91933 · Geographic data and inquiry

• 91933 starts with data about an environment, not with a graph

  Achievement Standard 91933 is internal, five credits, Geography 1.2. The purpose sentence is one line: students are able to **explore an environment using data**. Achieved is *explore*, Merit is *interpret*, Excellence is *analyse*. Those verbs are not Science “evaluate the findings” and they are not History “perceptive”. They all hang on data you can classify, then — later — process and present. The official environment is already defined: a particular geographic area within te taiao that has its own characteristics. Official examples are an awa, a local public space, and an orchard. People are part of the environment. That last claim is 91934’s wording, and it is already true on 91933. A stall, a slipway, a worker’s carpark and a drainage grate belong in the same picture as the water and the wind. If your pack only has rainfall totals, you have weather. You do not yet have an environment. The Ministry unpacking says the aim is to explore an environment, and that in geography this is done using primary and secondary data. The data gathered should represent **different characteristics** of that environment. Purpose can be a geographic question, a geographic challenge, a hypothesis, or an idea such as interaction or change. You need a purpose so you know which characteristics to collect *about*. You do not, on this page, write the finding that purpose will later support. Presented data is a later word. The standard defines it as visuals **processed from data and generated by the student**, using appropriate techniques and methods — annotated maps, annotated photographs, graphs, diagrams. Conditions of Assessment require that visual, accurately, at **any** achievement level. Whetū will not auto-draw it for you and then pretend it marked the drawing. The next unit owns how to choose and build that visual. This unit owns the raw stuff the visual is built *from*.

• Data has an official sentence. Stay inside it

  Data, in Explanatory Note 3, **includes primary sources, secondary sources, and can be qualitative and quantitative**. Examples include: - kōrero tuku iho - measurements - observations That is the registered text. It is not “numbers you can graph”. It is not “anything you found online”. It is not “the teacher’s photocopy of last year’s Excellence poster”. A measurement is data. An observation is data. Kōrero tuku iho is named as data. The three examples sit alongside each other. None of them is a decoration for the other two. The Ministry unpacking adds further source types you may meet. Quote the list; do not enlarge it into a closed official menu, and do not write homemade definitions for the Māori terms: - taonga tuku iho - statistical surveys - records from government or non-government agencies - mapping, ie sensory images - scientific research or other research projects GIS and mapping skills are encouraged in a teaching programme. They are not a technology requirement, and this page will not generate a map. A useful test, before you classify anything: **is this about a characteristic of the environment I have bounded?** “16.4 °C at the Copper Quay slipway, 09:00, 14 March, constructed class reading” is about water in a named environment. “Climate change is making everything worse” is a slogan. “I care about public space” is a mood. Neither of those last two sentences is data.

• Primary means you were involved in the collection

  The standard names primary sources and secondary sources. It does not print a glossary definition of either. Do not invent one and call it NZQA. What the Ministry *does* say is operational, and it is enough. Ākonga should be encouraged to participate in the collection of primary data. Local contexts should be explored to make that more possible. Ākonga will gain a greater understanding of the environment if they are **directly involved** in the collection of the data; their understanding will be more detailed. Secondary data can also be used, but ākonga will need to know **how the data was collected and from where or who from**. That knowledge is what later lets you say how the data can strengthen or limit understanding — a job the last Topic 2 page owns. The collection story starts here. - Primary is data you, or your class with you, were **directly involved** in collecting about the environment. A constructed pack may *describe* a primary item (“class count of people on the quay, 11:00–11:15, 14 March”). On Whetū that item is still labelled constructed. You classify it as the pack’s primary item. You do not say Whetū watched you count. - Secondary is data someone else collected. You may use it only if you can recover the collection story: how, from where, from whom. A constructed regional-council traffic total for Quay Road, January, counter ID invented for the pack, is secondary. A screenshot with no agency, no date and no method is not yet usable secondary data. Primary is not “better”. Secondary is not “cheating”. The official encouragement of primary collection is about understanding, not about a hidden grade rule that secondary cannot achieve. NZQA’s own exemplar commentaries accept primary or secondary if collection is understood. A student who only has secondary data, and who knows the story of that data, is inside the standard. A student who stood in the river and cannot say when, where or how the bottles were filled is not.

