Unit 1 · Lesson 1 · 75 min

Ko Wai Au?

Students explore whakapapa, whenua, whānau, and personal identity through rangatahi reflections and respectful interview planning.

Focus Pātai

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

Curriculum Threads

Identity, culture, and organisation
Tikanga-ā-Iwi inquiry
Whānau interview practice

Learning Intentions

Surface whakapapa links that anchor identity.
Analyse rangatahi kōrero for values and leadership.
Co-design a respectful whānau interview.

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.

Kupu / Vocabulary

whakapapa
whenua
whānau
tūrangawaewae

🕘 Lesson at a Glance | Te Hōtaka

PrepareCompanion, kupu, pause pointsBefore class 1 · WānangaOpen with pepeha and tikanga15 min 2 · Guided viewingRangatahi kōrero with prompts20 min 3 · StudioPlan, design, rehearse evidence30 min EvidenceIdentity map and quote responseExit check

📚 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.

✅ 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.

👩‍🏫 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.

🎥 Media Anchor | Rangatahi Kōrero

Watch with purpose

Use the Koroneihana Rangatahi Companion while viewing. Ākonga capture one quote, one value, and one connection to their own whakapapa or tūrangawaewae.

Before: Preview mana motuhake and tūrangawaewae.
During: Pause at 0:45, 1:55, and 2:55 for quote capture.
After: Choose one rangatahi idea to carry into the identity map.

🚀 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.

📊 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.

🧺 Resources & Partnerships

For Ākonga

“Ehara taku toa i te toa takitahi, engari he toa takitini”

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

🔗 Cross-Curricular

Social Studies

Map whānau migration pathways alongside mana motuhake movements.

English

Craft a spoken word piece weaving rangatahi quotes.

📋 Kaiako Planning Snapshot

🤝 Entry / On-Level / Extension

Entry: Provide sentence starters and worked examples. Pair ākonga with a more confident learner. Focus on whakapapa, whānau, and whenua before asking for broader reflection.
On-level: Students work independently through the companion and identity map, using the pause points as self-checks.
Extension: Challenge ākonga to connect a rangatahi quote to a contemporary example of mana motuhake or community leadership.

♿ Inclusion Guidance

ESOL / ELL learners: Pre-teach personal, whakapapa, exploration, mana motuhake, and tūrangawaewae using visual word walls or bilingual glossaries. Partner-share before writing.
Neurodiverse learners / ADHD: Break the video task into clear pause-point checkpoints. Offer audio, visual, or drawn responses for identity evidence.
Dyslexia: Provide audio-text alternatives for written materials. Allow voice recording as an alternative to written responses where possible.

Curriculum alignment

NZC (2007) · Social Studies · Level 4: “Understand how people pass on and sustain culture and heritage for different reasons and that this has consequences for people.”