Student Name:

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Te Timatanga o te Ao
Tikanga-a-iwi
Describe Maori Versions of Te
Timatanga o te Ao
Unit Standard 16039 V2
4 Credits
Learning Intention:
In this assessment unit on Atua Maori you will learn about the
importance of our Maori Gods and how they influence and shaped our
culture and beliefs.

Learning Outcome:
You will know you have achieved this assessment once you have
completed your Atua work booklet and you have produced an Atua
Maori Tikanga Booklet.

Student Name:
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Task 1.1
Research the origins of the world for the following groups and then compare
them to the Maori Origin story using a Star Diagram.
The Big Bang Theory
Christianity
Egyptian
Native American Indians

Use Bullet points to whakarapopoto (summarise) the key points for each Origin
Story. Set out your research as shown below.
Egyptian

Christian

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Maori
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Big Bang

Native Americans

Te Whakapapa o Te Ao Maori
Task 1.2
Using Whakapapa describe the origins of the world according to Maori.
There must be some reference to Te Po in your Whakapapa.

Te Whakapapa o te Ao Maori

Te Wehenga The Seperation

Task 1.3
In your own words describe how Ranginui and Papatuanuku were
separated and what the reasons for this separation were.

Description:
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Reasons for Separation:

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Te Mahi Hirahira o Nga Atua

The Great deeds of the Gods Task 1.4
Elaborate on the four following events, that involved Tanemahuta and
his brothers.
1) The Revenge of Tawhirimatea
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2) The Revenge of Tumatauenga

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3) Tane and the Baskets of Knowledge

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4) Tane and Hinenuitepo

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Nga Atua Maori

Task 2.1
Using 4 Atua Maori provide a visual representation of each Atua and
explain what parts of our Natural Environment they are responsible for.

Eg
Ranginui = Sky Father, He is responsible for anything that
happens in the Sky.
He dwells with his son Tawhirimatea who controls our weather patterns.

Atua 1:

Responsibility:

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Atua 2:

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Responsibility:
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Atua 3:

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Responsibility:
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Atua 4:

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Tikanga
Task 2.2
Using the same 4 Atua explain one tikanga for each that has been
passed down to you from your whanau or iwi. Then describe how these
teachings have effected you and your whanaus behaviour.
Eg
Ranginui = He controls the weather patterns so before and
after planting season my nan and koro would do karakia to him and
Tawhiri to ask for fine weather for their gardens.

Atua 1:

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Tikanga:
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Behaviour:
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Atua 2:

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Tikanga:
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Behaviour:
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Atua 3:

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Tikanga:
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Behaviour:
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Atua 4:

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Tikanga:
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Behaviour:
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Now that you have completed your research booklet you must use the
information that you have obtained to produce a Tikanga Booklet. Use the
following Contents page to layout your information in your booklet. Make sure
your work is on Microsoft Word so it can be printed as a booklet.

Contents:

Page 1

Title Page

Page 2

Te Pu o te Ao (Origins of the World)

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Page 3

Te Whakapapa o Te AO
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Page 4

Task 1.4

Nga Atua Maori

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Pages 9-10

Task 1.3

Te Mahi Hirahira o Nga Atua (The Great deeds of

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Pages 7-8

Task 1.2

Te Wehenga (The Separation)

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Page 5-6
the Gods)

Task 1.1

Task 2.1

Tikanga
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Task 2.2

Te Timatanga o te Ao
Tikanga-a-iwi
Describe Maori versions of Te Timatanga o te Ao
Unit Standard 16039 v2
4 Credits
Marking Schedule

Element 1
Describe Maori Versions of Te Timatanga o te Ao

Performance Criteria
1.1

The description includes analogies with other accounts of

beginning of the world.
Range:
Analogies can include Christian accounts, accounts from other
religions; scientific accounts; ancient religions; accounts from
other indigenous groups.

1.2

Using Whakapapa give a description of the maori version of the

beginning of the world through whakapapa that shows the
emergence of nga po.

1.3

Student describe the separation of Ranginui and Papatuanuku

and includes key events surrounding the emergence of te whanau
atua.

1.4

Student elaborates on the 4 key events surrounding the deeds of

Tane and his siblings.

Range:
events.
1)
2)
3)
4)

Evidence required of any of the following three

The Revenge of Tawhirimatea
The revenge of Tumatauenga
Tane and the Baskets of knowledge
Tane and Hinenuitepo

Element 2
Examine the implications of his knowledge on the way in which Maori
view, or have viewed, history.

Performance criteria

2.1

Students choose 4 Atua and describe the details of the

relationship between te whanau atua and their environment.

2.2

Students examine the relationship between te timatanga o te Ao

and Maori history by selecting 4 atua and showing how tikanga
which has been handed down to them from the past effects their
behaviour today.

Range:
Issues which impact on the relationship can include whakapapa
relationships between atua and people; accounts as models for
appropriate behaviour; importance of whanau to Maori.

Students name: ........................................................

Teachers Signature:
Date:

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