• Qualitative and quantitative are two kinds, not two ranks

  The standard says data **can be qualitative and quantitative**. It does not define the words. This page therefore teaches the ordinary geographic split and labels it as teaching language, not as a printed NZQA glossary. Quantitative data are counts and measurements — numbers attached to a unit, a place and a time. 42 people on the quay in fifteen minutes. 16.4 °C at the slipway. 1 840 mean daily vehicles on Quay Road in January. 4.2 NTU in a constructed turbidity bottle. A number with no unit, no location and no time is not yet quantitative data. It is a digit. Qualitative data are words, categories and qualities — observations and comments that describe what something is like, not how many. “The west benches are empty because the wind funnels between the sheds.” “The slipway water looks cloudy after rain.” “Saturday smells of diesel and chips.” A category such as land use (sealed yard / grass verge / open channel) is qualitative until you count the parcels. The two kinds are not a ladder. Quantitative is not more geographic. Qualitative is not “just opinion”. The official example list already refuses that ladder: measurements sit next to observations, and kōrero tuku iho sits next to both. A pack that is only numbers has missed characteristics people actually experience. A pack that is only adjectives has nothing a stranger can check. Some items are mixed, and you should say so rather than force a badge. A field note that says “28 cars in the worker park, and the surface was sticky with spilled grain” is a count *and* a quality. Classify both halves. Do not throw away the sticky grain because you have decided this page is about numbers. This page will **not** say that kōrero tuku iho “is qualitative”. The standard does not say that. Treating an official example as a classroom category is how homemade definitions start.

• Measurements and observations are official examples, not nicknames

  Measurements and observations are two of the three official examples of data. Teach them as examples, not as a complete list of everything data can be. A measurement is a value you (or a named instrument, or a named agency) assigned using a method. It needs a **what**, a **unit**, a **where** and a **when**. “Warm” is not a measurement. “16.4 °C, slipway ladder, 09:00, 14 March, constructed class thermometer, shaded bulb” is a measurement. The method is part of the datum. A later page will ask whether one morning reading limits understanding. This page only asks you to notice that the method and the time are already in the collection story. An observation is a record of what was there to be noticed. It can be counted (28 cars — then it is also quantitative) or described (the channel ran milky for twenty minutes after the yard wash-down). The Ministry’s source list also names “mapping, ie sensory images”. A labelled sensory note — what you could see, hear or smell at a named point — is an observation if you can say who made it, where, and when. “The quay has a bad vibe” is not an observation. It is a mood wearing a clipboard. Official activity language for 91933 groups **kōrero tuku iho, your observations, and statistical information** as data you might process. That grouping is useful. It is not a clone of the awa-health activity, and this page will not set you that activity. It is a reminder that the official examples travel together.

• Kōrero tuku iho is named as data. This page does not define it

  Kōrero tuku iho is an official example of data in AS91933 Explanatory Note 3. The Ministry unpacking uses it in one worked illustration, quoted here in full: > ākonga might describe how gathered kōrero tuku iho data strengthens > understanding of the health of an awa because it shows how the > health has changed over time. That is the official 91933 sentence. It tells you two things you are allowed to know: the standard treats gathered kōrero tuku iho as data, and the Ministry’s own illustration of its value is **change over time** in the health of an awa. It does not tell you what the term means. This page will not invent that meaning. The Ministry’s unpacking pages open with a disclaimer this page honours. Mātauranga Māori constitutes concepts and principles that are richly detailed, complex, and fundamental to Māoridom; the practice of these is wider and more varied than their use within the NCEA materials. It is not the Ministry’s intention to define those concepts. It is not Whetū’s intention either. A second official sentence, from the 91932 unpacking, is the engagement rule this page will not break: > When selecting such a context, it is important to recognise that > iwi, whānau, and hapū have tino rangatiratanga over their > mātauranga, and engagement with their kōrero tuku iho and taonga > tuku iho must be carried out in ways that honour Te Tiriti o > Waitangi. The same unpacking encourages connection with local te ao Māori knowledge holders to engage with kōrero tuku iho in a way that honours Te Tiriti o Waitangi. Those are official subject sentences. They are not a prompt for this page to write a constructed iwi narrative for Piper Cut, or to put a fake elder in a data pack. - You may **name** kōrero tuku iho as an official example of data. - You may **quote** the Ministry’s awa-health-over-time illustration. - You may **refuse** a pack item that pretends to be kōrero tuku iho. - You may **not** write, invent, summarise, or “make a classroom version” of iwi, hapū or whānau knowledge for a constructed place. - On Whetū, a constructed pack will not include homemade kōrero tuku iho. If a school assessment uses real engagement, that engagement happens with knowledge holders, not with this page. Taonga tuku iho is on the Ministry’s 91933 source list. Same rule. Name the official list. Do not define the term. Do not invent an item. Decorative te reo is still not Geography. Putting kōrero tuku iho in the first line of an answer and then using only a pH table is not using the official example. Inventing the first line so the table looks bicultural is worse.

