Compact planning edition · Lesson 3 of 6 · 60 minutes
Iwi and hapū — relationships, not research guesses
Treat iwi and hapū as living whakapapa relationships. Learners practise respectful inquiry and may keep every personal answer private.
Learning intentions
- Explain that iwi and hapū names cannot be inferred from location, surname, appearance, or classmates.
- Plan an optional, permission-based whānau question.
- Use a mihimihi or an unfinished marker without being treated as incomplete.
Success criteria | Paearu Angitu
A learner rejects identity inference, explains what makes an iwi/hapū source trustworthy, and chooses whether to frame a permission-based question.
Kawa haumaru — identity and knowledge boundary
- Iwi and hapū are living relationships: location, surname, appearance, or peer knowledge cannot establish a learner’s iwi or hapū.
- No classroom inference: keep an iwi or hapū field blank unless a trusted whānau or whakapapa holder confirms both the relationship and appropriate wording.
- Inquiry is optional: drafting a careful question, declining to ask, continuing a mihimihi, or using a fictional model are equally complete lesson routes.
- Keep roles clear: mana whenua sources support local learning; whānau or an agreed whakapapa holder supports a learner’s personal identity inquiry.
Teacher planning snapshot — before class
- Agree on a private process for whānau questions; no compulsory interview or homework.
- Prepare fictional examples that distinguish iwi, hapū, and local mana whenua.
- Know the school pathway for learners who want whakapapa support; do not position the teacher as the verifier.
60-minute run sheet
0–10 min · What cannot count as evidence?
Teacher move: Present four inference traps: address, surname, appearance, and a friend’s identity.
Learner action: Explain why each is insufficient for an iwi or hapū claim.
Check: Responses centre relationship and trusted knowledge, not stereotypes.
10–24 min · Iwi, hapū, and mana whenua
Teacher move: Use approved local sources to explain the terms and acknowledge mana whenua without inviting learners to claim that identity.
Learner action: Build a three-column concept note: term, purpose, source.
Check: Local mana whenua and a learner’s whakapapa are not conflated.
24–40 min · Permission-based inquiry
Teacher move: Model: ‘Is there an iwi or hapū connection you are comfortable helping me understand? It is okay not to answer.’
Learner action: Choose to draft a question, ask through an agreed support person, write ‘not asking now’, or continue a mihimihi.
Check: No learner is assigned a whānau interview.
40–52 min · Structure practice
Teacher move: Use fictional names to model Ko … tōku iwi and Ko … tōku hapū; explicitly label them invented.
Learner action: Order sentence cards, listen, read, or use a verified private line.
Check: Accuracy is checked without asking learners to reveal names.
52–60 min · Private reflection
Teacher move: Ask, ‘What makes a source trustworthy for this kind of knowledge?’
Learner action: Respond with a general principle, not personal information.
Check: Learners name whānau/trusted whakapapa holders and permission.
Evidence to notice
- Rejects inference from location, surname, appearance, or peers.
- Frames a whānau question with an explicit right not to answer.
- Keeps an unconfirmed iwi/hapū field blank or chooses mihimihi.
Exit evidence: retain only the learner’s general source principle, never the private question or any whānau answer.
Core resources
- Compact identity-form builder — iwi/hapū source status
- Mihimihi pathway — a complete choice, not a fallback
Entry support, extension, and inclusion | Access, choice, and privacy
- Offer listening, supported reading, pointing/ordering cards, writing, or teacher conferencing; speaking to a group is never required.
- Learners may sort inference traps, annotate concepts, order fictional sentence cards, or conference quietly; no iwi or hapū name must be spoken.
- A whānau question and its answer remain private correspondence, not material for photos, portfolios, displays, or peer feedback.
- Whole-class modelling uses invented iwi/hapū placeholders; a learner’s name or possible connection is never used as the teaching sample.
Curriculum alignment
- Learning Languages — Pāhekoheko: “Pepeha follow a specific structure made up of key elements that each serve a purpose in expressing identity, belonging, and whakapapa.”
Evidence note: Notice rejection of stereotypes, an explicit right not to answer, and correct source reasoning; disclosure of an iwi or hapū name adds no mark.