Learning Support Kōrero

Overview

This 10-minute Health lesson helps students in a kura Māori understand Learning Support. It builds on everyday whanaungatanga and wellbeing by connecting learning needs to safe, respectful support systems in the classroom.

Learning intentions

• WALT explain what Learning Support means in a kura and why it helps learners feel secure.
• WALT describe two learning disabilities by naming key features in age-appropriate words.
• WALT identify learning support systems that can help learners access learning (teacher supports, strategies, and specialist help if needed).

Success criteria

• I can say what Learning Support is and give one reason it matters.
• I can name two learning disabilities and describe one key feature for each.
• I can match at least two support systems to learner needs (e.g., classroom strategies, visual supports, and adult help).

Curriculum links

• Waiora — wellbeing includes tinana, hinengaro, whānau, wairua, and environment, including feeling safe and supported for learning.
• Te Ao Māori — learning connects to tikanga of caring for others and taking collective responsibility in the classroom.
• Te Reo Rangatira — support meaning-making through whakarongo, kōrero, pānui, tuhituhi, mātakitaki, whakaatu (panui haere and tuhituhi built into mahi).
• Marau ā-Kura — include kura context (use te reo ā-iwi/narratives as appropriate) and classroom routines that reflect your community values.
• TMoA-FRAME-MARAU-A-KURA (local kura curriculum planning) — align lesson content with your kura’s aspirations and learner needs.

Lesson structure (total 10 minutes)

1. 0–2 min · Whakamihi & hook (mātakitaki/whakarongo). Teacher shows a simple picture set: a child at a desk, a teacher helper, a quiet corner, and a “whakamārama/visual steps” chart. Students watch and respond to one prompt: “How do we help our learning friends feel safe?” Student task: point to the picture that shows help, and say a short phrase in te reo or English (e.g., “ka āwhina”).

2. 2–4 min · Direct teach: What is Learning Support? (kōrero/pānui haere). Teacher explains: “Learning Support means the help and strategies that make learning fair and possible for everyone.” Use a 4-bullet oral explanation on the board or card. Student task: join chorally with sentence frames while teacher points to each line (panui haere):

• “Learning Support is…”
• “It helps my…” (feel safe / understand) Teacher supports with te reo prompts: “Āwhina, kia māmā.”

3. 4–6 min · Two learning disabilities: Disability 1 (pānui haere + kōrero). Teacher introduces Dyslexia (reading disability) in age-appropriate words: “Dyslexia can make reading words tricky. Someone may swap sounds, take longer to read, or find spelling hard.” Keep it respectful: “It’s not about intelligence.” Student task: teacher reads the key feature card aloud while student follows along (panui haere). Then student chooses a matching icon (ear/listen, eye/read, pencil/spell) and says one key feature.

Success check (quick): student can repeat one dyslexia feature.

4. 6–8 min · Two learning disabilities: Disability 2 (tuhituhi + kōrero). Teacher introduces ADHD (attention and activity) as learning difficulty: “ADHD can mean it’s hard to pay attention, stay still, or remember steps. With movement breaks and clear instructions, learning can improve.” Emphasise support and wellbeing. Student task (tuhituhi): fill one short sentence worksheet (or dictated writing) with support:

• “ADHD can make it hard to ________.” (choose: pay attention / remember steps / stay still) Teacher writes the student’s words if needed, focusing on effort and communication.

Success check (quick): student completes the sentence with one correct feature.

5. 8–10 min · Support systems (whakaatu) + exit check. Teacher quickly outlines support systems available for learners in a kura:

• Teacher explanations in small steps
• Visual supports (pictures/colour steps)
• Extra time and chunking tasks
• Movement or short breaks
• Specialised help if needed (e.g., learning support team/RTLB/specialist advice through the school process) Student task: choose two supports and draw a small “match” on the worksheet (e.g., “If reading is tricky → visual + extra time”). Then student shows one drawing/answer to teacher (whakaatu) and says: “Ka āwhina …”

Resources

• Picture cards of: teacher support, quiet corner, visual steps chart, extra time/timer, movement break
• Two disability feature cards (Dyslexia: reading/spelling hard; ADHD: attention/staying still hard)
• Sentence starter strip for tuhituhi: “ADHD can make it hard to ________.”
• Matching worksheet with icons for each disability and each support system
• Timer (visual), pencil/crayons, and a small “quiet/working” cue card
• Short te reo sentence frames and teacher prompts

Assessment

• Observe student during panui haere: follows along with teacher and can point to the correct icon.
• Check tuhituhi: student completes one feature sentence for ADHD (or communicates it with teacher scribing).
• Exit check: student selects two support systems and can name at least one support verbally or via drawing.

Differentiation

• Support (autism-informed): use predictable steps, short instructions, visual supports, and allow non-verbal pointing/saying.
• Language scaffolds: provide sentence starters and offer word banks with icons; accept answers in te reo or simple English.
• Sensory needs: include a brief movement cue (e.g., “stand, stretch, then sit”) within the 8–10 minute section if needed.
• Extension: if ready, ask for a third support system and link it to feeling safe/understanding (one extra sentence or extra icon).

Success criteria for this lesson (summary)

• I can explain what Learning Support is and why it matters.
• I can describe dyslexia with one key feature and ADHD with one key feature.
• I can identify two support systems and show how they help a learner access learning.