Ngā Hononga Stations
Phase 2 (Years 4–6) · Identity, belonging, and responsibility (privacy-first, mana-enhancing)
Kaiako setup (10 mins)
Whakamana first: These stations explore connection without forcing whakapapa detail. Use roles (“my koro”, “my auntie”), initials, or symbols. Tikanga can vary by rohe/iwi — adapt with local guidance where possible.
- Class agreement: Listen respectfully, no judgement, no retelling someone else’s story, you can pass.
- Choice of sharing: just me / buddy / small group / class.
- Materials: A3 paper, markers, sticky notes, coloured pencils, scrap paper.
Station cards (print + place on tables)
Each station ends with a short reflection. Keep it light, creative, and strengths-based.
⭐ Ngā Tāngata — My Support Stars
Who helps me learn, laugh, and feel safe?
Materials: A3 paper, markers, sticky notes
- Draw a big star in the middle and write “ME”.
- Add 6–10 smaller stars around it for people who support you.
- You can write names, initials, or roles (e.g., “coach”, “auntie”, “best friend”).
- Draw lines to show connections (who helps with what?).
🗺️ Ngā Wāhi — Place Map + Kaitiakitanga
Places that matter, and how I care for them
Materials: A3 paper, coloured pencils
- Draw a simple map of 3–5 places that are important to you.
- Add symbols: river, mountain, park, street, school, marae, beach, garden.
- Choose one place and write one way you can be a kaitiaki (guardian).
🌿 Ngā Uara — Values in Action
Show your values with real examples
Materials: Value cards (or write on paper), scrap paper
- Pick 2 values from this list: manaakitanga, whanaungatanga, whakaute, kaitiakitanga.
- For each value, write or act out a short example from school life.
- Swap with another pair: can they guess the value?
🎒 Taonga Kōrero — Story of a special thing
A safe story: a place, object, song, photo, or memory
Materials: Paper, pencils (optional: bring a safe object/photo)
- Choose something meaningful: a sports jersey, book, photo, song, or a place.
- Draw it or write a description.
- Write 2–3 sentences: “This matters to me because…”
- Optional: connect it to a value (uara).
Quick wrap (5 mins)
- Exit ticket: “One connection that strengthens me is…”
- Optional share: Invite a “gallery walk” with silent sticky-note compliments (no personal questions).
- Next step: Use the Ngā Hononga Template to capture learning for portfolios.
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.