• Every datum needs a collection story

  Secondary data is allowed if you know **how** it was collected and **from where or who from**. That official condition is the spine of this page. It is also good practice for primary items. A later page will ask you to consider source, collection method, quantity, time, frequency, accuracy and reliability when you say how data strengthen or limit understanding. You cannot consider what you never recorded. A collection story on this page has five parts. None of them is optional once you want the datum to be usable. **What characteristic** of the environment is this about? Water, wind, use, traffic, surface, vegetation, a cultural feature. 2. **How** was it collected? Instrument, count window, survey question, agency method, photograph timestamp. “I looked it up” is not a method. 3. **Where** was it collected? A named point or reach inside the bounded environment, not “around here”. 4. **From whom / by whom?** You, your class, a named agency, a named role in a constructed interview. Not “the internet”. Not “locals” if you cannot say who. 5. **When?** Date, time, season, or the period a secondary series covers. Frequency belongs here too: one Saturday, or every Saturday in March. If any of those five is missing, the item is not ready. You do not yet know whether it is primary or secondary. You do not yet know which characteristic it represents. A later visual cannot honestly carry it. This is also how you stop “data” meaning “a vibe with a clipboard”. “People use Copper Quay a lot on Saturdays” has no how, no where inside the quay, no who counted, and no when. “Class count, west bench to slipway, 42 people, 11:00–11:15, Saturday 14 March, constructed” has a story. The story is the datum’s passport.

• The data have to cover more than one characteristic

  The Ministry is explicit: the data gathered should represent **different characteristics** of an environment, so there is depth. Ideally you have a range of data so you can explore the environment thoroughly. Characteristics, already taught, are what make this area *this* area: relief, drainage, surface, wind, water, land use, buildings, a Saturday market, a memorial, a packhouse. On 91933 they have to be characteristics you can actually attach data to. “It is a nice environment” is still not a characteristic. A pack that is six temperature readings at the same lamp-post is one characteristic, measured often. That can be honest, and a later page may say it limits understanding of everything else. A pack that is temperature, wind notes, a use-count, a land-use category and a council traffic total is several characteristics. That is closer to an environment. You do not need every possible characteristic. You need more than one, and you need them to be **of the environment you bounded**. National climate statistics that never touch Tin Roof Siding are not a second characteristic of Tin Roof Siding. They are a jump in scale — already taught — wearing a data badge.

• A constructed pack is a teaching source, not a field trip

  This page does not observe fieldwork. It does not collect your bottles, timestamp your photographs, or watch you interview anyone. Internal-studio style tasks therefore supply a **constructed data pack**, clearly labelled as constructed, for a public-style environment. You must still process and present later. This page only asks you to read the pack as data. A constructed data pack is a set of items written for teaching. Each item should already carry a collection story. Your job is to classify, not to pretend you gathered it. If an item is written as a class measurement, classify it as the pack’s primary measurement. If it is written as a council series, classify it as secondary. If it has no story, reject it or ask for the story. Do not fill the hole with a guess. Honesty cuts both ways. Do not write “I measured” about a constructed item you did not measure. Do not write “the local iwi said” about a constructed place. Do not take a visual the pack already drew and call it presented data you generated. Presented data, officially, is generated **by the student**. A later page will be blunt about that. This page is blunt about the inputs. Official 91933 activity seeds — health of a local awa, a local public space, a microclimate — are indicative contexts, not a prescribed menu and not Whetū case studies. The constructed environments on this page are Copper Quay, Tin Roof Siding and Piper Cut. They are not those activities. They are not sister-unit landscapes. They are not the NZQA exemplar sites.

