šŸ“š Unit Plans ā†’ šŸŒŸ Unit 1: Te Ao Māori ā†’ šŸ“– Lesson 1: Whakapapa & Identity
Years 7ā€“10 Tikanga-ā-Iwi / Social Sciences
Unit 1 Ā· Foundation 75 mins

Ko Wai Au?

Whakapapa & Personal Identity

šŸŽÆ
Big Why: How does whakapapa show up in the choices I make for my whānau and hapori?

šŸ“š Learning Intentions

  • Surface whakapapa links (whenua, whānau) that anchor identity.
  • Analyse Koroneihana rangatahi kōrero for values and leadership.
  • Co-design and rehearse a respectful whānau interview.

āœ… Success Criteria

  • I can show two connections that give me strength.
  • I can quote a rangatahi and connect it to my story.
  • I can outline a whānau commitment to protect whakapapa.

šŸ‘©ā€šŸ« Teaching Instructions

Distribute the Koroneihana Rangatahi Companion before pressing play. This RNZ clip centres rangatahi reflections on what the Māori King movement means to them.

Before

Teach key kupu (mana motuhake, turangawaewae) using the vocabulary preview.

During

Pause at 0:45, 1:55, and 2:55 for guided prompt completion.

After

Transition straight into the identity map planning page.

šŸš€ Haerenga Ako (Lesson Flow)

15 mins

1. Whakatūwhera Wānanga

Begin with karakia/pepeha that centres collective responsibility. Model a mihi: pepeha + one connection that grounds you today.

Kaiako Moves

  • Co-design tikanga for sharing (confidentiality, gratitude).
  • Use companion sentence stems for structured language.
20 mins

2. Guided Viewing

Pairs complete the quote capture + belonging barometer at each pause point (0:45, 1:55, 2:55).

Evidence: Quote-response strips, kupu list, and charted values.
30 mins

3. Waihanga Studio

Structured workshop producing evidence-rich artefacts across three stations: Plan, Design, and Rehearse.

Differentiation

Provide Whakapapa Map Template for large-format output; offer alternate formats like audio reflection or collage.

Home Task: Conduct whānau interview using the provided handout.

šŸ“Š Assessment & Support

Mātainuku Evidence

  • Identity Map (photograph + annotation).
  • Quote-response strip.
  • Scenario action statement.

Mātairea Support

Bilingual sentence frames, visual icon banks, and private submission options for sensitive whakapapa.

šŸ§ŗ Resources & Partnerships

For Ākonga

ā€œEhara taku toa i te toa takitahi, engari he toa takitiniā€

My strength is not mine alone, but comes from the collective.

šŸ”— Cross-Curricular

Social Studies

Map whānau migration pathways alongside mana motuhake movements.

English

Craft a spoken word piece weaving rangatahi quotes.

Curriculum alignment

  • Identity, Culture, and Organisation: Understand how cultural identity shapes participation in society ā€” whakapapa, tikanga, and mana as foundations of Māori identity in Aotearoa New Zealand.

šŸ“‹ Kaiako Planning Snapshot

Teacher planning support for this resource ā€” differentiation pathways and inclusive practice guidance are summarised below.

Entry / On-Level / Extension

  • Entry: Provide sentence starters and worked examples. Pair ākonga with a more confident learner. Focus on one key concept at a time rather than the full unit 1 lesson 1 task.
  • On-level: Students work independently through the core task with teacher check-ins at key points. Encourage self-monitoring using the success criteria.
  • Extension: Challenge ākonga to connect unit 1 lesson 1 to a real-world Aotearoa context, evaluate a different perspective, or create a resource that teaches this concept to a peer.

Inclusion Guidance

  • ESOL / ELL learners: Pre-teach key vocabulary (personal, whakapapa, exploration) using visual word walls or bilingual glossaries before the lesson. Reduce language load with diagrams and visual models. Partner-share and think-pair-share strategies encouraged.
  • Neurodiverse learners / ADHD: Break the lesson into clear segments with visual checkpoints. UDL principle: offer ākonga a choice in how they demonstrate understanding (verbal, written, visual/drawn). Provide anchor charts or reference cards for unit 1 lesson 1 concepts throughout.
  • Dyslexia: Provide audio-text alternatives for written materials. Use high-contrast fonts and generous line spacing. Allow voice recording as an alternative to written responses where possible.