Printable: Indigenous Feedback Framework

Resource 5.2B: Indigenous Feedback Framework

Hui-Based Feedback Process

This framework uses Indigenous consultation principles to provide respectful, constructive feedback on system designs.

1. Mihi & Whakapapa (Introductions & Context)

Connection: How does this system connect to our values and community needs?
Relationships: Who benefits and who might be affected by this system?

2. Kōrero (Discussion & Analysis)

Strengths: What works well in this design? What honours our principles?
Concerns: What might cause problems or exclude people?
Missing Elements: What important aspects haven't been considered?

3. Collective Wisdom

Collaborative Suggestions: How can we improve this system together?
Resource Sharing: What can our community contribute to make this work?

4. Whakakapi (Moving Forward)

Next Steps: What are the most important changes to make first?
Support Needed: How can we help this system succeed?

📋 Teacher Planning Snapshot

Ngā Whāinga Ako — Learning Intentions

Students will engage with this resource to apply systems thinking to real-world civic and community challenges — analysing feedback loops, leverage points, and emergent properties within social, environmental, and governance systems in Aotearoa New Zealand.

Ngā Paearu Angitū — Success Criteria

✅ Students can identify system components and their interactions within a real-world context.
✅ Students can apply indigenous systems thinking principles to analyse and propose community action.

Differentiation & Inclusion

Scaffold support: Provide systems mapping templates and sentence starters for entry-level access. Offer extension tasks asking students to identify a second-order effect or design an intervention at a leverage point within their chosen system.

ELL / ESOL: Pre-teach systems thinking vocabulary (feedback loop, leverage point, emergence, interdependence) using visual diagrams. Allow students to annotate systems maps in their home language first.

Inclusion: Use visual, spatial, and collaborative formats wherever possible — systems maps are inherently accessible for diverse learners. Neurodiverse learners benefit from structured inquiry steps and chunked analysis tasks. Ensure group roles are clearly defined.

Mātauranga Māori lens: Systems thinking has deep resonance with Te Ao Māori. Whakapapa is a relational map of systems — tracing connections between people, place, and time. Kaitiakitanga frames our responsibility within systems. Mauri provides a measure of system health. These indigenous concepts enrich Western systems thinking frameworks.

Prior knowledge: Students should have completed foundational systems thinking lessons (phases 1–2) before engaging with phase 3 inquiry tasks. No specialist prior knowledge required for standalone resources.

Curriculum alignment

Te Mātaiaho (2025) · Social Sciences · Phase 3 (Years 7–8) · History (Knowledge): “Exclusion of most Māori men from the political system and voting due to the property-based franchise and Māori communal landholding practices. Traditional leadership structures based on mana and whakapapa were not incorporated into colonial governance frameworks, contributing to differing understandings and reduced representation.”

NZC (2007) · Social Studies · Level 4: “Understand how the ways in which leadership of groups is acquired and exercised have consequences for communities and societies.”