Finding Your Place

Overview

This 60-minute lesson introduces Year 5 students to the concept of tūrangawaewae — a Māori worldview that means "a place to stand," symbolising a deep connection to place, identity, and belonging. Students will explore tūrangawaewae's cultural significance and reflect on their own sense of place and identity in relation to their community and environment.

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Curriculum Alignment

This lesson fully aligns with Te Marautanga o Aotearoa, particularly focusing on the Social Sciences learning area and the development of cultural identity and belonging as emphasized in the curriculum framework. The lesson also integrates literacy skills supported by Te Mātaiaho English frameworks for Years 4–6, including understanding cultural texts and shared language conventions .

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Learning Objectives

By the end of this lesson, students will:

1. Understand the meaning of tūrangawaewae — why it is a foundational concept in Māori culture relating to identity and belonging.

2. Recognise the cultural significance of tūrangawaewae within the Māori worldview and how it connects to land, whakapapa, and community.

3. Reflect on their own tūrangawaewae by identifying places and people that give them a sense of belonging and identity.

4. Express their understanding through discussion, storytelling, and reflective journaling.

Curriculum References

• Social Sciences, Year 5:
  • Explore how tangata whenua connect to their tūrangawaewae through stories and landmarks.
  • Appreciate different perspectives about place and identity.
• English, Phase 2 (Years 4–6):
  • Comprehending cultural texts and stories, exploring perspectives to deepen self and others’ understandings.
  • Using shared codes and conventions for oral and written communication【4:0】【9:13】.

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Materials and Resources

• Story: A Māori pūrākau or narrative about tūrangawaewae (teacher's choice; e.g., story of a local iwi’s connection to the land)
• Images/photos of local significant places (maunga, awa, marae)
• Whiteboard or chart paper and markers
• Student reflective journals or worksheets
• Discussion prompts printed or displayed
• Digital projector or screen to show images (optional)
• Drawing and colouring materials

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Lesson Plan Structure (60 minutes)

Time	Activity	Description
0–10 min	Introduction & Engagement

• Begin with a mihi or karakia to acknowledge the learning space.
• Introduce the word tūrangawaewae: break down meanings ("tū" = to stand, "ranga" = weave, "waewae" = feet).
• Show images of local tūrangawaewae landmarks and ask students, "What makes a place special to you?"
• Share the whakataukī: “Ko te manu e kai ana i te miro, nōna te ngahere; ko te manu e kai ana i te mātauranga, nōna te ao.” Explain it highlights belonging and knowledge . | | 10–25 min | Storytelling and Exploration |
• Read aloud a pūrākau that illustrates tūrangawaewae (ensure cultural protocols are followed).
• Pause to discuss key points: connection to land, ancestors, responsibility to the place.
• Use questioning: "How does this story show tūrangawaewae? Why is it important?" Encourage student ideas. | | 25–40 min | Group Discussion & Reflection |
• In small groups or pairs, students share “my tūrangawaewae” — a place or people where they feel they belong.
• Use prompt questions: "Where do you feel most at home? Who do you feel connected to? What makes it special?"
• Regroup for a brief class sharing, highlighting diverse tūrangawaewae.
• Write key shared ideas on the board/chart. | | 40–55 min | Reflective Journaling / Creative Expression |
• Students write or draw in their journals: "My tūrangawaewae is…" encouraging them to express personal identity and connection.
• Provide sentence starters:
  • “My tūrangawaewae is… because…”
  • “I feel belonging when…”
• Allow for optional sharing after writing. Encourage respectful listening and affirm all perspectives. | | 55–60 min | Conclusion & Karakia |
• Summarise key learning about tūrangawaewae: it's about connection, identity, and caring for place.
• Link back to the importance of knowing and respecting our tūrangawaewae as part of who we are.
• Conclude with a karakia or waiata, acknowledging the learning and each other. |

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Assessment Ideas

• Formative: Observation during discussions for participation, use of key vocabulary, and respect for others’ perspectives.
• Reflective journaling: Review students’ descriptive writing or drawing to see evidence of personal connection and understanding of tūrangawaewae.
• Group sharing: Assess ability to articulate ideas about place and identity in their own words, showing empathy and cultural understanding.

These informal assessments align with fostering identity and manaakitanga and support differentiated needs and learning styles .

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Teaching and Learning Considerations

• Use explicit teaching and clear explanations connecting prior knowledge to new learning about Māori concepts, as recommended in Te Mātaiaho English guidance.
• Create a safe, inclusive, and supportive environment where students feel valued to share their personal stories and identities .
• Encourage oral language development through group discussions, storytelling, and sharing .
• Use flexible grouping, allowing partner and whole class work to cater to diverse learners, supporting social and cognitive engagement .
• Integrate digital tools if appropriate to display images or record student reflections, supporting literacy and communication skills .

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This lesson plan empowers Year 5 students in New Zealand to engage deeply with the concept of tūrangawaewae in a culturally responsive and literate manner, enhancing their identity, wellbeing, and connection to place as guided by Te Marautanga o Aotearoa and Te Mātaiaho frameworks.

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If you wish, I can also provide printable resources or a story outline related to tūrangawaewae for your class. Would you like me to do that?