Kaitiakitanga Beginnings

Overview

In this first lesson of the “Kaitiakitanga Inquiry Journey,” students are introduced to the concept of Kaitiakitanga and what it can mean for people as guardians (kaitiaki) of the environment. Students begin building background knowledge by connecting Māori cultural ideas of responsibility to everyday choices.

Learning intentions

• WALT explain what Kaitiakitanga means and describe its purpose in Māori culture.
• WALT identify ways kaitiakitanga shows respect for people, places, and the environment.
• WALT compare ideas about caring for the environment and discuss how responsibilities can be shared.

Success criteria

• I can describe Kaitiakitanga as guardianship and responsibility for the environment.
• I can give at least one example of kaitiakitanga in everyday actions.
• I can explain why environmental care matters, using respectful language.
• I can contribute to a group discussion and listen to others’ ideas.

Curriculum links

• History (New Zealand History): explore how Māori adaptation of ideas and cultural exchange can shape how people care for land and resources, including the role of missionaries and literacy in the wider story (used here as background context for cultural change and continuity).
• Civics and Society (Rights and Responsibilities): understand shared responsibilities and how laws and rights protect people; link this to responsibilities for respectful community behaviour.
• Social sciences skills: developing questions, using sources (teacher-provided materials), and communicating ideas with evidence from what we read or hear.
• Key competencies: thinking critically and using language, symbols, and texts to communicate understanding respectfully.

Lesson structure (30 minutes)

1. 0–5 min · Hook (Activate prior knowledge). Teacher writes “Who cares for our environment?” on the board, then shares a short statement: “In te ao Māori, some people are kaitiaki—guardians with responsibilities.” Students turn-and-talk: What does “guardian” mean? What do guardians do?

2. 5–12 min · Direct teach (Build concept understanding). Teacher explains Kaitiakitanga using simple, age-appropriate language: it is about guardianship, care, and responsibilities to the environment (land, water, forests, animals), often guided by relationships and tikanga (ways of doing things). Students follow along with a class “Meaning Map” (Kaitiakitanga → Guardianship → Responsibility → Respect → Actions).

3. 12–18 min · Source interaction (Think like an inquirer). Teacher provides 3 short classroom “source prompts” (no internet):

• Prompt A: A community garden being cared for by neighbours.
• Prompt B: Keeping waterways clean and not littering.
• Prompt C: Respecting animals and habitats (e.g., not disturbing nests). Students choose one prompt and complete a quick “Kaitiaki lens” statement frame: “If we are kaitiaki, we should… because…”. Teacher circulates and prompts students to use the words “responsibility” and “respect.”

4. 18–25 min · Whole-class discussion (Link to rights and responsibilities). Teacher brings students back together and asks:

• “How is caring for the environment a shared responsibility?”
• “How might responsibilities connect to rights (e.g., everyone should be able to live in a safe, healthy environment)?” Students contribute using a sentence starter: “I think kaitiakitanga is important because…” Teacher records 3–5 student ideas on the board under headings: “Why it matters” and “What guardians do.”

5. 25–30 min · Exit ticket (Assess understanding). Students complete an individual exit ticket on paper:

• “In one or two sentences, explain what Kaitiakitanga means.”
• “Give one example of an action that shows you are being a kaitiaki.”

Resources

• Board/markers or slides
• “Meaning Map” template (teacher-drawn or on paper)
• Three printed “source prompt” cards (garden care, clean waterways, respecting habitats)
• Sentence starter strips (e.g., “I think kaitiakitanga is important because…”)
• Exit ticket slips or worksheet paper
• Lined paper for students who need writing frames
• Optional: a short classroom display poster with the meanings “kaitiaki = guardian” and “responsibility = looking after”

Assessment

• Teacher observation during turn-and-talk: listens for understanding of “guardian” and responsibility.
• Formative check from student “Kaitiaki lens” statements: looks for correct use of kaitiakitanga language and a clear example action.
• Exit ticket review: checks whether students can accurately explain Kaitiakitanga and provide an example.

Differentiation

• Support: provide sentence frames, word banks (kaitiakitanga, kaitiaki, responsibility, respect, environment), and allow students to draw an example if writing is a barrier.
• Support for EAL: rehearse key phrases as a class before group work; pair students strategically for turn-and-talk.
• Extension: invite some students to add “What might happen if we don’t care?” or “Who else is responsible?” in their exit ticket.
• SEN: offer reduced choice of prompts (e.g., two options instead of three) and allow extra processing time during discussions.