Exploring Whakapapa Together

Year 1-3

WALT (We Are Learning To)

Understand what whakapapa means and how it connects us to our whānau, hapū, and iwi.

Success Criteria

• I can explain what whakapapa is in my own words.
• I can share one fact about my own whānau.
• I can listen respectfully when others share their stories.

Learning Objectives and Curriculum Links

• Social Sciences: Understand how individuals and groups contribute to their community (Social Sciences, Level 1–2)
• English: Participate in conversations and discussions, listening and responding appropriately (Oral Language 1.1)
• Learning Principles: Cultural Diversity, Relating to Others, Community Engagement
• Develop key competencies: Relating to others, Using Language, Symbols and Texts

Lesson Breakdown (60 minutes)

Time	Activity	Details
0-10 mins	Introduction to Whakapapa using a shared read	Teacher introduces whakapapa with a simple storybook or a picture book focused on family connections. Use large print and dyslexia-friendly fonts. Incorporate visuals and oral storytelling.
10-20 mins	Create a Whānau Tree	Using pre-prepared templates, students draw their own whānau tree with help from teachers and peers. Use pictures or symbols for names for those with emerging literacy.
20-30 mins	Share and Discuss	In pairs or small groups, students share one thing about their whānau. Teacher models respectful listening and encourages questions.
30-40 mins	Song/Action	Learn a simple waiata or chant about whakapapa and family to reinforce learning kinesthetically.
40-55 mins	Hands-on Activity: Whakapapa Web	Using yarn and paper labels, create a class web showing connections (family, friends). Discuss how everyone is connected.
55-60 mins	Reflection and Wrap-up	Students draw or write (with support) one thing they learnt today about whakapapa.

Differentiation Strategies

• Visual aids and manipulatives for students with learning differences
• Small group support for oral language development
• Use of ICT tools for students who benefit from speech-to-text or audio recording
• Provide sentence starters or word banks for writing/drawing reflections

Extension Activity for Advanced Learners

• Research and present a short family story or legend from their whānau or iwi.
• Compose their own pepeha (tribal introduction), with support.

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Year 4-6

WALT (We Are Learning To)

Explore how whakapapa shapes identity and relationships within our wider community and understand its importance.

Success Criteria

• I can describe whakapapa and its significance.
• I can create a detailed whakapapa chart including multiple generations.
• I can explain how whakapapa connects me to my community and culture.
• I show respect for different whakapapa stories shared.

Learning Objectives and Curriculum Links

• Social Sciences: Understand how cultural identities are expressed through whakapapa and community (Social Sciences, Level 3–4)
• English: Develop and organise ideas effectively when speaking and writing (Writing and Speaking Level 3–4)
• Learning Principles: Cultural Diversity, Treaty of Waitangi, Inclusion
• Develop key competencies: Thinking critically, Managing Self, Relating to Others, Participating and Contributing

Lesson Breakdown (60 minutes)

Time	Activity	Details
0-10 mins	Whakapapa Revisited	Begin with oral reflections on what students already know about whakapapa. Use interactive visuals or digital pūrākau (stories) to deepen understanding.
10-25 mins	Whakapapa Chart Creation	Students use templates to build a multi-generational whakapapa chart. Encourage research with whānau prior or during the lesson using laptops/tablets with scaffolded supports. Provide laminated vocabulary sheets with Māori terms for family relations.
25-35 mins	Case Study Discussion	Discuss a real or mythological whakapapa story relevant to local iwi. Facilitate critical thinking questions.
35-50 mins	Writing Task	Write a paragraph or prepare a short oral presentation about what whakapapa means to them and their place in their community. Dyslexia-friendly templates and audio recording options are offered.
50-60 mins	Sharing and Reflection	Students present their work and share learnings. Emphasise respectful listening and valuing diverse perspectives.

Differentiation Strategies

• Pair weaker writers with supportive peers or provide scribe assistance
• Use graphic organisers for planning writing or speaking tasks
• Include Māori language support resources and glossaries
• ICT access for audio/visual presentations for diverse learners

Extension Activity for Advanced Learners

• Create a digital presentation or storyboard illustrating the whakapapa connections of a famous Aotearoa New Zealand figure and explain its cultural importance.

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Curriculum Alignment and Pedagogical Principles

This plan is designed following the New Zealand Curriculum Refresh's focus on:

• Cultural Identity: Embedding knowledge of whakapapa affirms students' identities, especially Māori students, and builds understanding for all tauira of New Zealand's cultural richness.
• Relationships: Activities emphasise respectful listening, sharing, and valuing others, developing the 'Relating to others' competency.
• Community Knowledge: Students engage with their whānau and local iwi narratives which reflect the curriculum's principle of community engagement and inclusion.
• Diversity and Inclusion: Differentiated strategies cater to diverse learners including those with English as an additional language or dyslexia, supporting equitable access.
• Key Competencies: The learning fosters thinking, using language, managing self, relating to others, and participating and contributing, which underpin lifelong learner success.

References to principles and competencies can be found explicitly in the New Zealand Curriculum documents and Te Mātaiaho framework for teaching and learning .

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If you require, I can also create accompanying resources such as templates, reading scripts, or vocabulary sheets tailored for dyslexia-friendly usage and culturally responsive pedagogy.