1. Refine in Creation Studio
Turn the first draft into something classroom-ready: adjust the structure, edit the language, and prepare it for export or publishing.
Te Wānanga
Describe the lesson you need. For kaiako and teachers, Te Wānanga builds a strong first draft — then move it into Creation Studio to shape, save, and share.
1. Describe the lesson you need
2. Generate a first draft here
3. Refine, save, and export in Creation Studio
Start with a stronger prompt
Name the year level, learning area, classroom need, and the outcome you want by the end of the lesson.
- Name the year level and subject.
- Say what kind of class support or adaptation you need.
- Describe the outcome you want by the end of the lesson.
Example output
This is what Te Wānanga generates. Generate your own above.
Tino Rangatiratanga and Local Governance
Year 9–10 Social Studies · 60 minutes · Single lesson
NZC Alignment
Social Sciences · Level 4–5
Understand how groups make and implement decisions in order to meet their goals.
Aotearoa NZ Histories · Level 4–5
Understand that iwi and hapū exercised rangatiratanga and that this shapes relationships with the Crown today.
🌿 Te Ao Māori Integration
Tino rangatiratanga — self-determination, authority, and guardianship — sits at the heart of the Treaty of Waitangi. This lesson grounds students in the lived reality of that principle through the lens of co-governance and local decision-making. Whakapapa connects people to place and to each other; kaitiakitanga shapes how Māori communities approach the stewardship of taonga. Both are in active tension with legislation that has historically overridden them.
Learning Intentions
- Understand tino rangatiratanga as a Treaty principle and trace its expression in contemporary Aotearoa
- Analyse how local governance decisions reflect, negotiate, or constrain rangatiratanga in practice
- Develop and justify a position on a real co-governance case using evidence from multiple sources
Success Criteria
- I can explain tino rangatiratanga in my own words and give one current example from Aotearoa
- I can identify at least two ways local governance decisions affect Māori communities differently
- I can construct a reasoned argument using at least two sources — and I can name a counter-argument
Lesson Sequence
Show a headline about a recent co-governance debate (e.g. Three Waters, Waikato River Authority). Ask: "What's the actual disagreement here?" Don't explain yet — let the room speculate.
Introduce tino rangatiratanga: Treaty origins, Article 2, what it meant in 1840, what Māori communities have argued it means today. Keep it tight — 2–3 key ideas, not a full lecture.
Waikato River Authority: how it was formed, what powers it has, what critics say it doesn't have. Students read a short structured source and annotate: What does the Authority have? What does it lack? Is this tino rangatiratanga or a closer substitute?
In pairs or threes: "Does co-governance deliver tino rangatiratanga, or is it a managed compromise?" Each group prepares one position + one counter. Brief share-back.
One paragraph: "My position on the Waikato River Authority as an expression of tino rangatiratanga is… because…" Collected or photographed as formative evidence.
Differentiation & Support
Entry support: provide a glossary (tino rangatiratanga, co-governance, iwi, hapū, taonga) and a sentence starter for the exit task. For ESOL learners, pre-teach "authority" and "guardianship" with visual anchors. Extension: compare NZ co-governance to an international indigenous self-determination framework (e.g. Canadian UNDRIP implementation). Ask: what would full tino rangatiratanga look like in this context?
Resources
- Te Ara — Tino Rangatiratanga article (short read, classroom-appropriate)
- Waikato River Authority overview — waikatoriver.maori.nz
- NZ History — Treaty of Waitangi questions and answers
- Teacher-prepared headline clippings from 2023–25 co-governance coverage
Recently generated
Pick up where you left off
Weaving Knowledge…
Constructing your lesson path with Te Āronui insights.
Lesson Title
Prior Knowledge
NZC Key Competencies
NZC Curriculum Alignment
🌿 Te Ao Māori Integration
Cultural context…
Learning Intentions
Success Criteria
Lesson Sequence
Formative Assessment
Differentiation & Support
Differentiation notes…
Resources
Next step
Keep the draft moving while the planning context is still fresh.
The first draft is ready. Refine it in Creation Studio, save it to My Kete, or export once it fits the class.
2. Save the draft to My Kete
Keep the draft in your workflow so you can revisit it, compare versions, or continue the lesson sequence next session.
3. Reuse from My Kete
Once saved, the next planning session starts from a saved workflow rather than a blank page.
Open My KeteBuilt for first-draft speed
Start with a culturally responsive, NZC-aware lesson draft instead of a blank page.
Premium workflow, not a novelty demo
Te Wānanga is the entry point for the drafting workflow. The next step is Creation Studio, not copy-pasting into another tool.
Keep the workflow moving
Continue into editing, saving, and export instead of losing momentum at the first draft.
What changes on the paid workflow
Te Wānanga is useful because it starts the planning session fast, but the value compounds when the draft keeps moving.
Draft first
Use Te Wānanga to get to a workable lesson structure quickly when you would normally still be staring at a blank page.
Refine second
Move straight into Creation Studio to adapt, shape, and export the lesson instead of rebuilding it somewhere else.
Open Creation StudioKeep the thread
Save the workflow into My Kete so the next planning session starts from a reusable draft, not from scratch.
Open My KeteWhat to expect
The first output should feel like a strong starting point, not a final lesson that needs no teacher judgement.
Expect a workable draft fast
The immediate value is speed. Te Wānanga should get you to a lesson structure you can react to quickly, especially when the alternative is still a blank planning page.
Expect to refine, not just accept
The premium workflow assumes teacher judgement stays central. The next move is to shape the draft in Creation Studio, not to treat the first output as finished.
Expect continuity after the draft
The paid value is not only the generation step. It is that the draft can keep moving into editing, saving, export, and later reuse instead of disappearing after one session.