: He Umanga
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Approach: Team 
Focus:   Te whakaputa whakaaro me te mätauranga e pä ana ki ëtahi umanga
Resources:  Whakaahua 1, 2; whärangi whakautu 1, 2; käri pätai
Kupu: umanga, mahi ohanga, mahi moni = economic activity
Questions/instructions: 
Whakaaturia ngä whakaahua katoa. He umanga, he mahi ohanga, he mahi moni ränei
e kitea mai ana i ngä whakaahua nei.
Whakaaturia tëtahi o ngä whakaahua, waiho ërä atu whakaahua ki rahaki.
Kia pënei te mahi mö ia whakaahua.
Titiro ki ënei whakaahua. Whakawhitiwhiti körero mö ngä pätai kei runga i te käri nei.
Kia mutu te whakawhitiwhiti körero, tuhia ä koutou whakautu ki te whärangi whakautu.
Whiriwhiria ko tëtahi o koutou hei tuhi i ngä whakautu, tukuna he wä körero ki ia tangata
o te röpü.
 
% responses
1. Whakamäramatia mai he aha te mahi e kitea mai ana i ngä whakaahua?

Photo 1:

valid response (e.g. mahi harakeke/raranga)

100

Photo 2:

valid response (e.g. mahi räkau/whakatipu paina)

92
2. Ko wai mä ngä tängata, röpü ränei e whai wähi atu ana ki tënei mahi?

Photo 1:

whänau (e.g. kuia, pakeke, tamariki etc)

100

community (e.g. marae, hapü 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 ngä painga ka puta i tënei 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 (e.g. tourists)

25

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 ngä ähuatanga käore e pai ana ka puta i tënei 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

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.
 
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