Mahitahi and Whanaungatanga

Overview

In the first lesson of the eight-lesson Mahitahi and Wellbeing unit, students build a safe, inclusive learning community. They explore how whanaungatanga, mahitahi and manaakitanga support hauora, then apply inclusive participation strategies during a cooperative challenge.

Learning intentions

• WALT explain how relationships and belonging can support hauora.
• WALT contribute to respectful class kawa (shared agreements).
• WALT practise mahitahi by listening, sharing roles and including others.
• WALT identify conditions that help people participate safely.

Success criteria

• I can contribute respectfully, including by listening and taking turns.
• I can help establish and follow group agreements.
• I can identify ways people can participate safely and inclusively.
• I can explain how group roles, power and access affected participation.

Curriculum links

• Health and Physical Education: Self-care — reframing, setting boundaries and building supportive relationships to strengthen emotional wellbeing.
• Health and Physical Education: Self-care — self-awareness and resilience during adolescent transitions.
• Health and Physical Education: Relationships / Self and others — respectful relationships and the effects of access and inequality on wellbeing.
• Key competencies: relating to others; participating and contributing; managing self; thinking. Values: inclusion, respect, equity and community.

Lesson structure (60 minutes)

1. 0–7 min · Welcome and whakawhanaungatanga. Teacher welcomes students, introduces the unit and explains that te reo Māori concepts are being used respectfully and in context, not as decoration. Model pronunciation of mahitahi (working together), whanaungatanga (relationships and belonging), manaakitanga (care and respect), ako (reciprocal learning) and hauora (wellbeing). Invite students to share their name or preferred way to be addressed, with an opt-in alternative such as writing it privately or simply listening. Open with the hook and key concepts slides. Students practise pronunciation respectfully and choose how they will participate.

2. 7–17 min · Connect to hauora. Teacher briefly revisits the four dimensions of hauora: taha tinana (physical), taha hinengaro (mental and emotional), taha whānau (social and relational) and taha wairua (values, meaning and connection). Ask: “Which dimensions might be strengthened when people feel safe, included and connected?” Students think-pair-share, then record one idea on the hauora and participation planning sheet. Emphasise that students should not assume one person speaks for Māori culture; invite local iwi or whānau perspectives where available.

3. 17–27 min · Co-construct class kawa. Teacher explains that agreements should protect mana, support learning and make participation possible. Establish non-negotiables: listen without interrupting, use names and pronouns respectfully, challenge ideas rather than people, respect privacy, and make space for different communication styles. Clarify confidentiality limits: personal information is not repeated casually, but adults must act if someone may be unsafe or at risk of harm. Explain the right to pass and the option to contribute verbally, in writing, by drawing or digitally. Students suggest, refine and agree on five to seven class kawa statements; teacher records the final version for display.

4. 27–45 min · Cooperative challenge. Teacher forms mixed groups of four or five and provides each group with paper, tape and a deliberately limited amount of material. The task is to design and build the tallest free-standing structure within 12 minutes. Before starting, groups allocate rotating roles such as facilitator, materials manager, builder, encourager and observer; students may request an alternative role or movement/sensory break. Display instructions and success prompts using the cooperative challenge slides. Students work together, practise turn-taking and notice whether everyone has meaningful access to the task. The observer records one example of inclusion and one barrier on the worksheet.

5. 45–55 min · Debrief power, access and participation. Teacher facilitates a structured discussion, reminding students not to name or blame individuals. Ask: “Who made decisions? Whose ideas were heard? How did materials, confidence, language, physical access or assigned roles affect participation? What could the group change?” Students first discuss with their group, then share selected observations. Connect responses to equity: fair participation may require different supports, choices or roles rather than identical treatment. Revisit the kawa and ask groups to identify one agreement they used and one they need to strengthen. Use the debrief and equity prompts.

6. 55–60 min · Exit reflection and close. Teacher reinforces that building relationships and learning to use these tools takes time. Students complete the anonymous prompt on the anonymous exit reflection: “One condition that helps me participate is…” They may respond verbally to the teacher, in writing, by drawing or digitally. Invite students to place responses in the collection box, then preview that the next lesson will build on the class kawa and participation needs.

Resources

• the Mahitahi and Whanaungatanga lesson deck
• the hauora and participation planning sheet
• NZC/Te Mātaiaho Health and Physical Education guidance
• Local iwi or whānau resources, if available
• Large paper or newspaper
• Markers
• Limited lengths of tape
• Timer
• Board or display space for class kawa
• Anonymous exit collection box

Assessment

• During the welcome, discussion and challenge, observe listening, respectful language, turn-taking, inclusion, role-sharing and willingness to adapt participation.
• Check group worksheets for links between hauora, relationships, access and participation; use questioning to uncover misconceptions.
• Review anonymous exit responses to identify conditions students need for safe participation and adjust future grouping, instructions and supports.

Differentiation

• Offer verbal, written, drawn or digital responses; allow students to pass, observe initially or use an opt-in alternative to personal sharing.
• Provide sentence starters such as “I feel able to participate when…” and “Our group included people by…”.
• Use structured roles, mixed grouping, clearly displayed steps, visual vocabulary and teacher modelling; check pronunciation without putting students on the spot.
• Provide movement breaks, sensory options, accessible materials and a quiet space. Extend confident students by inviting them to propose a kawa statement that balances individual rights with collective responsibility.