Ngā Hononga — Connections Template
Phase 2 (Years 4–6) · A safe way to explore identity, belonging, and responsibility
How to use (5–10 mins)
- Choose your depth: ākonga can share names, initials, roles (“my auntie”), or draw symbols.
- No pressure: whakapapa details (iwi/hapū/pepeha) are optional. Belonging can be shown in many ways.
- Many whānau shapes: include whāngai, blended whānau, foster care, chosen whānau, and solo-parent homes.
Page 1: Ko Wai Au? Who am I?
Write, draw, or use symbolsYou can include your nickname, or just your first name.
Tick any that fit, then add your own.
People who care for me, teach me, or help me feel safe (whānau, friends, coaches, neighbours, kaiako).
Draw a simple map or symbols for places that matter to you (home, school, park, river, marae, whenua).
Tick one. You can change your mind at any time.
Page 2: Ngā Uara Values & actions
Show your values by what you doChoose 2–3. Add an example of what it looks like.
Example: “I show manaakitanga by…”
What are you good at? What do you bring to your class/whānau?
One small action you will try this week.
If you know it and want to include it. It’s okay to leave blank.
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.