• What later 91933 pages will do with what you have classified

  This unit is the first of four on Topic 2. It is not the whole internal. The later page on processing and presenting takes classified data and turns it into student-generated visuals: percentages, averages, ranking, chronological order; titles, axes, annotated maps, annotated photographs, graphs, diagrams. Conventions exist so a stranger can read the visual. There is no published Level 1 NZQA convention checklist; that later page will say so rather than invent one. The later page on findings from data takes those visuals and writes findings — the official word for the student’s understanding about an environment **found and drawn from the processed data**. Not from the memory of a trip. Not from a topic you already believed. Excellence later draws a **valid conclusion** from the findings you actually have. The later page on strengths and limits takes the collection stories you started here and spends them. Achieved describes how the data strengthen **or** limit understanding. Merit explains how they strengthen **and** limit. Excellence discusses additional data that would **improve** understanding. Source, method, quantity, time, frequency, accuracy and reliability live there. If you write a finding, draw a graph, or judge a limitation on this page, you have skipped ahead. Classify. Stop.

Internal · marked per part.

AS91933 is a school internal using student-processed data. Whetū does not observe fieldwork. There is no sit-down exam paper.

4 authored Learn units for this standard.

• Data types and sources

  This page teaches the first job of Achievement Standard 91933: knowing what data *is* before you process it, draw it, or write a finding from it. 91933 is **internal**. Its official title is **Explore an environment using data**. There is no sit-down examination and Whetū will not invent one. You will not be asked, on this page, to turn a table into a graph, or to write the findings a later page owns. You will be asked to look a datum in the eye and say what kind it is, where it came from, and which characteristic of an environment it is about.

• Processing and presenting data

  This page teaches the second job of Achievement Standard 91933: processing classified data and presenting it as a visual **you** generated. 91933 is **internal**. Its official title is **Explore an environment using data**. There is no sit-down examination and Whetū will not invent one. You will not be asked, on this page, to classify a datum from scratch — that is the previous page — or to write the findings a later page owns. You will be asked to take items that already have a collection story and turn them into an accurate visual a stranger can read.

• Findings and valid conclusions

  This page teaches the third job of Achievement Standard 91933: writing findings from presented data you have already generated, and — at Excellence — drawing a valid conclusion from those findings. 91933 is **internal**. Its official title is **Explore an environment using data**. There is no sit-down examination and Whetū will not invent one. You will not be asked, on this page, to classify a raw pack from scratch, or to process a table into a graph. Those jobs already have pages. You will not be asked to describe how the data strengthen or limit understanding, or to discuss additional data that would improve it. That job has a later page. You will be asked to look at a visual you generated and write the understanding the visual actually supports.

• How data strengthens or limits understanding

  This page teaches the last job of Achievement Standard 91933: saying how the data you already classified, processed and presented can strengthen or limit understanding of an environment, and — at the top of the standard — what additional data would improve that understanding. 91933 is **internal**. Its official title is **Explore an environment using data**. There is no sit-down examination and Whetū will not invent one. You will not be asked, on this page, to classify a pack from scratch, to turn a table into a graph, or to write the findings a sister page owns. You will be asked to look at a collection story you already have and say, specifically, what that story lets you see and what it cannot.

36 Practise questions in “Exploring with data”. Feedback here is formative and is not an official NCEA grade.

• Data types and sources

  Primary or secondary, qualitative or quantitative — with a collection story

• Processing and presenting

  A visual you generated from processed data, not a pack picture

• Findings from the visual

  Understanding drawn from presented data, not from memory of a trip

• Strengthen or limit

  What this data can support, what it cannot, and what extra data would add

• Not fieldwork Whetū observed

  A constructed pack stays labelled constructed. Do not write “I measured” about a trip nobody watched

Sample questions

1. What does Achievement Standard 91933 actually say data includes?
2. How should you classify those two items on Whetū?
3. Match each data kind to a constructed Copper Quay item. The pack is labelled constructed.
4. In a sentence or two, explain why that item is secondary, and what collection-story facts make it usable anyway.
5. Which item is ready to classify and later process?
6. Kōrero tuku iho is an official example of data on 91933. What is Whetū allowed to do with that name in a constructed pack?
7. Which visual best shows where those people were inside this environment?
8. Which move is actually processing data, not just tidying a notebook?

Practise 91933 in Whetū