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Title / Use understanding of the Treaty of Waitangi to propose a Treaty partnership approach to youth development
Level / 5 / Credits / 15
Purpose / People credited with this unit standard are able to: discuss the impact of colonisation on tangata whenua and describe responses used to support decolonisation; discuss the importance of the Treaty of Waitangi/Te Tiriti o Waitangi to the development of Aotearoa New Zealand and the concepts of tino rangatiratanga and Treaty partnership; describe own relationship with the Treaty of Waitangi/Te Tiriti o Waitangi and Aotearoa New Zealand and discuss how these have contributed to own worldview; and propose approaches to Treaty partnership for application to own youth development practice and a youth development organisation.
Classification / Social Services > Youth Development
Available grade / Achieved
Explanatory notes
1This unit standard is underpinned by the principle in the Youth Development Strategy Aotearoa[1] (YDSA) that youth development is “shaped by the big picture”. It prepares people to use their knowledge and understanding of youth development practice to work with young people, and to practice accountably within established organisational policies, procedures and protocols.
2When contributing to achievement of a degree or any degree-related qualification, assessment of this unit standard must be integrated within an approved programme of study. Those providers wishing to offer a degree programme containing this standard are referred to AMAP 0222 for further information on requirements.
3Glossary:
Colonial structures are the social, economic and political structures established by the colonising people.
Colonisation is the establishment of governance or authority in a country through the creation of settlements by another country or jurisdiction.
Crown refers to the government of New Zealand.
Decolonisation refers to the means of undoing the processes of colonisation and can include using government policies, the treaty settlements process and kaupapa Māori structures, for example, Te Kohanga Reo, Kura Kaupapa, Wharekura, and Wānanga.
Discrimination is the unfair or less favourable treatment of one person when compared with another person in the same or similar circumstances. Discrimination may be unlawful if it based on any of the following: sex (including pregnancy); disability (including reliance on a guide dog, wheelchair or other aids); marital status; age; religious belief; political opinion; colour; race; family status; employment status; sexual orientation; and ethnic or national origins.
Mana whenua is the tribe that hastraditional authority over an area of land [whenua].
Nationhood is the achievement of national independence and autonomy by a large group of people organised under a single, usually independent, government.
Ostracism is the process whereby people are excluded from interactions with others or from an event or service.
Tangata whenua refers to the whānau, hapū and iwi who are recognised as the traditional occupiers of the land within a specific district/rohe.
Tino rangatiratanga can be translated as ‘absolute/unqualified chieftainship’. Its closest English translation is self-determination, although many also refer to it as ‘absolute sovereignty’ or ‘Māori independence’.
Treaty partnership means working within the articles and intentions of the Treaty of Waitangi/Te Tiriti o Waitangi.
Worldview is a collection of values and beliefs about life and the universe held by an individual and/or collective and describes the overall perspective from which one sees and interprets and interacts with the world.
Youth/young people are people between the ages of 12 and 24.
Youth development means growing and developing social, cultural and employment-related skills, knowledge, attributes and attitudes that young people need to take part in society, now and in the future.
4Assessment notes:
Assessment of this unit standard must include an oral presentation to the tangata whenua or mana whenua of the rohe in which the assessment is undertaken. Assessment of te reo Māori and concepts of Treaty partnership must be judged as acceptable by tangata whenua or mana whenua. 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.
While achieving the outcomes of this unit standard, youth development workers must demonstrate knowledge of the key values that underpin Māori society, and reflect this knowledge in behaviour that is appropriate to the context in which they work.
Outcomes and evidence requirements
Outcome 1
Discuss the impact of colonisation on tangata whenua and describe responses used to support decolonisation.
Evidence requirements
1.1Concepts of colonisation and decolonisation are discussed in relation to Aotearoa New Zealand.
Rangeconcepts include – nationhood, power, control, oppression, marginalisation, segregation, discrimination, reclamation, te reo and tikanga Māori renaissance, governance and leadership, self-determination.
Discussion of colonisation and decolonisation includes but is not limited to – examples of how they have been exhibited in Aotearoa New Zealand; tools and processes used; positive and negative impacts on tangata whenua and other peoples; resulting grievances and inequalities; power and control; restorative processes.
1.2Colonial structures used for colonisation and their impact on tangata whenua are discussed.
Rangea minimum of one of each of a social, political and economic structure and one impact for each of these.
Discussion includes but is not limited to – examples of colonial structures used in Aotearoa New Zealand and how they were implemented; their impacts on tangata whenua and other peoples; short, medium and long term issues arising from their use; restorative processes.
