📚 Unit Plans → 📄 Kete Uiui Mātauranga · Phase 2 Inquiry Cards (Years 4–6)
Years 9–10Tikanga-ā-Iwi / Social Sciences
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Kete Uiui Mātauranga

Phase 2 (Years 4–6) · Inquiry cards for kōrero, drawing, and reflection

Phase 2 Years 4–6 Printable cards Mātauranga Māori

How to use

Tapahia ngā kāri — cut out the cards and use them in small groups. Each card has a short question (pātai) and a small task (mahi). Sharing is privacy-first: roles, initials, symbols, or fictional characters are welcome.

  • Talk first: 2 mins quiet thinking → 3 mins partner kōrero → 3 mins group share.
  • Make it visible: capture ideas on mini-whiteboards or in the Ngā Hononga Template.

Inquiry cards

⭐

Whakapapa — Connections

Belonging can be shown in many ways

Pātai / Wonder

Who are your “people” — and how do they help you grow?

Mahi / Try

  • Draw a quick “support web” with you in the middle.
  • Use roles or initials (not full names) if you want.
Share safely: You can share “a coach” or “a cousin” instead of names.
🗺️

Whenua — Place

Places that give you strength

Pātai / Wonder

What places matter to you — and why?

Mahi / Try

  • Sketch a mini-map with 3–5 important places.
  • Add one “memory” or “feeling” next to each place.
Share safely: You can draw a symbol instead of naming the place.
🤝

Manaakitanga — Care

How we lift each other’s mana

Pātai / Wonder

What does manaakitanga look like in our classroom?

Mahi / Try

  • Make a list of 5 “small care” actions.
  • Choose one to practise today.
Share safely: Talk about actions, not people.
🧶

Whanaungatanga — Relationships

How we build belonging

Pātai / Wonder

What helps a new person feel welcome?

Mahi / Try

  • Create 3 welcoming sentence starters.
  • Role-play a welcome (30 seconds each).
Share safely: Use a fictional “new student” character.
🌿

Kaitiakitanga — Guardianship

Caring for places and living things

Pātai / Wonder

How can we be kaitiaki of our school or local area?

Mahi / Try

  • Choose one place (garden, river, field, playground).
  • Plan one small action you can do this week.
Share safely: Focus on the place, not who caused the problem.
🎨

Toi — Creative expression

Art can show identity and values

Pātai / Wonder

If you were a pattern, colour, or symbol — what would you be?

Mahi / Try

  • Create a small symbol or pattern that represents you.
  • Write one sentence explaining what it means.
Share safely: You can explain your symbol without personal details.
📖

Pūrākau — Stories

Stories teach values

Pātai / Wonder

What story (from whānau, books, movies, or community) teaches a value?

Mahi / Try

  • Choose a story and name the value it teaches.
  • Draw 3 boxes: beginning / middle / end.
Share safely: Use a book/movie story if home stories feel private.
🧭

Rangatiratanga — Leadership

Leading with care and fairness

Pātai / Wonder

What does a good leader do when something is unfair?

Mahi / Try

  • Think of a fair solution to a class problem (e.g., game rules, turn-taking).
  • Write a “leader sentence”: “I will…”
Share safely: Talk about a made-up situation, not a real person.

Kaiako Planning Snapshot

Social Studies / Te Ao Māori — Whakapapa & Tikanga — Years 9–10

Ngā Whāinga Akoranga — Learning Intentions

  • Explain what whakapapa is and why it is foundational to Māori identity and knowledge systems
  • Apply tikanga frameworks to analyse decisions and situations in contemporary Aotearoa contexts
  • Demonstrate understanding of mātauranga Māori concepts through structured inquiry and creative tasks

Paearu Angitu — Success Criteria

  • I can describe what whakapapa means and give an example of it in te ao Māori
  • I can identify at least one tikanga principle at work in a given scenario
  • I can use an inquiry card or template to structure my thinking about mātauranga Māori

Differentiation & Proximinal Guidance

Extension: research own whakapapa or hapū history and present to the class. Scaffold: structured inquiry card with sentence starters and guiding questions. On-level: partner research and annotation task. Entry: teacher-modelled example with guided questions and visual organiser.

Inclusion & Accessibility

ESOL/ELL: bilingual glossary for whakapapa and tikanga terms with visual referents. Neurodiverse learners: offer multiple creative formats for presenting whakapapa connections. Cultural safety: student agency around sharing personal whakapapa is always respected — participation is never compulsory.

Curriculum alignment

Learning areas: Social Sciences + Te Reo Māori (Years 9–13)

  • Understand: How cultural identity and heritage shape people's lives and the way they interact with others — exploring whakapapa, tikanga, and mātauranga Māori as living frameworks for identity and knowledge.
  • Te Reo Māori: Understand and use te reo Māori in culturally appropriate contexts — engaging with tikanga and te ao Māori as part of Aotearoa New Zealand's bicultural heritage.
  • Achievement Objective: Understand how people's responses to economic, environmental, political, and social challenges reflect their values and viewpoints — applying Māori cultural frameworks to identity portfolio work.