Athlete Journeys

Overview

In this lesson, students research a New Zealand athlete competing in the 2026 Commonwealth Games and learn about their background, achievements, and journey. Students then share findings using a short presentation or poster, and discuss how athletes can inspire perseverance and sportsmanship in our communities.

Learning intentions

• WALT: Learn about the background, achievements, and journey of a New Zealand athlete.
• WALT: Understand how tangata whenua and national identity can be reflected through athletes’ public stories and connections to place.
• WALT: Present social science findings clearly using key facts and respectful language.

Success criteria

• I can identify key facts (who, what sport, where they are from, major achievements, and one goal or turning point).
• I can present my findings clearly in a poster or short presentation with an audience-friendly structure.
• I can explain how the athlete’s journey can inspire others (perseverance, training, teamwork, sportsmanship).
• I can use sources responsibly by stating where information came from and using my own words.

Curriculum links

• Tikanga ā-Iwi — Students explore people, identity, and relationships to place in a way that is respectful and grounded in context.
• Te Ao Māori — Students notice how Mātauranga Māori and connections to whenua/iwi/hapū can appear in athletes’ stories (where relevant) and discuss meaning respectfully.
• Marau ā-Kura — Students select and connect information to local kura/community values about achievement, effort, and role models.

Lesson structure (60 minutes)

1. 0–5 min · Hook and framing. Teacher shows a brief image set (printed or on screen) of Commonwealth Games athletes and asks: “What makes an athlete’s story more than results?” Students share one idea with a partner.

2. 5–15 min · Direct teaching: what to research. Teacher explains that students are learning to build a short social science profile: background (where/identity), pathway (training/journey), achievements (what they’ve done), and impact (what others can learn). Students review the research checklist and success criteria.

3. 15–30 min · Research work (provided resources + internet). Teacher releases students to research their chosen athlete using provided resource packs plus teacher-approved browsing. Students record key facts in a simple planning grid: “Fact / Evidence (source) / My words”.

4. 30–43 min · Create a poster or mini-presentation. Teacher models a strong structure: Title + Athlete name, Sport, Background (place/identity), Journey (step or turning point), Achievements (2–3), Impact (1–2 sentences), Sources (short list). Students produce their poster or 60–90 second presentation draft.

5. 43–55 min · Gallery share and class discussion. Teacher runs a gallery walk or quick sharing round. Students move in groups, asking one “journey” question and one “impact” question. After sharing, class discusses: “How can athletes teach perseverance and sportsmanship?” Students contribute one respectful comment using a sentence starter.

6. 55–60 min · Exit ticket: reflect and connect. Teacher asks students to complete an exit ticket: “One thing I learned about the athlete’s journey is… One way this can inspire me is…” Students hand in before leaving.

Resources

• Student research packs (teacher-provided print resources)
• Teacher-approved devices for internet searching
• Note-taking grid (printed worksheet)
• Poster paper, markers, glue, scissors
• Timer for presentations (phone/slide timer)
• Sentence starters for discussion (e.g., “I noticed…”, “This matters because…”, “One example of sportsmanship is…”)
• Class list of Commonwealth Games athlete options (if needed)

Assessment

• Formative: Teacher circulates during research, checking that students record key facts and evidence in their own words.
• Formative: Teacher listens during gallery share for clarity of facts and respectful language.
• Summative (quick): Exit ticket reflection on athlete impact and personal inspiration.

Differentiation

• Support: Provide sentence starters, a partially filled example grid, and a template for poster sections; allow students to choose a simpler focus (e.g., only 2 achievements).
• Support: Offer a “read-aloud” option for one article section and provide a vocabulary bank for common sports terms.
• Extension (advanced learners): Students compare two athletes (from different Commonwealth countries) and add a short reflection on shared values (perseverance, respect, fairness) and one difference in pathway or support systems.
• EAL/SEN: Allow key facts to be written as bullet points or audio-recorded rehearsal; encourage focus on accuracy of one main paragraph for presentation.

Extension (optional)

• Compare with athletes from other Commonwealth countries by choosing one shared theme (perseverance or sportsmanship) and one difference (training pathway, support, or cultural connections). Students add a final “Values comparison” section to their poster or present it verbally.