Context

This is Lesson 1 of 8 in the Year 7-8 unit "Creating a T-Shirt Business" designed for a Kura Kaupapa Māori environment. The lesson integrates kaupapa Māori values such as Kiingitanga and marae tikanga, with a strong hands-on, collaborative approach. It follows Te Marautanga o Aotearoa, focusing on concrete, community-connected learning that develops the five key competencies and uses Māori-medium principles.

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Learning Intentions

• Understand what a business is and the role it plays in whānau and community wellbeing.
• Identify and differentiate between goods and services.
• Explore how businesses contribute to society, linking to local tikanga and values.
• Initiate ideas for a t-shirt business incorporating rangatiratanga (leadership) and innovation.

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Success Criteria

By the end of this lesson, tamariki will:

• Explain in their own words what a business is.
• Name at least two examples each of goods and services.
• Share initial ideas for their own t-shirt business.

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Curriculum Alignment

Te Marautanga o Aotearoa — Learning Objectives (Year 7-8 Business and Enterprise focus):

• Understand: The concept of a business and its roles within hapū and wider society.
• Know: The differences between goods and services; examples within local contexts.
• Do: Contribute collaboratively to business idea generation applying Māori values (manaakitanga, rangatiratanga).

Progress Outcome Phase 3 (Years 7-8):

• Seeing ourselves in the wider world and advocating with and for others — demonstrating agency, understanding interconnectedness of economic activities within community, and beginning entrepreneurial thinking through real-world context.

Key Competencies:

• Thinking: Creative and critical thinking about what businesses do and how they meet needs.
• Relating to Others: Sharing ideas, working collaboratively, respecting others’ perspectives.
• Managing Self: Initiating ideas and self-assessing understanding.
• Using Language, Symbols, and Texts: Using te reo Māori and visual representations to communicate ideas.
• Participating and Contributing: Engaging with community values and collective wellbeing.

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Lesson Breakdown (60 minutes)

Time	Activity	Description	Supports & Differentiation
0-10 mins	Whakawhanaungatanga & Introduction	Begin with a pōwhiri-style greeting circle ensuring manaakitanga. Introduce the lesson kōrero: "He aha te pakihi? (What is a business?)". Use pepeha/story to ground learning in te ao Māori and Kiingitanga values.	Use visuals and simple language. Ensure tamariki feel safe to share.
10-20 mins	Brainstorm: Goods vs Services	Present picture cards showing various goods (e.g. t-shirt, fruit) and services (e.g. haircut, taxi). Group discussion to name and categorise examples in te reo Māori and English.	Dyslexia-friendly: use clear, bold images with simple labels. Pair stronger language speakers with learners needing support.
20-30 mins	Class Discussion: Role of Businesses in Our Community	Facilitated discussion on how businesses help whānau, marae, and community. Link to Māori values such as whanaungatanga and kaitiakitanga in business practices. Draw a simple mind-map with tamariki’s contributions.	Use visual mind map, incorporate whakataukī related to work and community.
30-40 mins	Group Activity: Brainstorming Own T-Shirt Business Ideas	In small groups (4-5), students generate initial ideas for their class t-shirt business — design themes inspired by local stories/tikanga, who to sell to, why. Groups create a simple poster with drawings and key ideas.	Peer support groups with mixed ability. Use large paper and markers to enable creativity without writing barriers.
40-50 mins	Present and Share	Groups share their initial business ideas with the class. Teacher encourages use of te reo Māori and cultural references where possible. Positive feedback emphasising manaakitanga.	Use sentence starters for shares, e.g., "Ko tā mātou pakihi… (Our business is…)"
50-60 mins	Reflection and Extension Task Introduction	Reflect together on success criteria. Set homework for extension learners: Research a local business (whānau or hapū-owned if possible) and bring one interesting fact to share next lesson.	Provide structure with a research template. For literacy support, allow oral presentation or visual report.

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Resources Needed

• Picture cards with images of goods and services, labelled in te reo Māori and English.
• Large paper, coloured markers/pencils.
• Visual mind map templates.
• Examples of local Māori businesses (photos or simple profiles).
• Sentence starter cards for speaking.
• Research worksheet for extension.

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Dyslexia-Friendly Options

• Use clear images with simple, high-contrast text.
• Provide oral instructions and repeated reinforcement.
• Pair students for peer reading and writing support.
• Allow multiple modes for expressing ideas (drawing, speech, writing).

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Differentiation Strategies

• Grouping students heterogeneously for peer support and shared responsibilities.
• Visual scaffolds such as mind maps and labelled examples.
• Simplified language frames and sentence starters for verbal and written tasks.
• Extensions for accelerated learners with independent research and presentations.

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Cultural and Pedagogical Integration

• Ground discussions within tikanga Māori concepts such as manaakitanga, kaitiakitanga, and rangatiratanga.
• Honour Kiingitanga by encouraging leadership roles within groups.
• Connect economic concepts to the marae and whānau hapū economy.
• Incorporate storytelling and pūrākau to anchor abstract business ideas in familiar te ao Māori narratives.

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Assessment and Reflection

• Formative assessment through observation of group discussions and presentations.
• Use success criteria as self- and peer-assessment checklist.
• Teacher notes on individual contribution to group ideas and understanding.
• Use feedback to refine support and plan next lesson.

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Summary

This lesson plan respects the kaupapa Māori context and aligns with Te Marautanga o Aotearoa learning intentions for Years 7-8, fostering Māori values integration, language use, and community awareness. The activities are hands-on, inclusive, and support diverse learners including those with dyslexia, ensuring all tamariki are actively engaged in building foundational business understanding relevant to their lived world.

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If you need, I can help scaffold the remaining lessons in the unit similarly. Kia kaha!

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References to curriculum framework concepts were drawn from the uploaded Te Marautanga o Aotearoa and New Zealand Curriculum documents including key competencies, progress outcomes, and inclusive teaching principles .