols, economic features, cost of living, employment opportunities
  • DWho in your community knows about Rēkohu, the culture(s) and history and how accurate are they with that knowledge?
  • What does mainstream media have to say about Rēkohu and the indigenous people?
Exploring what it is to be innovative and enterprising
  • What step/s were you doing when you used each of the Enterprising Attributes?  Break each attribute into its separate words and refine your answers.
  • How could you improve on using the Enterprising Attribute/s for next time?
  • Can you transfer this learning to your other topics?

Exploring further future focus issues

  • Why can we not always communicate in English and use our own cultural practices?
  • Globalisation is a word so often used today.  What does it mean, and why is it important? What does it mean in relation to Moriori?
  • Why do people from other cultures come to live and work in New Zealand and why do New Zealanders live and work in other countries?  What benefits does it bring to our people and country?
  • What are intellectual property rights and how do they impact Māori and Moriori?
Possible assessment activities (Teacher):
  • Create and complete a KWL Chart highlighting the range of information available about the target destination
  • Create a blogsite or website that all akoranga in each group can use to share information and that can be used to advertise the target destination
  • Participating in discussion, contributing, listening, evaluating
  • Create their own decision-making grid or improve on current model. Use and can explain how it works.
  • Completed budget shows detailed and accurate costings for all aspects of the trip. See budget sheet
  • Akoranga learn new vocabulary and structures that enable them to say and write their messages
  • Cultural links:  The kaiako could evaluate how well students understand the different cultural practices for their destination.
  • Kaiako evaluates akoranga’s Group Planning Journals.
  • Kaiako hui with akoranga to assess their understanding of the range of links New Zealand has with Rēkohu, and how important these links are to New Zealand’s well-being.
Assessment Rubrics

There are so many assess-able elements to this unit that it was thought best that kaiako design / use their own as each will assess something different.