Celebrating Hape

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📘 Curriculum Area

Social Sciences – Aotearoa New Zealand Histories (Years 1–10)
Curriculum Level: Level 3
Strand: Tūrangawaewae me te Kaitiakitanga | Culture & Identity and Place & Environment
Contextual Focus: Hape, whakapapa, and the Māori connection to place

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🎯 Lesson Overview

Lesson Title: Celebrating Hape: Presentation and Sharing
Lesson #: 10 of 10 in the unit "Hape: Identity and Environment"
Total Duration: 45 minutes
Class Size: 55 students
Lesson Description: In this culminating lesson, students will present the final version of their learning project on Hape and their own identity/connection to place. The session is focused on building confidence, celebrating each ākonga's unique identity, and fostering whanaungatanga and collective pride in understanding Aotearoa New Zealand’s histories.

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🎓 Learning Outcomes

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

• Present their reflections on the story of Hape and how it relates to their own identity and environment
• Share learning confidently with peers and wider audience
• Reflect on similarities and differences in connections to place and whakapapa
• Demonstrate whanaungatanga through active listening and respectful feedback

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📌 Key Competencies

• Thinking
• Participating and contributing
• Managing self
• Relating to others
• Using language, symbols and text

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🧠 Big Ideas & Significant Learning

• Stories of whakapapa connect people to place and identity (whakapapa and whenua).
• Histories are passed down, remembered, and kept alive through collective storytelling.
• Learning history helps us understand who we are and where we belong (tuakiri and tūrangawaewae).

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🎨 Lesson Preparation

Teacher to Prepare:

• Celebration space set-up in the classroom (e.g. cushions, Māori-flavoured music softly playing, classroom posters showing Hape's journey, student artwork)
• Presentation table/area
• Class camera or device for taking photos of the kōrero and displays
• Printed affirmation cards or "Mana Notes" for peer feedback
• Display table or wall for student project artefacts (maps, journals, drawings, posters, etc.)

Students Should Have:

• Completed projects (from visual storytelling, digital presentations, pepeha posters, etc.)
• Practised or prepared short 1-minute kōrero about their project
• Mana Notes stationery to provide peer feedback

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🕐 Lesson Sequence (45 minutes)

⏱ 0–5 min | Karakia and Whakawhanaungatanga Hui

• Begin with a karakia (led by a student or teacher)
• Circle up or gather in the meeting space
• Briefly recap the journey of the unit: “We’ve travelled with Hape, explored our own stories, and now, we share and celebrate.”

⏱ 5–25 min | Student Presentations (Group Rotations)

• Students are divided into 5–6 small tuakana-teina groups (~9–10 ākonga per group)
• Each group has a designated corner or "showcase space"
• Each ākonga presents their project and kōrero (1–2 minutes max)
• Peers listen respectfully and write a positive Mana Note (short compliment or reflection) for one student in their group
• Rotate speaking roles quickly using a timekeeper or bell

⏱ 25–30 min | Movement Break - Poi & Waiata

• Quick energy break using a short waiata and poi movement or haka relevant to Hape’s journey
• Reinforces physical connection to Māori culture and provides reset for final activity

⏱ 30–40 min | Gallery Walk: "He Ara Whakapapa"

• Students walk around the room (or outside if available) to view other groups’ work
• Pause to notice similarities/differences in others’ interpretation of Hape and identity
• Optional: student buddy reads or explains a peer’s project to an adult or visitor

⏱ 40–45 min | Reflection Circle and Whakataukī

• Gather back together for a closing circle

• Prompt reflective questions:

  • What is one thing you learned about yourself?
  • What is something you admired in someone else's kōrero?

• Teacher closes with a whakataukī:

  “He aha te mea nui o te ao? He tangata, he tangata, he tangata.”
  (What is the most important thing in the world? It is people, it is people, it is people.)

• Optional: issue certificates or taonga for all students with personal affirmations

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🧰 Supporting Resources (No Hyperlinks Included)

• Teaching and Learning Matrix – Aotearoa NZ Histories (Level 3)
• Students' own pepeha as written earlier in the unit
• Anchor chart summarising Hape’s journey
• Examples of Big Ideas from Mātauranga Māori displayed in class
• Glossary of important te reo Māori concepts (tuakiri, whenua, whakapapa, etc.)

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✨ Differentiation & Inclusion

• Tuakana-teina grouping allows peer modelling and support
• Students may present orally, visually, or through a recorded device
• Students with speech anxiety can display their projects with an audio explanation or use a buddy to present

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📅 Extension/Follow-up Activities

• Host a whānau evening to display student work
• Print a class book or digital scrapbook with each student’s Hape journey entry
• Invite a local kaumātua or iwi member to bless or respond to the students’ learning

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📘 Teacher Reflection Prompt

Following the session, take 10–15 minutes to reflect:

• Which students showed growth in confidence or new perspectives?
• How did the energy of the room shift when presenting became collective?
• What would you keep or change if repeating the unit?

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💬 Final Thought

This isn’t just a showcase — it’s a powerful closing of the circle that honours where your students have come from, and where they are going. By celebrating Hape and their own stories, students see history not as something distant, but as something deeply theirs.