Cultural Whanaungatanga

Overview

In this lesson (3 of 10) students explore how different cultures understand and show whanaungatanga through stories, everyday practices, and respectful ways of relating. They share a culture-based example and connect it to belonging, caring, and relationships.

Learning intentions

• WALT investigate how different cultures view whanaungatanga and belonging.
• WALT share a cultural story or practice that shows caring connections.
• WALT explain how our actions can build positive relationships and wellbeing in a group.

Success criteria

• I can describe at least two ways cultures show whanaungatanga (e.g., greeting, sharing, caring for others, ceremonies or community actions).
• I can share a short story or example respectfully, using suitable language and listening to others.
• I can connect my example to wellbeing (how it helps people feel safe, included, and valued).

Curriculum links

• Health and wellbeing: relationships that support belonging, safety, and respect.
• Identity, culture, and community: valuing cultural practices and learning from others.
• Communication: sharing ideas and listening to learn in group discussions.
• Social skills for learning: participating respectfully and working with others.

Lesson structure (60 minutes)

1. 0–5 min | Whakataukī/mindset hook Teacher shares a short whakataukī about relationships/belonging and asks: “What does it mean to feel connected?” Students turn-and-talk, then share one idea.

2. 5–15 min | Mini-lesson: Whanaungatanga across cultures Teacher explains that whanaungatanga is about connection, kinship, and relationships, and that many cultures have similar ideas expressed in different ways. Show 3 examples (greeting someone properly, sharing food/time, helping in community events) and ask students to think how their own family/community shows connection.

3. 15–25 min | Read/listen and annotate (dyslexia-friendly options) Students use a teacher-provided short, age-appropriate text and/or audio about a cultural community practice connected to caring relationships (e.g., welcoming visitors, group traditions, community support). Students look for: “What does this group do that shows connection?”

4. 25–40 min | Cultural story stations (group work) In small groups, students rotate through 3 stations with prompts and pictures:

• Station A: Greeting and welcoming
• Station B: Sharing and taking care
• Station C: Community participation and support Each group records one “connection practice” and one “feelings effect” (how it helps people feel: included, valued, safe).

5. 40–52 min | Sharing circle: My whanaungatanga example Students choose one station idea and share a short cultural story or practice from family/community (or a school/community example if they prefer). Teacher prompts: “Who is included? What shows respect? What happens to people’s wellbeing?”

6. 52–58 min | Whole-class reflection and link to wellbeing Teacher leads a quick class synthesis: students name practices that build belonging and relationships. Teacher records themes on chart paper: respect, listening, caring actions, shared responsibility.

7. 58–60 min | Exit ticket Students complete one sentence: “A culture can show whanaungatanga by… and it helps people feel…”

Resources

• Short, age-appropriate reading text and an audio version (same content) about a cultural practice and relationships
• Picture cards for station prompts (greeting, sharing, community care)
• Sentence starters for sharing: “In my community/culture, we…”, “This shows connection because…”
• Chart paper and markers for whole-class themes
• Student response sheet for station notes and exit ticket
• Timer and group roles (e.g., reader, recorder, speaker, respectful listener)

Assessment

• Teacher observation during station work: students identify connection practices and describe their effects on feelings and wellbeing.
• Listening and speaking checks during the sharing circle: respectful turn-taking, clear explanation, appropriate language.
• Exit ticket review: evidence that students can connect cultural practices to belonging and wellbeing.

Differentiation

• Support: provide sentence starters, picture prompts, and allow audio-first access to reading; offer a small-group facilitator at least once.
• Support (SEN/difficulty with writing): allow students to draw their practice and use 1–2 teacher-guided sentences.
• EAL: use bilingual support where available; highlight key phrases for “respect,” “belong,” “care,” and “listening,” and allow oral responses.
• Extension/advanced: ask students to compare two cultures’ approaches (similarity and difference) and explain why different expressions can still create connection.
• Dyslexia-friendly reading: provide text in larger font, audio option, and reduce copying by letting students use a one-page station sheet.

Extension (optional)

• If time permits, students create a “Whanaungatanga Connections” poster showing one culture-based practice and how it supports wellbeing for individuals and the group.