Understanding Tūrangawaewae

Curriculum Area: Social Sciences | Aotearoa New Zealand’s Histories (Level 3)

Lesson Duration: 40 minutes

Year Level: Year 6

Class Size: 30 students

Learning Outcomes

By the end of this lesson, students will be able to:

• Define Tūrangawaewae and explain its significance in Māori culture.
• Identify their own places of belonging and connection.
• Understand how Tūrangawaewae relates to identity and whakapapa.

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Lesson Structure

1. Karakia & Introduction (5 minutes)

Begin the lesson with a short karakia (prayer) or a moment of reflection to set the tone.

Teacher prompt:
"Before we begin, let’s take a moment to reflect. Close your eyes and think of a place where you feel safe, connected, and strong. Where is that place? What does it smell like? What can you hear?"

Ask a few students to share their thoughts. Introduce the concept of Tūrangawaewae – a place where we stand tall, where we feel we belong.

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2. Explaining Tūrangawaewae (10 minutes)

Discussion & Visualisation

• Write the word Tūrangawaewae on the board.
• Break it down:
  • Tūranga = standing place
  • Waewae = feet
• Meaning: The place where our feet are firmly planted, where we have rights and feel at home.

Use a large map of Aotearoa (New Zealand) and invite students to mark places where they feel a strong connection—this could be their hometown, their marae, a holiday spot, or their school.

Teacher prompt:
"For Māori, Tūrangawaewae is often where their ancestors come from, their marae, or a place that has special meaning to their iwi. Can you think of a place that is special to your whānau?”

Encourage students to make connections between their own experiences and the Māori worldview.

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3. Activity: My Place of Belonging (15 minutes)

Each student will create a Tūrangawaewae reflection sheet“ titled Ko Tōku Tūrangawaewae – My Place of Belonging.

Instructions:

1. Where is your tūrangawaewae? Draw a picture of this place.
2. Describe it in 3 words. How does this place make you feel?
3. Who connects you to this place? (Whānau, friends, ancestors)
4. Why is it important to you?

Pair up students and let them share their tūrangawaewae with a partner.

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4. Class Sharing & Reflection (7 minutes)

• Ask a few students to share their tūrangawaewae with the class.
• Encourage connections—do students have similar places?
• Emphasise that everyone’s tūrangawaewae is different, and that’s what makes us unique.
• End with a reflective discussion on how respecting others' tūrangawaewae helps build a more inclusive community.

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Assessment & Follow-Up

✅ Informal assessment: Observe student reflections and participation in discussions.
✅ Extension activity: Students can take their tūrangawaewae reflection sheets home and talk to whānau (family) about its significance.

Concluding Thought:

“Understanding and respecting each other’s places of belonging helps us all feel more connected. No matter where we are from, or where we stand, we are part of the story of Aotearoa.”

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Resources Required

• Large map of Aotearoa
• Coloured pencils for drawing
• Tūrangawaewae reflection sheets (Teacher-prepared worksheet)

This lesson ties directly into the Aotearoa New Zealand’s Histories curriculum by exploring place-based identity and deepening students' understanding of Māori culture—while creating personal connections with their own sense of belonging.