NZQA
Approved
Achievement standard: 90813
Standard title:
Describe values and associated behaviours in relation
to a sustainable future
Level:
2
Credits:
3
Resource title:
Sustainable future for Tongariro National Park
Resource reference:
Education for Sustainability VP-2.4
Vocational pathway:
Services Industries
Date version published
November 2013
To support internal assessment from 2014
Quality assurance status
These materials have been quality assured by NZQA.
NZQA Approved number A-A-11-2013-90813-1-8035
Authenticity of evidence
Assessors/educators must manage authenticity for any
assessment from a public source, because learners may have
access to the assessment schedule or exemplar material.
Using this assessment resource without modification may
mean that learners’ work is not authentic. Assessors/
educators may need to change figures, measurements or
data sources or set a different context or topic to be
investigated or a different text to read or perform.
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Vocational Pathway Assessment Resource
Achievement standard: 90813
Standard title:
Describe values and associated behaviours in relation to a
sustainable future
Level:
2
Credits:
3
Resource title:
Sustainable future for Tongariro National Park
Resource reference:
Education for Sustainability VP-2.4
Vocational pathway:
Services Industries
Learner instructions
Introduction
This assessment activity requires you to describe values and associated behaviours in
relation to the future sustainability of Tongariro National Park, and describe your own
values and behaviours in response to this information.
You are going to be assessed on how well you discuss key stakeholders’ values and
associated behaviours in relation to a sustainable future and on how well you analyse your
own values and associated behaviours and their implications for sustainable use of
Tongariro National Park.
The following instructions provide you with a way to structure your work so you can
demonstrate what you have learnt and achieve success in this standard.
Assessor/educator note: It is expected that the assessor/educator will read the
learner instructions and modify them if necessary to suit their learners.
Task
Preparatory Activity
Consider your own perspective on sustainable tourism
Before you start, read Resource A. Make notes on how you value sustainable tourism in
Tongariro National Park.
Consider the key stakeholders’ perspectives on sustainable tourism
A stakeholder is any individual or group that has an interest in a decision or proposed
action.
A public meeting has been called to develop a long-term management plan for the use of
Tongariro National Park by the tourism industry. Key stakeholders at this meeting are
representatives for the:

national tourism industry
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






local tourism operators
Ngāti Tūwharetoa and Ngāti Rangi who are the tangata whenua for the southern end of
Tongariro National Park
Royal Forest and Bird Protection Society of New Zealand
Tongariro-Taupo Conservation Board
local businesses
Tongariro Natural History Society
Department of Conservation.
Consider the characteristics of values and associated behaviours for two or three of the key
stakeholders in relation to a sustainable future.
You need to consider:



their interest or views on tourism development in Tongariro National Park
values they have relating to future sustainability of Tongariro National Park
possible proposals they will recommend for the management plan.
Use the websites listed in Resource B as a starting point for your research.
Assessor/educator note: Adapt the time allowed to meet the needs of your
learners
Step 1: Eco-journalism
Imagine you are a freelance journalist that has an interest in eco action. Write your article
for the local newspaper “Friends of the Mountain” about sustainable tourism operations
and development in Tongariro National Park. Discuss in detail the values and proposals for
the management plan and sustainable future of any two of the key stakeholders. You may
include diagrams, models or images to support your answer. Include your own personal
understanding of the future sustainability of Tongariro National Park in response to this
material.
Your article should cover the following:







