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Deconstruction tasks in Years 9–10 Digital Technologies (Computational Thinking). It bridges traditional mātauranga navigation with digital data representation and data structure planning.
Digital Technologies • Computational Thinking • Years 9–10 • Design & Develop
Code a Digital Kāpehu Whetū
An interactive worksheet guiding ākonga to re-create the traditional star compass as a digital planning brief. Students decompose the 32 whare, map key stars (whetū), outline their data structures, and draft their code logic. Ready to print on A4.
Mahi Hanga · Digital Star Compass Planning
Ingoa / Name:
Akomanga / Class:
Language:
Traditional Polynesian navigation (whakatere waka) relies on the kāpehu whetū (star compass) held entirely in memory. To represent this knowledge as an interactive digital application, we must first decompose the system into inputs, data structures, and algorithms. Write directly on this sheet.
Step 1 · Decomposing the Horizon (The 32 Whare)
The horizon is divided into 32 whare (houses) where stars rise and set. Each quadrant has 8 whare.
1. Using your source diagram (the Te Ara compass diagram or the Science Learning Hub kāpehu whetū resource), record the names of the four cardinal whare:
East — where the sun rises out of the ocean: West — where the sun returns to the ocean:
North: South:
2. Calculate the angular size of each of the 32 whare (360 degrees divided by 32):
Each whare covers: degrees.
Step 2 · Data Structure Design
How will you represent the 32 whare names in your code? E.g., an array or a list.
Write an example array initialization in your chosen language containing the first four whare starting at Whitinga (east) and moving toward Raki: Whitinga, Rā, Kāinga, Ngoi. Check each spelling against your source diagram before you write it — your code labels must match the mātauranga exactly.
const whare = [
];
Step 3 · Mapping the Whetū (Stars)
Using your source diagram, map these key stars to the whare where they rise in the east or set in the west:
Tautoru (Orion's Belt) rises due East: (Bearing: 90°)
Matariki (Pleiades) rises in the North-East: (Bearing: ~60°)
Takurua (Sirius) rises in the South-East: (Bearing: ~105°)
Atutahi (Canopus) is circumpolar in the far South: (Bearing: ~180°)
Step 4 · User Interface Wireframe
Sketch how your interactive star compass screen will look. Label where the compass wheel, input bearing text box, and output whare text display will sit.
[Draw screen layout wireframe here]
Step 5 · Verification Test Cases
Before coding, define your tests. Enter the expected output whare for each input bearing.
| Input Bearing | Expected Quadrant | Expected Whare Name |
|---|---|---|
| 90° | East | Whitinga |
| 0° / 360° | ||
| 61° | ||
| 180° |
Step 6 · Extension — Algorithmic "Night Mode"
Describe how you will implement a "Night Mode" that shows which stars are visible on a given night.
What inputs will the algorithm need (e.g. current month/season)? How will it select which stars are drawn?
Ngā kōrero kaiako · Teacher notes — everything below supports the handout; it is not part of the printed worksheet.
Mō te kaiako · At a glance
Adapt this handout · Te Wānanga
Free classroom starter, premium localisation path
This worksheet is ready to print. Through Te Wānanga, your kura can adapt it to focus on local iwi star narratives, map custom celestial paths, or localize it for specific programming tools.
- Generate Scratch or JavaScript code templates based on this planning sheet.
- Differentiate for beginners (Scratch blocks) and advanced students (JavaScript canvas).
- Save your customized version to My Kete for future use.
Kaiako planning
Kaiako planning snapshot
- Use length: 40–50 minutes to complete the paper-based planning sheet, followed by 2–3 hours of coding.
- Grouping: Individual or pairs. Sharing the wireframes and data structures in small groups helps peer review.
- Prep: Make sure students have access to the Te Ara canoe-navigation diagram (Taonui, 2006) or the Science Learning Hub kāpehu whetū resource — the whare names on this sheet follow the Science Learning Hub compass.
- Teaching move: Review the division of 360° by 32 (11.25° per whare) on the board before students calculate.
Resources already provided
- 32-whare mathematical decomposition prompts
- Array data structure design templates
- Star-to-bearing mapping exercises
- UI wireframe and screen sketch canvas
- Verification and debugging test-case tables
Ngā whāinga me ngā paearu · Learning intentions & success criteria
Ngā Whāinga Akoranga / Learning Intentions
- We are learning to decompose a complex navigational model (kāpehu whetū) into discrete data inputs and outputs.
- We are learning how to represent traditional spatial relationships as a digital data structure.
- We are learning to design test cases to verify the correctness of a program before writing code.
Paearu Angitu / Success Criteria
- I can calculate the degree span of a single whare and name the cardinal directions.
- I can draft an array that represents the ordered list of whare.
- I can identify the whare positions of at least four major stars.
- I can complete a test case table to verify four distinct bearings.
Why this matters in Aotearoa
The kāpehu whetū is a sophisticated mental model representing generations of astronomical and maritime knowledge. When students build it digitally, they discover that Māori knowledge is highly structured, mathematical, and algorithmic. Computational thinking is not just about writing code; it is about honouring the logic and precision of a system that guided navigators across Te Moana-nui-a-Kiwa.
Hononga Marautanga · Curriculum Alignment
- Te Mātaiaho (2025) · Technology · Phase 4 (Years 9–10) · Design, Make, and Innovate (Knowledge): “Collections enable iteration and underpin common algorithms.”
- Te Mātaiaho (2025) · Technology · Phase 4 (Years 9–10) · Design, Make, and Innovate (Knowledge): “Implementing small programs using sequence and selection in a beginner-friendly language”