1.2Government and tangata whenua responses to support decolonisation are described.
Rangea minimum of one government and one tangata whenua response.
Description includes but is not limited to – example of the response, its application and impact, issues arising.
Outcome 2
Discuss the importance of the Treaty of Waitangi/Te Tiriti o Waitangi to the development of Aotearoa New Zealand and the concepts of tino rangatiratanga and Treaty partnership.
Evidence requirements
2.1Importance of the Treaty of Waitangi/Te Tiriti o Waitangi to historic, current and future development of Aotearoa New Zealand is discussed.
Rangediscussion includes – a comparison of Māori and Crown intentions in signing the Treaty, analysis of how the Treaty has shaped Aotearoa New Zealand’s social development to date, place of the Treaty in society today, one social change that has or could come about through future Treaty partnership approaches.
2.2Concept of tino rangatiratanga is discussed as it applies to the Treaty, tangata whenua and the Crown.
Rangediscussion includes – Crown and tangata whenua interpretations, application to Treaty settlement and governance processes, application to social and economic development processes, future developments.
2.3Concept of Treaty partnership as it applies to the governance, management and operation of a youth development organisation is discussed.
Rangediscussion includes but is not limited to – partnership approaches, biculturalism, multiculturalism, working with diversity, constitutional form, management accountabilities, creating equal opportunities, overcoming discrimination.
Outcome 3
Describe own relationship with the Treaty of Waitangi/Te Tiriti o Waitangi and Aotearoa New Zealand and discuss how these have contributed to own worldview.
Evidence requirements
3.1Own relationship to the Treaty of Waitangi/Te Tiriti o Waitangi is described.
Rangedescription may include but is not limited to – personal background; rationale for present relationship; changes between past and present relationship; reactions from, and implications for, others of present relationship.
3.2Own relationship to Aotearoa New Zealand is described.
Rangedescription includes but is not limited to – personal background and identity; whakapapa; current place in Aotearoa New Zealand; citizenship; educational, cultural and social background.
3.3Contribution of own relationship to the Treaty of Waitangi/Te Tiriti o Waitangi and Aotearoa New Zealand in forming own worldview is discussed.
Rangediscussion includes – own response to the Treaty of Waitangi/Te Tiriti o Waitangi and Aotearoa New Zealand; ways in which these influence own relationship to Māori and people of other cultures; own attitude to and use of tikanga Māori and te reo Māori; own understanding and appreciation of to the Treaty of Waitangi/Te Tiriti o Waitangi as the basis of Aotearoa New Zealand’s constitution.
Outcome 4
Propose approaches to Treaty partnership for application to own youth development practice and a youth development organisation.
Evidence requirements
4.1Approach to Treaty partnership that can be applied to own youth development practice is proposed.
Rangeapproach includes but is not limited to – ways in which young people and tangata whenua are actively engaged; use of iwi-led approaches; use of kaupapa Māori in practice; appropriate use of te reo Māori; preventing discrimination, oppression and ostracism; supporting Māori to be Māori.
4.2Approach to Treaty partnership that can be applied to a youth development organisation is proposed.
Rangeapproach includes but is not limited to – ways in which young people and tangata whenua are actively engaged; use of iwi-led approaches; use of kaupapa Māori in practice; appropriate use of te reo Māori; preventing discrimination, oppression and ostracism; supporting Māori to be Māori.
Planned review date / 31 December 2013Status information and last date for assessment for superseded versions
Process / Version / Date / Last Date for AssessmentRegistration / 1 / 14 April 2011 / N/A
Consent and Moderation Requirements (CMR) reference / 0222
This CMR can be accessed at
Please note
Providers must be granted consent to assess against standards (accredited) by NZQA, before they can report credits from assessment against unit standards or deliver courses of study leading to that assessment.
Industry Training Organisations must be granted consent to assess against standards by NZQA before they can register credits from assessment against unit standards.
Providers and Industry Training Organisations, which have been granted consent and which are assessing against unit standards must engage with the moderation system that applies to those standards.
Requirements for consent to assess and an outline of the moderation system that applies to this standard are outlined in the Consent and Moderation Requirements (CMRs). The CMR 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 the Community Support Services ITO Limited (Careerforce) if you wish to suggest changes to the content of this unit standard.
Community Support Services ITO Limited (Careerforce)SSB Code 101814 / New Zealand Qualifications Authority 2019[1]Page 7, Youth Development Strategy Aotearoa, accessed from