Cultural Identity

Overview

In this lesson, students explore how cultural practices shape identity, with a focus on local traditions and values. They connect ideas about aroha and manaakitanga to their own beliefs, choices, and relationships, using graphic organisers to show links between culture and personal identity.

Learning Intention

WALT explain how cultural practices can influence identity and belonging. WALT identify examples of local traditions/values and describe how they shape people’s actions and relationships.

---

Learning intentions

• WALT explain how cultural practices can influence identity and belonging.
• WALT identify examples of local traditions/values and describe how they shape people’s actions and relationships.
• WALT connect aroha and manaakitanga to specific beliefs and behaviours in everyday life.
• WALT use a graphic organiser to map connections between culture and personal identity.

Success criteria

• I can give at least two examples of cultural practices/values and explain how each influences identity.
• I can describe aroha and manaakitanga and show how they look in action.
• I can use my graphic organiser to clearly connect “culture → values → identity → choices/relationships”.
• I can reflect on how my understanding of identity has shifted or deepened.

Curriculum links

• English, Text specifications: understanding that texts (including oral accounts and shared class examples) draw on cultural traditions to enrich meaning and explore cultural perspectives.
• English, Text Studies (Interpretations and connections): examining how authors and speakers connect different literary/cultural traditions to develop meaning and explore cultural perspectives.
• Religious education expectation (aligned to NZC key competencies): managing self and relating to others through respectful dialogue about identity, beliefs, and values.

Lesson structure (60 minutes)

1. 0–5 min · Welcome + recap. Teacher briefly recalls Lesson 1 ideas about identity and belief, then shares the day’s focus on cultural practices, aroha, and manaakitanga. Students do a quick “thumbs check”: agree/disagree with the prompt “Cultural practices shape who we are.”

2. 5–15 min · Starter: Culture in action. Teacher displays 3–4 short scenario cards (teacher-made, local and age-appropriate), e.g., greeting someone respectfully, helping with a community event, shared food practices, acknowledging special places. Students select one scenario and underline what shows a cultural value. Students pair-share their scenario: “What practice do you notice?” and “What value might it express?”

3. 15–25 min · Mini-teach: Aroha and manaakitanga. Teacher explains aroha (care/compassion/love expressed in action) and manaakitanga (showing care that protects dignity and strengthens relationships). Teacher models “value to action” statements using examples from the starter. Students complete two “Value → Action” lines in their books: one for aroha, one for manaakitanga.

4. 25–40 min · Graphic organiser mapping. Teacher introduces the organiser template titled “Culture and My Identity Map” with four boxes:

• Cultural practice (local tradition/value)
• Underlying belief/value
• Identity connection (who I become/what I value)
• Choices/relationships (how I act with others) Teacher walks through one worked example, then releases students to complete two full connections (culture → identity) using evidence from the starter and class discussion. Students work independently, using sentence starters: “I think this practice shows…”, “This influences my identity because…”, “When I practise manaakitanga, I…”.

5. 40–52 min · Group consolidation: “Aroha/Manaakitanga Spotlight”. Teacher forms groups of 3–4 and assigns each group one completed connection to refine. Students check for clarity and accuracy: Does it explain the influence on identity and include aroha or manaakitanga? Students do a “feedback sweep” using a checklist: (1) practice named, (2) value named, (3) identity link explained, (4) an action example included.

6. 52–58 min · Whole-class share + teacher synthesis. Teacher selects 3–4 student examples to highlight strong reasoning and respectful language, reinforcing that different cultures may express aroha and manaakitanga in varied ways. Students share one improvement they made after peer feedback (or one question they still have).

7. 58–60 min · Exit ticket (1 minute prompt + 1 minute write). Teacher asks: “In one sentence, how do cultural practices shape identity?” and “Name one action that shows manaakitanga or aroha.” Students write and submit their exit ticket.

Teaching Strategies

• Discussion
• Group work
• Reflection
• Use of scenario cards to prompt discussion
• Mini-teaching to explain key concepts
• Independent and group work for consolidation
• Peer feedback using checklists
• Use of graphic organisers to support understanding

Skills Needed

• Critical thinking
• Empathy
• Communication
• Ability to reflect on personal experiences
• Basic understanding of cultural concepts
• Skills in group discussion and peer feedback
• Ability to use graphic organisers to map ideas

Bible Proverb

"For where two or three gather in my name, there am I with them." - Matthew 18:20

This proverb highlights the importance of community and belonging, reflecting themes of identity and connection.

Do Now

Students write a quick response to the prompt: "Think of one cultural practice in your family or community. How does it make you feel connected to others?"

Resources

• Scenario cards (teacher-made; includes local examples where appropriate)
• “Culture and My Identity Map” graphic organiser template (printed or digital)
• Sentence starters (on board or handout)
• Markers/colour pens for coding values (e.g., aroha in one colour)
• Checklist for peer feedback
• Sticky notes for the starter quick assessment

Assessment

• Formative: teacher listens to pair-share scenario discussions for correct identification of practices and values.
• Formative: checks during independent mapping for a clear chain from cultural practice to identity to choices/relationships.
• Exit ticket: assesses understanding of how cultural practices shape identity and whether students can apply aroha or manaakitanga to an action statement.

Differentiation

• Support: provide sentence starters, a partially completed example organiser, and a word bank (e.g., care, respect, belonging, dignity, community).
• Support for EAL/SEN: allow drawing in the organiser (label with key words), and offer oral rehearsal before writing.
• Extension: students add a “challenge and response” mini-box: “What might make it hard to practise aroha/manaakitanga, and what could help?”
• Respectful discussion scaffold: remind students to speak from their own experience and use “I notice/I think” language when describing beliefs and practices.