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Describe te tīmatanga o te ao, whakapapa, and whanaungatanga for Iwi/Māori social service purposes

Level / 4
Credits / 9

PurposePeople credited with this unit standard are able to: outline events leading up to and characters involved in te tīmatanga o te ao; describe the relevance of te tīmatanga o te ao and whakapapa in service provision to Māori stakeholders; and describe the relevance of whanaungatanga in service provision to Māori stakeholders.

Subfield / Social Services
Domain / Iwi/Māori Social Services
Status / Registered
Status date / 25 February 2008
Date version published / 25 February 2008
Planned review date / 31 December 2012
Entry information / Open.
Accreditation / Evaluation of documentation and visit by NZQA and industry.
Standard setting body (SSB) / Community Support Services ITO Limited (Careerforce)
Accreditation and Moderation Action Plan (AMAP) reference / 0222

This AMAP can be accessed at

Special notes

1People awarded credit in this unit standard are able to demonstrate knowledge of Te Tiriti o Waitangi for social service purposes, and are able to apply this competence to the context of assessment for this unit standard (for further clarification, please refer to Unit 7926, Explain Te Tiriti o Waitangi for social service purposes).

2Assessment notes:

This unit standard may be assessed on the basis of evidence of demonstrated performance in the workplace, or through the use of a simulated workplace situation that closely approximates the performance required in workplace settings. Workplace settings can include field education placements.

Definitions of Māori words will be those relevant and in common usage in an Iwi/Māori social services context.

Local iwi or hapū aims and objectives underpin the national standard basis of this unit standard. The definitions of Māori words and concepts in the local dialect must be verified by the local iwi and/or hapū.

The context of the unit standard is limited to local rohe or takiwā; where local rohe are also occupied by a number of other iwi or hapū, the tangata whenua or mana whenua view will take precedence. Other iwi or hapū views should be encouraged in order to enrich and enhance understanding of key Māori concepts and practices.

The context of this unit standard in relation to the study of te tīmatanga o te ao will relate to tikanga o te ao Māori, and will recognise differences in various iwi beliefs and teachings that relate to te tīmatanga o te ao. Assessment of candidates for this unit standard should acknowledge those differences as well as appropriate reference to te tīmatanga o te ao within the Iwi/Māori social services environment in which assessment for this unit standard is taking place. People awarded credit in this unit standard are able to outline and apply knowledge of te tīmatanga o te ao according to the traditions of one iwi or hapū.

Elements and performance criteria

Element 1

Outline events leading up to and characters involved in te tīmatanga o te ao.

Performance criteria

1.1A chronology of events that led to the separation of Ranginui and Papatuanuku is outlined.

Rangeevidence is required of two significant events.

1.2Reasons for the separation of Ranginui and Papatuanuku are outlined.

Rangeevidence is required of one reason.

1.3The significant characters involved in the creation of te ao marama are identified.

Rangeevidence is required of three significant characters in the creation of te ao marama.

1.4The role of each of the significant characters in the creation of te ao marama is outlined.

Rangeevidence is required of the roles of the three significant characters identified in performance criterion 1.3.

Element 2

Describe the relevance of te tīmatanga o te ao and whakapapa in service provision to Māori stakeholders.

Performance criteria

2.1The relevance of te tīmatanga o te ao to whakapapa is described in terms of the social service worker’s own whakapapa.

2.2Whakapapa is described as a system of genealogical descent.

2.3The meaning of the structures and concepts that underpin whakapapa are given.

Rangestructures and concepts – whānau, hapū, iwi, waka, kaumātua, kuia, rangatira, matua, teina, tuākana, tuāhine, tūpuna, tamaiti, mokopuna, whāngai, tungāne, whenua.

2.4The value and application of whakapapa is described in traditional and contemporary terms.

Rangevalue and application – mana, tūrangawaewae, whanaungatanga, whenua.

2.5The value and application of whakapapa in service provision to Māori stakeholders is identified and described.

Rangevalue and application – mana, tūrangawaewae, whanaungatanga, whenua.

Element 3

Describe the relevance of whanaungatanga in service provision to Māori stakeholders.

Performance criteria

3.1The relevance of whakapapa to whanaungatanga is explained.

3.2Whanaungatanga is described as a concept and a process.

3.3The value and application of whanaungatanga is described in traditional and contemporary terms.

Rangevalue and application – whakawhanaungatanga, whakapakari whānau.

3.4The value and application of whanaungatanga is identified and described in service provision to Māori stakeholders.

Rangevalue and application – whakawhanaungatanga, whakapakari whānau.

Please note

Providers must be accredited by NZQA, or an inter-institutional body with delegated authority for quality assurance, before they can report credits from assessment against unit standards or deliver courses of study leading to that assessment.

Industry Training Organisations must be accredited by NZQA before they can register credits from assessment against unit standards.

Accredited providers and Industry Training Organisations assessing against unit standards must engage with the moderation system that applies to those standards.

Accreditation requirements and an outline of the moderation system that applies to this standard are outlined in the Accreditation and Moderation Action Plan (AMAP). The AMAP also includes useful information about special requirements for organisations wishing to develop education and training programmes, such as minimum qualifications for tutors and assessors, and special resource requirements.

Comments on this unit standard

Please contact Community Support Services ITO Limited (Careerforce) if you wish to suggest changes to the content of this unit standard.

 New Zealand Qualifications Authority 2019