Creating Ahurutanga

Curriculum Area: Social Sciences (Levels 3–4)

Achievement Objective:
Understand how people make decisions about access to and use of resources (Level 3), and explore ways in which people participate individually and collectively to promote social inclusion, responsibility, and sustainability (Level 4).

Big Idea:
The concept of Ahurutanga (a safe and supportive environment) helps individuals and communities thrive.

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Learning Outcomes:

By the end of the lesson, students will:

1. Identify key actions they can take to contribute to Ahurutanga in their community.
2. Reflect on their own behaviours and attitudes related to creating a sense of belonging and safety.
3. Set personal, specific, and measurable goals for promoting Ahurutanga in one area of their life.

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Materials Needed:

• A3 paper or large sheets for collaborative brainstorming
• Coloured markers/pens
• Printed templates for “My Personal Ahurutanga Plan” (one per student)
• Sticky notes or paper slips
• A class whiteboard

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Lesson Outline:

1. Introduction and Recap (10 minutes)

Teacher-Led Discussion:

• Begin by gathering the class and revisiting the key ideas from the past three lessons:
  1. What does Ahurutanga mean, and why is it important?
  2. How have different people in New Zealand created safe, welcoming environments (for example, marae, classrooms, or sports teams)?
  3. What role can we play in making others feel included and supported?

Activity:

• On the whiteboard, write the question: "What makes an environment safe, supportive, and inclusive for others?".
• Ask students for their responses and ideas, recording them as a brainstorm. Use student-friendly language to group answers into three categories: physical safety, emotional safety, and belonging.

Transition:

“We’ve thought a lot about building Ahurutanga in different places and contexts. Now, we’re going to get personal and think about the role each of us can play.”

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2. Group Brainstorming: Actions for Ahurutanga (15 minutes)

Activity Setup:

• Split students into 4 groups (5 students per group). Assign each group a topic:
  1. Ahurutanga at School
  2. Ahurutanga in Sports Teams
  3. Ahurutanga in the Family/Whānau
  4. Ahurutanga in the Local Community
• Provide each group with a large sheet of A3 paper and markers.

Task Instructions:

• Ask groups to brainstorm and write down 5–8 actions individuals can take to foster Ahurutanga in their assigned context. These could include behaviours, attitudes, or small-scale initiatives (e.g. “volunteer to tidy communal areas,” “always speak kindly to team members,” or “include people who are sitting alone”).

Sharing and Class Discussion:

• Once the group brainstorm is complete, have each group share their top 3 ideas with the class. Write these on the board under corresponding categories.

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3. Creating Personal Ahurutanga Plans (20 minutes)

Introduction to Individual Task (5 Minutes):

• Explain to students that their job now is to use what they’ve learned to design their own “Personal Ahurutanga Plan.”
  • This plan will outline three specific actions they can take to contribute to Ahurutanga in the context of their daily lives (at home, school, or in the community).
  • Encourage some reflection: “Think about how you already help make others feel supported and included, and a few areas where you’d like to grow.”

Task Instructions (15 Minutes):

1. Hand out the “My Personal Ahurutanga Plan” templates. The template should include:
   • A title: “My Personal Ahurutanga Plan”
   • Space for:
     • My three actions to promote Ahurutanga (e.g. I will...)
     • Why these actions are important to creating Ahurutanga
     • My first step to start today
2. Have students independently complete their plans, drawing on examples generated in group work and prior lessons.

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4. Sharing and Reflection (10 minutes)

Paired Sharing (5 minutes):

• Have students partner up to share one action from their plan with a classmate and explain why it matters to them.

Group Reflection (5 minutes):

• Discuss:
  • “What was something you learned or thought about during this unit?”
  • “How can our class work together to make Ahurutanga a key part of our classroom environment every day?”

Conclusion:

• Collect the “My Personal Ahurutanga Plan” sheets and let students know these will be displayed in the classroom to remind everyone of their role in promoting Ahurutanga.

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Assessment Opportunities:

• Observe participation in the group brainstorm for collaboration and understanding of the Ahurutanga concept.
• Review “My Personal Ahurutanga Plan” templates for thoughtful reflection, clear ideas, and practical application of the learning.

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Extension/Adaptation Ideas:

• Extension for Advanced Learners: Have students propose a small project or initiative (e.g. a “kindness jar” or community clean-up day) to actively demonstrate Ahurutanga in their community.
• Support for Struggling Learners: Provide sentence starters or example actions in template form to scaffold the process of creating personal plans.

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Teacher Reflection:

• Were students able to connect Ahurutanga concepts to their everyday actions?
• Did the group brainstorming session generate fresh ideas, or do adjustments need to be made to spark creativity?

End the lesson by reaffirming the mana (strength) students hold in fostering Ahurutanga wherever they go. Describe this not just as a goal but a responsibility they can carry into adulthood. Let students take pride in their commitment to inclusion and support!