Domain - Māori Environmental Practices
TOP > Māori > Environment Māori > Māori Environmental Practices
| 0 Qualifications | 21 Assessment Standards (21 Units) | View Education Organisations with Consent to Assess |
Qualifications Domain-full
No qualifications currently registered at this level. Also check fields and sub-fields.
Assessment Standards
Hide education organisations, CMR & purpose »
Level 1
Identify and explain te taiao occurrences in a local context using pūrākau and waiata
Version 6
15976 Unit Standard 2 Credits
View Education Organisations with Consent to Assess »
People credited with this unit standard are able to: . identify te taiao occurrences recalled in a purakau and a waiata; . explain te taiao occurrences that have been retold through the oral traditions of purakau, waiata or both.
Consent & Moderation Requirements:
CMR 226
Standard-setting body:
Demonstrate knowledge of kai preservation
Version 6
15983 Unit Standard 2 Credits
View Education Organisations with Consent to Assess »
People credited with this unit standard are able to explain: . two tikanga Maori associated with the preservation of kai Maori; and . two kai preservation techniques at a local level.
Consent & Moderation Requirements:
CMR 226
Standard-setting body:
Demonstrate knowledge of the use of rākau Māori
Version 6
15985 Unit Standard 3 Credits
View Education Organisations with Consent to Assess »
People credited with this unit standard are able to: . describe two rakau Maori species; . explain the relationship that the selected rakau Maori species have with other native flora and fauna; and . explain the extraction of a selected rakau Maori for processing into a product.
Consent & Moderation Requirements:
CMR 226
Standard-setting body:
Demonstrate knowledge of tikanga for the preparation of mahinga kai
Version 6
15988 Unit Standard 2 Credits
View Education Organisations with Consent to Assess »
People credited with this unit standard are able to: . identify and describe a kai Maori suitable for kai in a local context; . describe tikanga Maori associated with mahinga kai in relation to the selection, and preparation of two kai Maori.
Consent & Moderation Requirements:
CMR 226
Standard-setting body:
Demonstrate knowledge of a native bird and its significance to Māori
Version 6
15990 Unit Standard 4 Credits
View Education Organisations with Consent to Assess »
People credited with this unit standard are able to: . explain the importance of one native bird to Maori in a local context; . explain the characteristics that help the native bird to survive in its environment; and . explain the environmental relationships that the native bird develops within its own habitat.
Consent & Moderation Requirements:
CMR 226
Standard-setting body:
Explain the importance of one native insect to Māori in a local context
Version 6
15991 Unit Standard 2 Credits
View Education Organisations with Consent to Assess »
People credited with this unit standard are able to explain the importance of one native insect to Maori in a local context.
Consent & Moderation Requirements:
CMR 226
Standard-setting body:
Describe the role of, and interactions between atua Māori in te taiao
Version 6
19670 Unit Standard 2 Credits
View Education Organisations with Consent to Assess »
People credited with this unit standard are able to: . identify and describe the role of atua Maori in te taiao; and . describe interactions between atua Maori in te taiao.
Consent & Moderation Requirements:
CMR 226
Standard-setting body:
Identify and describe a Māori view of te taiao
Version 6
19671 Unit Standard 4 Credits
View Education Organisations with Consent to Assess »
People credited with this unit standard are able to describe: . taonga in relation to te taiao; . the role of tangata whenua in relation to te taiao; and . an issue relating to te taiao from a tangata whenua perspective.
Consent & Moderation Requirements:
CMR 226
Standard-setting body:
Describe tapu, noa, and mana in relation to the way Māori interact with te taiao
Version 9
6137 Unit Standard 3 Credits
View Education Organisations with Consent to Assess »
People credited with this unit standard are able to describe: tapu, noa, and mana in relation to the way Maori interact with the natural world.
Consent & Moderation Requirements:
CMR 226
Standard-setting body:
Describe aroha in relation to the way Māori interact with te taiao
Version 9
6139 Unit Standard 2 Credits
View Education Organisations with Consent to Assess »
People credited with this unit standard are able to describe: . aroha in relation to the way Maori interact with te taiao and aroha in relation to a local whanau, hapu and/or iwi care of te taiao.
Consent & Moderation Requirements:
CMR 226
Standard-setting body:
Level 2
Compare western astronomical theory with Māori cosmology
This standard has expired and is no longer available.
Version 4
15979 Unit Standard 3 Credits
View Education Organisations with Consent to Assess »
People credited with this unit standard are able to: explain western astronomical theory and Maori cosmology and compare them in relation to the beginning of the universe; develop conclusions based on interpretation of western astronomical theory and Maori cosmology; and present a discussion to support either the western astronomical theory or Maori cosmology for the beginning of the universe.
