Kaitiaki and Stewardship

Overview

Today students explore kaitiakitanga (Māori guardianship/protection of taiao) and connect it to a Christian idea of human responsibility for creation through Genesis 1. Students will compare similarities and differences in how communities can justify caring for the environment and make responsible choices.

Learning intentions

• WALT define kaitiakitanga as guardianship/protection, including conservation, replenishment, and sustainability.
• WALT describe a Christian perspective on people’s role in caring for creation using Genesis 1.
• WALT compare similarities and differences between kaitiakitanga and “being fruitful” / “ruling” language in Genesis 1.
• WALT discuss how these perspectives could shape actions to protect resources for the future.

Success criteria

• I can explain what kaitiakitanga means and include key ideas such as tiaki, preservation, and safeguarding the future.
• I can describe a Christian viewpoint from Genesis 1 about humans’ responsibility for living creatures and plants.
• I can identify similarities and differences between the two perspectives.
• I can suggest realistic ways we may not be practising kaitiakitanga (locally or globally) and link them to environmental impact.

Curriculum links

• Religious Studies (Understanding Religion): Demonstrate understanding of perspectives of different religious or spiritual communities on an issue by describing and comparing perspectives with relevant examples.
• NZ Curriculum Refresh: Building understanding of beliefs/values and how they influence actions in wider society.
• AS91919 (focus for this lesson): identifying/describing perspectives from two communities and using examples to show understanding.

Lesson structure (45 minutes)

1. 0–5 min · Hook: “Care for what?” Teacher writes: “What does ‘responsibility’ for the natural world mean?” Students do a quick silent write, then share one idea with a partner.

Spoken teaching element: "Let's start by thinking about what responsibility means when it comes to the natural world. Take a moment to write down your thoughts silently, then we'll share some ideas with a partner."

2. 5–15 min · Direct teaching: What is kaitiakitanga? Teacher explains that kaitiakitanga is guardianship/protection; tiaki relates to guard/preserve/conserve/nurture/protect/watch over; kaitiaki are guardians/keepers; and it aims to conserve and safeguard taiao for those coming after us. Teacher also highlights that it is grounded in traditional Māori world views and includes conservation, replenishment, and sustainability. Students complete a “Key words” organiser: tiaki / kaitiaki / tanga / future-focused care (2–3 short phrases).

Spoken teaching element: "Now, I'll explain the concept of kaitiakitanga. It means guardianship or protection, rooted in Māori worldviews. We'll look at key words to help us understand this important idea about caring for our environment for future generations."

3. 15–22 min · Text focus: Genesis 1 (human role) Teacher reads a short portion of Genesis 1 that includes the ideas: “be fruitful,” “fill the earth,” and “rule over” fish, birds, and living creatures, plus the gift of seed-bearing plants. Students underline two responsibility ideas and one “how we might live” idea. In pairs they answer: “What does this verse suggest humans should do with creation?”

Spoken teaching element: "Let's listen carefully to this passage from Genesis 1. As I read, underline ideas about responsibility and how we might live. Then, discuss with your partner what this passage suggests about our role in creation."

4. 22–27 min · Group work activity: Exploring kaitiakitanga in action Students work in small groups to discuss examples of kaitiakitanga in their local community or environment. Each group lists actions or practices that show guardianship and stewardship. Groups prepare to share one example with the class.

Spoken teaching element: "In your groups, talk about examples of kaitiakitanga you see around you. List actions that show guardianship or stewardship, and be ready to share one example with the class."

5. 27–32 min · Compare perspectives (similarities and differences) Teacher models with a scaffold:

• Similarity starters: “Both perspectives emphasise…” “Both link responsibility to the future / to living creatures…”
• Difference starters: “Kaitiakitanga emphasises…” “Genesis 1 frames responsibility as…” Students create a two-column comparison:
• Column A: kaitiakitanga (guardianship, preservation, replenishment, sustainability, future generations)
• Column B: Genesis 1 (humans as God’s image/earthly role, care as stewardship-like responsibility, fruitfulness with authority/responsibility) They write 2 similarities and 2 differences.

Spoken teaching element: "Let's compare the two perspectives. I'll show you some sentence starters to help. Use these to write two similarities and two differences between kaitiakitanga and Genesis 1."

6. 32–42 min · Whole-class discussion: When we don’t practise kaitiakitanga Teacher poses discussion prompts:

• “How are we not following kaitiakitanga in our world?”
• “Are industries/countries/corporations using more resources than they should, risking loss forever?” Students add brief key notes to a class chart under headings: resource pressure, cause, impact, example locally or globally.

Spoken teaching element: "Let's discuss times when kaitiakitanga is not practiced. Think about industries or countries using resources unsustainably. We'll add your ideas to our class chart."

7. 42–45 min · Exit ticket: Action + link Students choose one action they think reflects kaitiakitanga and write one sentence linking it to Genesis 1 (e.g., responsibility, care for living creatures/plants, not taking beyond what can sustain life).

Spoken teaching element: "To finish, write down one action that shows kaitiakitanga and link it to what we learned from Genesis 1. This will help you reflect on the lesson's key ideas."

Resources

• Printed short handout: kaitiakitanga definition and key terms (tiaki, kaitiaki, tanga, future/safeguarding)
• Printed excerpt of Genesis 1 (teacher-read) focusing on “be fruitful” and responsibility over fish/birds/living creatures
• Comparison sheet (two columns with sentence starters)
• Class discussion chart template
• Pens/highlighters
• Timer or visible agenda

Assessment

• Formative checks: teacher circulates during kaitiakitanga keywords and Genesis underlining to confirm correct understanding.
• Formative check: teacher reviews comparison column notes for accurate similarities/differences.
• Summative-in-mini: exit ticket answers (action + linked sentence) to gauge understanding of both perspectives.

Differentiation

• Support: provide sentence starters and a word bank (guard, preserve, conserve, replenishment, sustainability, future generations; fruitful, rule, living creatures, seed-bearing plants, responsibility).
• Support: allow students to write in bullet points rather than full paragraphs for the comparison section.
• Extension for advanced learners: ask students to incorporate one idea about how values/beliefs shape real-world behaviour (for example, how kaitiaki concepts influence tikanga-based harvesting versus how Genesis could influence stewardship ethics).
• EAL/SEN considerations: reduce cognitive load by limiting underlining to exactly two responsibility ideas in Genesis 1 and providing a partially completed comparison scaffold.

Extension (optional)

• Advanced learners challenge: write a short paragraph answering: “How could Christian stewardship language and kaitiakitanga both guide decisions about a specific resource (water, fisheries, forests)?” Include one similarity and one difference.