Capstone Showcase (Research, Argument & Tikanga)
Whakataukī
“Nāu te rourou, nāku te rourou, ka ora ai te iwi.”
Focus: We think better together — we share evidence, challenge respectfully, and act with care for people and place.
Learning Intentions
- Use credible evidence to support a clear claim about an issue that matters.
- Explain reasoning (how the evidence proves the claim), not just opinions.
- Apply an ethical lens (tikanga values) to decide what action is fair and safe.
- Present and give feedback respectfully (manaakitanga, whanaungatanga).
Success Criteria (students can…)
- Include at least 2 reliable sources and explain why they are reliable.
- Use a structure like CER/PEEL to make the argument easy to follow.
- Name the key tikanga values involved and show how they shaped the decision.
- Respond to a counterpoint without insults, exaggeration, or fallacies.
Starter (10 minutes): “Evidence, Not Vibes”
- Teacher shows 2 short claims (one weak, one strong). Students vote: which is stronger and why?
- Pairs identify: claim • evidence • reasoning • any missing pieces.
- Quick tikanga check: “Who is affected?” “Who benefits?” “Who is harmed?”
Optional: Use the Critical Thinking Toolkit as a shared reference.
Main Task (35–40 minutes): Build Your Capstone Product
Choose an issue: something school/community relevant (e.g., vaping, phones, litter, fairness in sports, cultural safety online, transport, fundraising, noise, uniforms).
Option A: Infographic
- 1 claim + 3 key evidence points
- 1 counterpoint + response
- 1 tikanga value + action proposal
Option B: Short Speech
- 60–90 seconds
- Hook • claim • evidence • reasoning
- Closing: “So what should we do?”
Option C: Mini-Podcast Script
- 2–3 minutes (script only)
- Include 1 interview question you would ask
- Finish with a balanced recommendation
Option D: Slideshow
- 4–6 slides
- Evidence with captions (not walls of text)
- End slide: tikanga-aligned action plan
Capstone Planner (quick template)
Issue: ____________________
Claim (what I believe): ____________________
Evidence 1 (source + fact/data/quote): ____________________
Evidence 2 (source + fact/data/quote): ____________________
Reasoning (how the evidence proves the claim): ____________________
Counterpoint + response: ____________________
Tikanga values involved: ____________________
My action proposal (what should happen next): ____________________
Teacher guidance: Confer with each student/group for 2 minutes: check evidence quality, clarity, and respectful language.
Showcase (15–20 minutes): Gallery Walk + Feedback
- Students present (or display) their work.
- Peers leave feedback using “Glow / Grow” or “I notice / I wonder”.
- Each student chooses one piece of feedback to act on.
Norms: critique ideas, not people • ask before challenging • stay curious • protect everyone’s mana.
Assessment (10 minutes): Quick Rubric + Reflection
Teacher collects: product + planner + sources list.
Evidence
Is it reliable, relevant, and explained?
- 2+ sources
- Key facts/data included
- Source quality justified
Reasoning
Does the logic connect claim → evidence → conclusion?
- Clear structure
- Explains “why this proves it”
- Responds to a counterpoint
Tikanga Lens
Does the recommendation show care, fairness, and integrity?
- Names key values
- Considers impact on others
- Action is realistic and safe
Exit Reflection
- What did I improve most: evidence, reasoning, or ethics? Why?
- What would I change if I had one more lesson?
- How will I use this thinking outside school?
Curriculum & Key Competencies
- Social Sciences: Explore perspectives, evaluate evidence, and consider consequences of decisions.
- English: Create and respond to texts; use evidence and structure to communicate meaning.
- Health: Examine choices, impacts, and strategies for wellbeing and respectful relationships.
- Key Competencies: Thinking • Relating to others • Participating and contributing.