The curriculum refresh currently being undertaken in New Zealand incorporates a commitment to equally value the knowledge and knowledge systems of the two partners to what is regarded by most people as the founding document of the country, Te Tiriti O Waitangi. In order to do this in an authentic way, consideration needs to be given to what the two knowledges and knowledge systems look like. This paper aims to discuss some of the key elements of this and the implications for ongoing curriculum development. In particular, it identifies a need to articulate key concepts and frameworks in both cultural contexts that are often assumed or only loosely defined. As part of this, it discusses the richness that comes from considering the similarities and differences in the way the knowledge is represented and communicated. It also highlights the importance of identifying and making accessible repositories of knowledge in both contexts in ways that will enable teachers to offer rich and enabling learning experiences in technology education.