Standard-setting body:
Explain tikanga Māori for the use of rākau Māori in clothing, whare, waka and implements
Version 6
15987 Unit Standard 3 Credits
View Education Organisations with Consent to Assess »
People credited with this unit standard are able to: . describe tikanga associated with the selection and preparation of rakau Maori used for the manufacturing of clothes, whare, waka and implements; . explain why specific rakau Maori are used for specific purposes; and . explain the preparatory process of rakau Maori for an article of clothing or an implement.
Consent & Moderation Requirements:
CMR 226
Standard-setting body:
Describe whanaungatanga in relation to how Māori interact and take care of te taiao
Version 8
6141 Unit Standard 3 Credits
View Education Organisations with Consent to Assess »
People credited with this unit standard are able to describe: . whanaungatanga in relation to the way Maori interact with te taiao; and . whanaungatanga in relation to a local Maori environmental management system.
Consent & Moderation Requirements:
CMR 226
Standard-setting body:
Level 3
Explain kaitiakitanga in relation to the way Māori interact with te taiao
Version 8
6142 Unit Standard 4 Credits
View Education Organisations with Consent to Assess »
People credited with this unit standard are able to explain: . kaitiakitanga in terms of how Maori relate to te taiao; and . the use of tikanga Maori as part of exercising kaitiakitanga.
Consent & Moderation Requirements:
CMR 226
Standard-setting body:
Carry out a local kaitiakitanga activity with direction
Version 8
6143 Unit Standard 6 Credits
View Education Organisations with Consent to Assess »
People credited with this unit standard are able to: . plan a local kaitiakitanga activity; . carry out a local kaitiakitanga activity; and . evaluate a local kaitiakitanga activity.
Consent & Moderation Requirements:
CMR 226
Standard-setting body:
Identify and explain the different views Māori and Pākehā have in relation to te taiao
Version 8
6147 Unit Standard 4 Credits
View Education Organisations with Consent to Assess »
People credited with this unit standard are able to identify and explain: . the difference in the way that Maori and Pakeha use and manage natural resources; and . the differences between Maori and Pakeha land tenure systems.
Consent & Moderation Requirements:
CMR 226
Standard-setting body:
Level 4
Explain the features of Māori science and a western science tradition
This standard has expired and is no longer available.
Version 4
15995 Unit Standard 3 Credits
View Education Organisations with Consent to Assess »
People credited with this unit standard are able to: explain the similarities and differences between a Maori science tradition and a western science tradition; develop conclusions that are substantiated by evidence about the nature of the relationship between the two different traditions, and discuss the effects of colonisation on an area of Maori science.
Standard-setting body:
Whakaritea te kaupapa kaitiakitanga/Prepare and plan a kaitiakitanga project
Version 7
20325 Unit Standard 6 Credits
View Education Organisations with Consent to Assess »
People credited with this unit standard are able to: . identify a local kaitiakitanga issue; and . plan a kaitiakitanga project to investigate the issue.
Consent & Moderation Requirements:
CMR 166
Standard-setting body:
Whakamahia te kaupapa kaitiakitanga/Carry out fieldwork and collect data for a kaitiakitanga project
Version 7
20326 Unit Standard 8 Credits
View Education Organisations with Consent to Assess »
People credited with this unit standard are able to: . carry out fieldwork to implement a kaitiakitanga project plan; . collect and record data from fieldwork; and . provide evidence of fieldwork data organisation.
Consent & Moderation Requirements:
CMR 166
Standard-setting body:
Arotakehia te kaupapa kaitiakitanga/Evaluate a kaitiakitanga project
Version 7
20327 Unit Standard 10 Credits
View Education Organisations with Consent to Assess »
People credited with this unit standard are able to: . analyse and interpret data from fieldwork that implements a kaitiakitanga project plan; . critically evaluate and draw conclusions from a kaitiakitanga project in terms of project objectives; . complete a presentation reporting on a kaitiakitanga project; and . analyse the findings of the report and identify possible future developments for the kaitiakitanga project.
Consent & Moderation Requirements:
CMR 166
Standard-setting body:
Explain tino rangatiratanga in relation to the way Māori interact with te taiao
Version 8
6148 Unit Standard 6 Credits
View Education Organisations with Consent to Assess »
People credited with this unit standard are able to explain: . tino rangatiratanga in relation to the way Maori interact with te taiao; . advantages and disadvantages of whakapapa in relation to the exercise of tino rangatiratanga and the way Maori interact with te taiao; . take whenua in relation to the exercise of tino rangatiratanga; and . the importance of natural and physical features in relation to local iwi or hapu expressions of tino rangatiratanga.
Consent & Moderation Requirements:
CMR 166
Standard-setting body:
Data as at 2025-05-01 23:01:07.45