📚 Unit Plans → 📄 Unit 1: Tikanga Scenarios · Phase 2 (Years 4–6)
Years 9–10Tikanga-ā-Iwi / Social Sciences
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Tikanga Scenarios

Phase 2 (Years 4–6) · Short discussion cards for values-based decision-making

Phase 2 Years 4–6 Printable cards Manaakitanga

Kaiako note

Goal: Help ākonga practise respectful decision-making without shaming. There may be more than one “good” choice — ask: “Which choice keeps everyone’s mana safe?”

  • Key values: manaakitanga (care), whanaungatanga (relationships), whakaute (respect), kaitiakitanga (guardianship).
  • Protocol: Use “I think…” statements, not “You should…”.
  • Opt-out: Students can discuss as a fictional character if the topic feels personal.

Scenario cards

Each card: read, choose, explain the value, and suggest a kind sentence.

1) Visiting a marae

You arrive and you’re not sure what to do.

Your class is visiting a marae. Someone wants to run ahead and talk loudly because they feel excited.

What could you do?

  1. Slow down, stay with the group, and follow the kaiako instructions.
  2. Run ahead anyway because you’re excited.
  3. Ask quietly: “What do we do first?”

Which value?

Whakaute Whanaungatanga

2) Sharing kai

Food is being shared at a class event.

A whānau has brought kai for everyone. You notice one person taking a lot before others get a turn.

What could you do?

  1. Say kindly: “Let’s make sure everyone gets some first.”
  2. Take lots too so it feels “fair”.
  3. Ask an adult for help if it’s getting tense.

Which value?

Manaakitanga Whanaungatanga

3) Using te reo Māori

You want to try, but you’re worried.

Your class is practising greetings. A friend laughs when someone makes a mistake.

What could you do?

  1. Say: “We’re learning — let’s be kind.” Then try again together.
  2. Stop practising because it feels embarrassing.
  3. Ask: “Can we practise slowly?”

Which value?

Aroha Whakaute

4) Caring for a place

Rubbish is left behind after lunch.

You see rubbish near a tree on the playground. Someone says, “It’s not my job.”

What could you do?

  1. Pick it up and invite others: “Let’s look after our place.”
  2. Leave it because it wasn’t you.
  3. Tell someone else to do it and walk away.

Which value?

Kaitiakitanga Manaakitanga

5) A special object (taonga)

You want to use something that is not yours.

You see a classmate’s special necklace. You want to try it on “just for a photo”.

What could you do?

  1. Ask first and accept “no” respectfully.
  2. Touch it without asking because it looks cool.
  3. Ask: “Is this special to you?” and listen to the answer.

Which value?

Whakaute Manaakitanga

6) Welcoming someone new

A new student arrives.

A new student joins your class. They look shy and sit alone.

What could you do?

  1. Say hello, offer a seat, and ask what name they like to use.
  2. Ignore them because you don’t want it to be awkward.
  3. Invite them to join a game or activity with you.

Which value?

Whanaungatanga Manaakitanga

7) Listening time

Someone is speaking and others interrupt.

During a class kōrero, a student shares something important. Others start whispering and giggling.

What could you do?

  1. Stop, listen, and show respect with your body language.
  2. Keep whispering because it’s “not a big deal”.
  3. Quietly remind friends: “Let’s listen.”

Which value?

Whakaute Manaakitanga

8) Online comments

A group chat gets unkind.

In a class group chat, someone writes a mean comment about a student’s name.

What could you do?

  1. Don’t join in. Say: “That’s not ok.” Tell a trusted adult if needed.
  2. Laugh-react so you fit in.
  3. Send a kind message to the person being targeted.

Which value?

Aroha Whakaute

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.