Explain how each group is involved or will be affected by further tourism development in
the park.
Discuss the values held by the groups and the associated actions they propose. This may
be highlighted in a box or as a graphic organiser alongside the article.
Discuss how these values and actions will support or hinder future sustainability of the
area.
Discuss how the aspects of sustainability (environmental, social, cultural, or economic)
and/or Māori concepts (kaitiakitanga) are important to each group.
Discuss any similarities or differences in the values and proposals of the two groups.
Discuss and analyse how your values in relation to the future development of Tongariro
National Park have been influenced by investigating this issue. Give reasons (justify) why
your values have or have not changed during this investigation.
Discuss your values and the associated actions you would recommend in the final
management plan. Justify your decisions and consider the future implications of your
actions. You may evaluate the options of other groups, compare or contrast values held,
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and suggest compromises for consideration. You may also comment on any values
and/or behaviours that do not support sustainability.
Hand in your newspaper article for assessment.
Resources
Resource A: Values + thinking and actions = sustainable future
Values are principles or standards that influence the way people perceive, think and act.
Behaviours in this context are actions or reactions in a given situation that arise out of
people’s values.
A sustainable future requires the development of ways of thinking (attitudes and values)
and acting, to meet the needs of the present generation without compromising the ability of
future generations to meet their own needs.
Key focus areas: Maintenance of biodiversity, an economy relative to its ecological life
support system; personal and social responsibility; looking beyond direct consequences of
activities to explore attitudes; values and moral issues that lead to particular views on the
use of natural resources.
Resource B: Some useful websites
http://www.tongariro.org.nz/
http://www.mfe.govt.nz/issues/sustainable-industry/initiatives/sustainable-tourism/
http://www.doc.govt.nz/publications/about-doc/role/policies-and-plans/national-parkmanagement-plans/tongariro-national-park-management-plan/
http://www.tourism.net.nz/region/ruapehu/ruapehu---tongariro-national-park/
http://www.forestandbird.org.nz/
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Vocational Pathway Assessment Resource
Achievement standard: 90813
Standard title:
Describe values and associated behaviours in relation to a
sustainable future
Level:
2
Credits:
3
Resource title:
Sustainable future for Tongariro National Park
Resource reference:
Education for Sustainability VP-2.4
Vocational pathway:
Services Industries
Assessor/Educator guidelines
Introduction
The following guidelines are supplied to enable assessors/educators to carry out valid and
consistent assessment using this internal assessment resource.
As with all assessment resources, education providers will need to follow their own quality
control processes. Assessors/educators must manage authenticity for any assessment from
a public source, because learners may have access to the assessment schedule or exemplar
material. Using this assessment resource without modification may mean that learners'
work is not authentic. The assessor/educator may need to change figures, measurements or
data sources or set a different context or topic. Assessors/educators need to consider the
local context in which learning is taking place and its relevance for learners.
Assessors/educators need to be very familiar with the outcome being assessed by the
achievement standard. The achievement criteria and the explanatory notes contain
information, definitions, and requirements that are crucial when interpreting the standard
and assessing learners against it.
Context/setting
This assessment activity is designed to follow activities that explore the values and
associated behaviours that contribute to or inhibit a sustainable future. The values
identified in The New Zealand Curriculum (2007) could provide a starting point for this
dialogue.
Learners will need to establish their baseline values regarding the future of the Tongariro
National Park as a preliminary exercise.
This activity requires learners to write a newspaper article, discussing key stakeholders’
values and behaviours in relation to the sustainable use of Tongariro National Park and
analysing their own values and associated behaviours in their response.
Conditions
This is an individual task.
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Resource requirements
Learners will need access to:


the internet
resources relating to the history of Tongariro National Park.
Additional information
None.
Other possible contexts for this vocational pathway:


the issue of mounting landfill waste resulting from fast food outlets
the use of a regional park for a music/arts festival.
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Assessment schedule: Education for Sustainability 90813 – Sustainable future for Tongariro National Park
Evidence/Judgements for Achievement
Evidence/Judgements for Achievement with
Merit
Evidence/Judgements for Achievement with
Excellence
The learner describes values and associated
behaviours in relation to a sustainable future.
 The learner gives an account of characteristics
of values and associated behaviours of
stakeholders. For example:
The representative of the Tūwharetoa iwi
stressed the need to protect the mountain. He
spoke of their role as kaitiaki or guardians of
the land that they inherited from their tupuna.
Tongariro is a spiritual place and as such any
management plan must consider the impacts
on a place of such value. He was reluctant to
support further development quoting
examples of situations of degradation caused
by existing tourism ventures. [Partial extract]
The learner describes own values and associated
behaviours that have implications for a
sustainable future.
 The learner gives an account of their own
characteristics of values and associated
behaviours. For example:
I was totally in favour of protecting the
Tongariro National Park and value
conservation of the natural environment.
Consequently I was opposed to more tourism
in the park. The pressure of people in the park
now is creating a lot of problems like rubbish,
The learner explains values and associated
behaviours in relation to a sustainable future.
 The learner gives reasons for the
characteristics of values and associated
behaviours. For example:
The representative of the Tūwharetoa iwi
emphasised the value of care/protection
(kaitiakitanga) of the whenua as their
responsibility. Kaitiakitanga means that they
do not own the land as individuals, but share
the responsibility to care for it. They
inherited it from their tupuna and must pass
it on. He explained the traditional tikanga for
using the ngahere in a sustainable way. For
example if the forest was harvested Tāne
Mahuta would be asked for permission. As
the area has been gifted to the nation as a
national park, it is the national responsibility
to ensure its protection. Further tourism
would be considered case by case but
generally they tended to prefer less rather
than more tourism in the park. They
considered that tourism was more
destructive than protective. [Partial extract]
The learner explains how own values and
associated behaviours have implications for a
sustainable future.
The learner discusses values and associated
behaviours in relation to a sustainable future.
 The learner may justify decisions, consider
implications, project future impacts and evaluate
options for the characteristics of values and
associated behaviours of stakeholders. For
example:
Te Heuheu Tukino IV placed this land in the hands
of the New Zealand Government and in 1894 an
act of parliament made this the first National
Park. Te Heuheu wanted to keep the land from
being abused and changed by settler occupation,
and the Tūwharetoa continue to honour this
inherited task.
If they adopted a selfish attitude, they would not
be true to their traditions and values and would
be exploiting the environment for immediate gain.
They considered various proposals presented by
the tourism industry, but generally favoured a
more ‘protection stance’ while acknowledging this
may not be immediately the most economically or
socially sustainable for the local communities.
The Ngāti Tūwharetoa did state that they would
be prepared to consider forms of ecotourism, but
not large scale commercial ventures in the park as
their first priority was to protect this sacred
environment.
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environmental damage and noise etc.
Attendance at the public meeting has meant
my values are now more for total
sustainability. I would support ecotourism
ventures where education will improve
people’s understanding of the park and in the
long term secure its protection. Numbers of
people in the park will need to be monitored …
The above expected learner responses are
indicative only and relate to just part of what is
required.
 The learner gives reasons for their own
characteristics of values and associated
behaviours. For example:
My values of environment conservation
while initially protecting the Tongariro
National Park did not guarantee future
protection. I felt like this because of the
impact current tourism was having such as
rubbish on the Tongariro Crossing and
general lack of respect for the environment
seen around the easily accessed walkways
and ski fields. The meeting has altered my
view and my values now evolve around
respect, trust and cooperation to achieve a
sustainable future for the Tongariro National
Park. It is possible to use an area that will
lead to its enhancement and protection.
Management of this area must look long
term and can only be achieved if we all
accept responsibility of kaitiakitanga. This
does not exclude responsible use of this
valued environment. [Partial extract]
The above expected learner responses are
indicative only and relate to just part of what is
required.
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The learner analyses own values and associated
behaviours and discuss their implications for a
sustainable future.
 The learner may justify decisions, consider
implications, state opinions, project future
impacts and evaluate options for their own
characteristics of values and associated
behaviours. For example:
My values of environmental protection were intune with the values of the Ngāti Tūwharetoa, but
were more isolating as I originally wanted to
exclude any development in the park. As I began
to consider the big picture of a sustainable future
at the meeting, it became apparent that all
interested parties must work in cooperation if the
future sustainability of Tongariro National Park is
to be secure. With a management plan that
emphasised cooperation kaitiakitanga and also
focused on each of the key areas, environment,
culture, social and economic; future sustainability
is achievable. My current values are more holistic
in terms of the use of this natural resource and I
am now more open to suggestions of eco-tourism
and its principles and management strategies as
alternatives to large scale commercial ventures.
The pristine water quality of surrounding rivers
and streams needs to be protected for future
generations and to maintain biodiversity of
endemic flora and fauna species. I believe a
strategy for sustainable use of the national park is
for eco-tourism standards to be proposed that
include monitoring of the numbers of people in
the area and restricts tourists to designated areas
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of the mountain because … [Partial extract]
The above expected learner responses are indicative
only and relate to just part of what is required.
Final grades will be decided using professional judgement based on an examination of the evidence provided against the criteria in the
Achievement Standard. Judgements should be holistic, rather than based on a checklist approach.
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