Manaakitanga in Action

Overview

This 40-minute tikanga lesson builds students’ understanding of Te Whare Tapa Whā (a wellbeing framework) and applies manaakitanga and tikanga to everyday classroom moments. Students practise respectful decision-making using short scenarios and explain the “why” behind their tikanga actions.

Learning intentions

• WALT understand Te Whare Tapa Whā and how it links to wellbeing in school life.
• WALT practise manaakitanga by choosing classroom tikanga actions that help others.
• WALT explain how whanaungatanga (relationships) grows when we follow tikanga.
• WALT reflect on how my choices affect others’ mana (dignity/respect).

Success criteria

• I can name the four parts of Te Whare Tapa Whā: taha wairua, taha hinengaro, taha tinana, taha whānau.
• I can describe manaakitanga and give a respectful tikanga action I could take in class.
• I can explain my reasons using Te Whare Tapa Whā (which “taha” is being supported).
• I can use respectful language when sharing ideas and disagreeing.

Curriculum links

• Social Sciences (History): Te Tiriti o Waitangi learning is strengthened through understanding Māori values and how relationships and authority/dignity are respected in everyday life.
• Key competencies: thinking critically (reasoning from a scenario), participating and contributing (group discussion), using language/symbols (explaining tikanga choices respectfully), relating to others (manaakitanga and whanaungatanga).

Lesson structure (40 minutes)

1. 0–5 min · Mihi + hook. Teacher greets the class using an appropriate mihi routine; students complete a quick “starting with respect” prompt. Teacher reads a short scenario: “A new student sits alone and looks worried during group work—no one speaks to them.”

• Students turn-and-talk: “What is the first kind thing someone could do, and why?”

2. 5–12 min · Direct teaching (Te Whare Tapa Whā). Teacher gives simple notes and draws the whare on the board with four columns (taha). Emphasise that the framework helps us notice what others may need.

• Students copy a short summary:
• Taha wairua: feeling spiritually safe/connected (calm, respectful tone)
• Taha hinengaro: thinking/feelings (listening, encouraging)
• Taha tinana: body needs (include, share roles, movement breaks)
• Taha whānau: belonging/relationships (whanaungatanga, teamwork)

3. 12–18 min · Teach manaakitanga + tikanga (classroom). Teacher explicitly connects manaakitanga and tikanga to everyday actions: “Manaakitanga means caring for others in practical ways that protect dignity.” Tikanga are respectful ways of doing things (e.g., listening, taking turns, using appropriate language).

• Students do a quick “thumbs check” when teacher names possible actions (e.g., “invite them into your group” = tikanga; “laugh quietly at their idea” = not tikanga).

4. 18–28 min · Group activity (scenario cards). Teacher forms 4–5 groups; gives each group one scenario card (choose from: teasing in a task, someone left out, conflict over materials, missing someone after a misunderstanding). Provide chart paper and a sentence frame.

• Students complete a “Tikanga Action Plan” on chart paper:
• What happened? (1 sentence)
• Which part(s) of Te Whare Tapa Whā are affected? (choose 1–2)
• What manaakitanga tikanga action will we take? (2–3 steps)
• Reasons: “We act this way to support mana and whanaungatanga because…”

5. 28–34 min · Whole-class sharing (teacher prompts). Teacher calls on groups to share; ensures respectful discussion norms.

• Students share: “Our tikanga action supports…” Teacher prompts:
• “How does this protect someone’s mana?”
• “What tikanga shows manaakitanga here?”
• “Which taha needs support most, and what would it look like?”

6. 34–40 min · Individual reflection / exit ticket. Students choose one action they will practise tomorrow and connect it to a “taha.”

• Exit ticket (written or quick diagram):
• “In my classroom, manaakitanga looks like…”
• “This helps taha ___ because…”

Resources

• Scenario cards (4–6 short, age-appropriate classroom situations)
• Chart paper and markers
• Whiteboard/printout of a simple Te Whare Tapa Whā diagram
• Sentence starters for groups (e.g., “We chose this action because…”)
• Individual exit ticket slips or a reflection journal page
• Classroom tikanga reminder chart (e.g., respectful listening, taking turns, caring language)

Assessment

• During “thumbs check”: listen for correct identification of respectful tikanga actions and reasons.
• In group work: teacher circulates and checks whether groups link actions to Te Whare Tapa Whā and manaakitanga (not just “being nice”).
• Exit ticket: verify each student can name a tikanga action and connect it to at least one taha with an explanation.

Differentiation

• Support:
• Provide sentence frames and a word bank (manaakitanga, tikanga, whanaungatanga, wairua, hinengaro, tinana, whānau).
• Allow drawing instead of full sentences for the exit ticket (e.g., choose a taha and show an action).
• Extension:
• Ask students to propose an additional “before/after” plan: what to do in the moment and what to do to prevent it happening again.
• Challenge: “Which action best protects mana, and how would we keep everyone safe and included?”
• EAL/SEN:
• Use shorter language in cards, model one example as a class, and permit oral responses recorded by teacher or scribe.
• Cultural safety:
• Remind students to use respectful language and to avoid asking anyone personal whakapapa or family histories; use classroom scenarios only.

Safety / cultural considerations

• Set norms for respectful listening: no teasing, no personal attacks, and correct use of names/roles.
• Use hypothetical classroom examples; do not request students share personal whakapapa or sensitive details.
• Teacher monitors group discussions to ensure dignity and inclusion for all students, including those who may have made mistakes.

Differentiation (support wording)

• If students struggle: teacher prompts with “What does the new student need right now—feelings, belonging, body needs, or calm/respect?”
• If students excel: ask them to justify how their action maintains relationships (whanaungatanga) and dignity (mana).