Unit #4: Maunga Hikurangi

Lesson 4 of 9 — Exploring Maunga Hikurangi

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Curriculum Context

Learning Area: Te Reo Māori (Years 9–10)
Curriculum Level: Level 5 — Te Marautanga o Aotearoa: Te Reo Māori → Ākonga are encouraged to use past experiences and mātauranga Māori to interpret and express meaning in more complex ways.
Strands Addressed:

• Whakarongo (Listening)
• Pānui (Reading)
• Kōrero (Speaking)
• Tuhituhi (Writing)

This lesson supports the development of language fluency through culturally grounded content, connects with Te Ao Māori, and encourages deep identity reflection.

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WALT (We Are Learning To)

• Understand and interpret the meaning of the whakataukī:
  "E hara taku maunga i te maunga nekeneke, he maunga tū tonu. Ko Hikurangi."
• Explore how this saying links with whakapapa, identity, and belonging.
• Use Te Reo Māori to express personal connections to place, particularly maunga (mountains).

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Success Criteria

By the end of this lesson, students will be able to: ✅ Explain the meaning of the whakataukī in English and Te Reo Māori
✅ Understand the significance of Maunga Hikurangi in Ngāti Porou narratives
✅ Use Te Reo Māori to describe their own maunga and reflect on its significance
✅ Work collaboratively in small groups and share reflections with the class

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Lesson Duration: 55 minutes

Time	Activity	Description
5 mins	Karakia + Mihimihi	Begin the day with a short karakia led by kaiako or a student. A whanaungatanga check-in (how are you feeling today – 1 word check) builds trust and wellbeing.
10 mins	Introduction of Whakataukī	Teacher writes the whakataukī on the board and reads it aloud. Prompt students to echo-read. Briefly discuss each word and its literal meanings.
10 mins	Listening Task – Storytelling Clip	Share an oral retelling (audio/visual) of the Ngāti Porou kōrero around Maunga Hikurangi and its ancestral significance. Use captions with dyslexia-friendly font (OpenDyslexic) for accessibility.
10 mins	Group Discussion	In groups of 4–5, students discuss:

• What does this saying mean to you?
• Why might someone compare themselves to a maunga?
• What makes a maunga "tūturu" (constant/standing strong)? | | 10 mins | Personal Connection Writing | Individually, students write 3–4 sentences in Te Reo Māori about their own maunga or a place they feel connected to. Prompt structure ideas on board, e.g.:
• "Ko ___ te maunga e tū mai ana i te taha o taku kāinga..."
• "E hara taku maunga i te maunga nekeneke, he maunga tū tonu..." | | 5 mins | Sharing Circle | Invite volunteers to share a line or two of their writing. Emphasis on mana-enhancing feedback from peers (e.g. “Ka rawe tō whakaaro, e hoa”). | | 5 mins | Wrap Up + Reflection | Use exit tickets: each student completes a sticky note with one word or short sentence describing how they see their own connection to a maunga or place now. | | Ongoing | Homework / Extension | Prepare a voice recording of their written piece to contribute to a “Whai Mana - Voices of the Maunga” digital quilt to be shared in a future class. |

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Differentiation Strategies

• Visual Supports: All instructions include clear example sentence frames. Use images of Maunga Hikurangi and students’ home regions for relevance.
• Groupings: Strategically group students to mix confident and emergent speakers for tuakana-teina learning.
• Dyslexia-Friendly Supports:
  • Use OpenDyslexic font printouts or slides
  • Provide earphones and audio replays of story in breakouts
  • Offer coloured overlays for printed reading materials
• Bilingual Scaffolding: Allow sentence prompts in both Te Reo Māori and English where necessary to reduce anxiety.

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Extension Activities for Advanced Learners

• Explore other whakataukī or pepeha mentioning maunga.
• Research another iwi’s connection to their own maunga, and compare perspectives of identity.
• Incorporate their writing into a visual artwork (e.g. prints of maunga with overlaid calligraphy of their story).

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Assessment for Learning

• Formative: Teacher observations during discussion and sharing. Use the writing task to assess understanding of language structures and metaphor.
• Peer Feedback: Encourage at least one positive comment for each student who shares their work.
• Exit Ticket: Provides insight into emotional and cultural engagement with the lesson.

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Teacher Notes

📌 This lesson should immerse students in the power of place, ancestry, and identity through Te Reo Māori in a nurturing space.
📌 If possible, liaise with whānau or local kaumātua who whakapapa to Maunga Hikurangi ahead of the lesson, for authenticity in storytelling or even a virtual guest kōrero.

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Materials & Resources

• Projector or screen for video/audio content
• Printed dyslexia-friendly worksheets or dictionaries
• Cue cards for sentence starters
• Sticky notes and pens for reflection
• Recording devices for homework audio reflections

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Kia kaha te ako. Kia ū ki tōu ake maunga. E tū tonu ana tātou. 🌿