Vision Board — Future Builder
Whāia te iti kahurangi · Pursue excellence · Building your future with rangatiratanga · Years 7–10
Ngā Whāinga Akoranga · Learning Intentions
- Identify personal strengths, values, and aspirations as a foundation for a leadership vision.
- Connect personal vision to community and collective goals — moving beyond individual ambition.
- Understand how rangatiratanga means leading with both aspiration and responsibility.
- Create a concrete, inspiring personal vision that guides leadership action.
Paearu Angitu · Success Criteria
- Vision board reflects genuine personal values and aspirations — not just what sounds impressive.
- At least one element connects personal vision to community or collective benefit.
- Vision includes at least one Māori concept or whakataukī that resonates personally.
- Students can explain how their vision embodies rangatiratanga as service and responsibility, not just achievement.
Ko Wai Au? · Who I Am — My Foundation
Tōku Āpōpō · My Future Self — 10 Years From Now
Imagine yourself in 10 years. You are living your values, using your strengths, contributing to the communities you care about. Describe what your life looks like.
He Tuhinga Aria · Vision Board Sketch Area
Draw, write, or paste images that represent your vision. Include words, symbols, colours, or places that capture where you're heading. Make it yours.
Hononga Marautanga · Curriculum Alignment
Personal identity, values, and aspirations; taha wairua — purpose and meaning as core wellbeing dimensions; self-management through vision and intention.
Leadership as service; futures thinking and civic imagination; connecting personal aspirations to community contribution and collective flourishing.
Tuhia ōu whakaaro · Vision and Leadership Reflection
How does your personal vision connect to rangatiratanga — leadership as responsibility and service? What does your vision require of you, not just for yourself, but for others?
Aronga Mātauranga Māori
"Whāia te iti kahurangi, ki te tūohu koe, me he maunga teitei" — Seek the treasure that is greatly valued; if you bow your head, let it be to a lofty mountain. This whakataukī does not say "achieve great things for yourself" — it says seek what is greatly valued, and if you are humbled, let it be by something truly worthy. A vision board grounded in rangatiratanga is not a list of personal achievements; it is a picture of the person you are becoming in service of what matters. The strongest visions are held in relationship with others — with whānau, with community, with the land. What are you holding in trust? That is where your vision begins.
Ngā Rauemi Tautoko · Resources already provided
- rangatiratanga-leadership-self-assessment-unit6.html — grounding your vision in an honest assessment of your current leadership strengths
- unit-6-vision-board-2050.html — scaling your personal vision to a collective vision for Aotearoa
- youth-leadership-action-plan-unit6.html — turning your vision into concrete action steps you can start now
📋 Teacher Planning Snapshot
Ngā Whāinga Ako — Learning Intentions
Students will engage with this resource to develop their understanding of rangatiratanga as a living leadership ethic — exploring how youth can exercise mana, vision, and collective action to shape the future of Aotearoa New Zealand. This unit asks: what kind of leaders does our future need, and how do we grow them?
Ngā Paearu Angitū — Success Criteria
- ✅ Students can articulate their own vision for Aotearoa's future and identify concrete leadership actions they can take now.
- ✅ Students can explain how rangatiratanga — the right and capacity to lead with integrity — applies to young people in their communities.
Differentiation & Inclusion
Scaffold support: Provide vision-board templates and future-mapping frameworks for entry-level access. For students who find abstract futures thinking challenging, ground the task in a specific local issue they care about. Extend confident leaders by asking them to design and present a youth-led action proposal to a real or simulated community audience.
ELL / ESOL: Leadership vocabulary (advocacy, tino rangatiratanga, mana, collective action, vision) benefits from visual and narrative anchoring — use case studies of specific youth leaders (local and global) to make abstract concepts concrete. Allow oral presentation of vision work as an alternative to written forms.
Inclusion: Leadership looks different across cultures and personalities — affirm that quiet, relational, and behind-the-scenes leadership is as valid as public advocacy. Neurodiverse learners benefit from structured goal-setting frameworks and clear success criteria for leadership tasks. Celebrate diverse leadership strengths within the class community.
Mātauranga Māori lens: Rangatiratanga — the capacity to lead with mana and integrity — is one of the most important concepts in Te Ao Māori. A rangatira is not simply a chief but a servant-leader whose authority derives from their relationship to people and place. Kaitiakitanga frames leadership as guardianship — of land, people, and future generations. Youth rangatiratanga has a powerful history in Aotearoa: from the young Māori leaders of the early 20th century to contemporary rangatahi activists. The question is not whether rangatahi can lead — it is which challenges they will choose to address.
Prior knowledge: Students benefit from prior exposure to concepts of mana and tino rangatiratanga. No specialist knowledge required for entry-level engagement with vision and leadership tasks.
Curriculum alignment
- Identity, Culture, and Organisation — Social Studies: Understand how people participate individually and collectively in response to community challenges, and how leadership is exercised through rangatiratanga and civic action.
- Do — Social Studies: Explore perspectives, use evidence to form conclusions, and present ideas — develop and share a vision for community change using evidence and leadership frameworks.