Mana Practices

Overview

In this lesson 7 of 10, Year 8 students explore cultural practices that express mana and how tikanga supports respectful relationships. Students connect ideas about language variation and values (such as manaakitanga and whanaungatanga) to real-life classroom or community behaviours, then create and present a cultural practice that reflects mana.

Learning intentions

WALT:

• Identify cultural expressions of mana in customs and everyday interactions.
• Describe how tikanga guides behaviour and language choices in respectful ways.
• Present a cultural practice and explain how it shows mana (including care for people and the right relationship).

Success criteria

Students can:

• Name one cultural practice and explain what it represents about mana.
• Use respectful language and clear reasoning when presenting their practice.
• Refer to tikanga and relationship values (manaakitanga and whanaungatanga) in their explanation.
• Collaborate to build a practice inventory wall with examples from the group.

Curriculum links

• Te Reo Māori (Novice 2 teaching sequence / Cultural and sociolinguistic knowledge): tikanga differ across iwi and hapū.
• Te Reo Māori (Te Reo Māori introduction): notice how language varies across iwi and how values like manaakitanga and whanaungatanga shape behaviour and relationships.
• Te Reo Māori (Novice 2 teaching sequence / Cultural and sociolinguistic knowledge): interactions should be guided by whanaungatanga, manaakitanga, and tikanga.
• Te Reo Māori (Novice 2 teaching sequence / Cultural and sociolinguistic knowledge): tuakana–teina relationships support sharing knowledge and upholding whakapapa connections.
• Speaking and listening focus throughout: purpose, clarity, and respect when giving and following instructions and when sharing ideas.

Lesson structure (60 minutes)

1. 0–5 min · Kōrero hook. Teacher writes “Mana in action: what does it look like?” and shows a short video clip (captioned) of a respectful cultural practice; students quick-write one observation.

• Students share one observation with a partner using a sentence frame: “I noticed ____ because ____.”

2. 5–15 min · Direct teach: mana + tikanga. Teacher explains that mana can be shown through customs and day-to-day behaviour, and that tikanga can differ across iwi and hapū. Teacher highlights values: manaakitanga and whanaungatanga.

• Students listen and add examples to a class mind-map: “What actions show mana?” and “What tikanga supports them?”

3. 15–25 min · Model mini-presentation (WALT success). Teacher models a short presentation using a consistent structure:

• Practice name → what happens → who it involves → tikanga value(s) (manaakitanga/whanaungatanga) → why it shows mana.
• Students practise the structure silently, then rehearse in pairs.

4. 25–40 min · Group task: Practice Inventory Wall. Students work in groups of 4. Each group chooses 1–2 cultural practices from teacher-provided video cards (or teacher shows 2 more clips) and completes a “practice inventory” sheet: practice, steps, tikanga/value, and mana link.

• Students post their practices onto the wall under headings: Manaakitanga / Whanaungatanga / Tikanga.

5. 40–52 min · Presentations (structured). Groups present their practice inventory items. Teacher prompts for respectful language and clear purpose (about 1 minute per group).

• Students present using the sentence structure and one “why it shows mana” statement. Audience uses one feedback phrase: “Your practice shows mana because…”

6. 52–57 min · Check for understanding: quick sorting. Teacher shows 4 short scenario cards (e.g., arriving, sharing resources, correcting gently, supporting a younger learner). Students indicate which value/tikanga it matches (manaakitanga/whanaungatanga/tikanga).

• Students hold up fingers for answers and justify with one word or short phrase.

7. 57–60 min · Exit ticket. Students complete: “The cultural practice that reflects mana best for me is ____ because ____.” Teacher collects for feedback.

• Students submit independently; teacher checks for tikanga and mana link.

Resources

• 3–4 short captioned video examples of cultural practices showing respect and care
• Practice inventory wall poster or board headings (manaakitanga / whanaungatanga / tikanga)
• Practice inventory sheets (printed or digital)
• Scenario cards (teacher-made)
• Sentence starters and presentation structure card
• Markers, sticky notes, tape
• Dyslexia-friendly options: audio recordings of instructions, large-print visuals, colour-coded key words

Assessment

• Formative: teacher listens during group work and checks that students link practice → tikanga/value → mana.
• Formative: during presentations, teacher assesses clarity, respectful language, and completeness against the success criteria.
• Summative (lightweight): exit ticket checks individual understanding and ability to explain how the practice reflects mana.

Differentiation

• Support:
• Provide sentence starters for presenting: “This practice is…”, “It involves…”, “It shows mana because…”.
• Offer guided notes with icons for tikanga, manaakitanga, whanaungatanga.
• Allow students to choose one of two practices rather than three to reduce cognitive load.
• Dyslexia-friendly reading: provide audio support for instructions and a short glossary of key words with pictures.
• Scaffold for presentation:
• Offer a 5-bullet outline card students can tick while speaking.
• Use pair rehearsal with a tuakana–teina approach (stronger speaker supports, then swaps roles).
• Extension (for advanced learners):
• Students compare two practices and explain one difference in tikanga (without stereotyping), showing that tikanga can vary across iwi and hapū.
• Students add an extra “relationship note”: how the practice supports respectful leadership/care within a group.
• Inclusive participation:
• If presenting orally is hard, students can present with a short recorded voice note or by pointing to the wall while an optional partner reads the scripted explanation.

Dyslexia-friendly reading options

• Provide a printed “presentation structure” with large font and colour coding (Practice / Steps / Tikanga value / Mana link).
• Give teacher-read audio for the instructions and video prompts.
• Use fewer text-heavy scenario cards; include images to support comprehension and recall.