Teacher-only planning companion for Manu Interview Prompts. Use this page to keep the kōrero task respectful, purposeful, and clearly connected to oral-language and place-based inquiry.
This page is for kaiako. The interview is strongest when students are taught to ask permission, build on what they hear, and treat community knowledge as a relationship to be honoured rather than raw content to extract.
A mātauranga Māori lens matters because local knowledge may sit in lived experience, whānau memory, or pūrākau. Students should be prepared to listen respectfully and accept that not everything is theirs to retell publicly.
Discussions have different purposes, including sharing ideas, asking questions, and solving problems together.
The page gives students a real reason to ask questions, listen, and respond. It is not practice for its own sake; it supports inquiry by gathering useful perspectives.
Best used when kaiako model follow-up prompts and respectful turn-taking first.
Students understand how people view and use places differently.
Prompt students to notice how the speaker’s age, role, or relationship to place shapes what they remember and value about local manu.
This is especially useful when learners compare their own observations with community memory.
Effective discussions involve listening carefully, asking follow-up questions, and checking understanding.
Require students to rehearse interviews in class first. That keeps the whānau-facing conversation more confident and less extractive.
A strong fit for pair rehearsal, teacher modelling, and reflection after the kōrero.
Ministry of Education. (2007). The New Zealand Curriculum. Learning Media.
Ministry of Education. (2021). Te Mātaiaho: The Refreshed New Zealand Curriculum. Ministry of Education.
Teaching Council of Aotearoa New Zealand. (2021). Tātaiako: Cultural Competencies for Teachers of Māori Learners. Teaching Council.