Exploring Spiritual Concepts

Overview

This is Lesson 4 of 8 in the unit “He aha te Whakapono?”. Today’s focus is direct instruction on key Māori spiritual concepts—tapu, mana, and mauri—with clear definitions, examples, and teacher modelling of concept mapping using explicit think-alouds. Students then practise analysis through structured questioning and receive immediate corrective feedback. The lesson includes a Do Now activity to engage students immediately, Bible Provide references to connect spiritual concepts with scripture, development of key skills needed for analysis, and varied teaching strategies to support diverse learners.

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Learning intentions

WALT:

• understand the meanings of tapu, mana, and mauri and recognise them in everyday contexts
• use concept-mapping strategies to connect spiritual ideas with examples and explanations
• analyse short statements for spiritual meaning using structured questioning

Success criteria

I can:

• explain tapu, mana, and mauri in my own words using at least one example for each
• create a concept map that clearly shows relationships between the concepts
• identify what spiritual idea is being expressed in a short text or scenario and justify my answer

Curriculum links

• Religious education/text in context: students engage with beliefs and practices, describing and interpreting spiritual ideas with sensitivity
• Language and communication: students organise and express ideas clearly (speaking and writing) using appropriate academic vocabulary
• Thinking: students make connections and justify reasoning during concept-map analysis
• Te Tiriti-informed learning: students learn Māori concepts and ways of understanding spirituality respectfully, recognising them as meaningful for Māori

Lesson structure (60 minutes)

1. 0–5 min · Whakataukī-style re-cap prompt. Teacher briefly revisits the unit focus and asks: “What does it mean to take beliefs seriously—even if they are different from our own?” Students respond in a quick think-write.

2. 5–15 min · Direct instruction: tapu (model + example). Teacher defines tapu (clear, age-appropriate explanation), gives 1–2 everyday examples, and models how to note “key idea + signposts + example” in a shared template; teacher think-alouds: “I notice the clue words… so this statement is likely showing tapu because…”. Students complete a single “tapu box” on their template.

3. 15–25 min · Direct instruction: mana (model + example). Teacher defines mana and distinguishes it from “being powerful” by linking it to respect, reputation, and dignity in relationships; teacher models concept-map links (“mana is influenced by…”, “mana is shown through…”). Students add a “mana box” and connect it with one arrow to tapu (e.g., “how mana can be affected by tapu”).

4. 25–35 min · Direct instruction: mauri (model + example). Teacher defines mauri and gives examples (e.g., a living thing, wellbeing, vitality, and how harm can affect mauri). Teacher think-alouds how to decide between concepts when clues are similar: “If I hear about wellbeing/life force, I’m more likely thinking mauri; if I hear restrictions/sacredness, it’s more likely tapu.” Students add “mauri box” and one connection arrow.

5. 35–45 min · Guided practice: concept map build (pair). Teacher distributes a short scenario set (3 short statements, no lengthy reading) and a blank concept map. Teacher provides structured questioning:

• “Which concept fits best and what evidence supports your choice?”
• “How are the concepts connected in this scenario?” Students work in pairs to place each statement into the correct box and draw arrows with brief labels.

6. 45–55 min · Immediate corrective feedback (whole class). Teacher selects 2–3 student answers (anonymised or by group number), checks evidence, and explicitly corrects misconceptions (e.g., “tapu is not the same as being scary”; “mana is not only status”; “mauri is about life/vitality, not just luck”). Students revise their maps during a short “correction time” using teacher feedback.

7. 55–60 min · Exit ticket (individual). Students answer: “Explain one concept (tapu, mana, or mauri) and give an example. Then name one relationship you drew and why it makes sense.”

Do Now

• Quick think-write prompt: "What does it mean to take beliefs seriously—even if they are different from our own?" to activate prior knowledge and set the tone.

Bible Provide

• Select Bible verses that relate to tapu, mana, and mauri to deepen understanding and provide scriptural context.

Skills Needed

• Concept mapping and analysis
• Critical thinking and evidence-based reasoning
• Collaborative discussion and feedback reception

Teaching Strategies

• Explicit think-aloud modelling
• Structured questioning
• Immediate corrective feedback
• Pair work and whole-class discussion

Resources

• Concept-map template (one per student) with three labelled circles: tapu, mana, mauri
• Shared teacher slides or board notes with definitions and signpost language
• Scenario cards (3 short statements) suitable for Year 10
• Highlighters/pens for arrow labels and evidence notes
• Teacher checklist for formative assessment (concept accuracy + justification)

Assessment

• Formative checks during guided practice: teacher observes pair discussions for correct concept identification and evidence use
• Teacher provides immediate feedback at the whole-class correction stage, using a quick “evidence vs assumption” prompt
• Exit ticket to confirm definitions, example use, and reasoning for relationships between concepts

Differentiation

• Support: sentence starters for analysis (“I think this is tapu because…”, “This shows mana through…”, “This relates to mauri when…”); word bank for definitions and signposts
• Support: pre-highlighted scenario clues (one colour for key evidence words)
• Extension: students add a “link explanation” sentence for each arrow (e.g., “Mana can be reduced when tapu is ignored because…”), ensuring respectful and accurate reasoning
• EAL/SEN: allow oral responses before writing; provide a reduced word-count option for the concept map labels and evidence lines

Learning focus for teachers (explicit think-aloud reminders)

• Model decision-making: “What clue am I seeing?” then “Which concept matches best?” then “How can I justify it with evidence?”
• Use corrective feedback quickly and specifically: name the misconception, restate the correct concept meaning, and show how the evidence changes the answer.