Ngā Tirohanga Hou

Overview

In this lesson (lesson 11 of 20) you will explore contemporary perspectives on land rights by using modern Māori political vocabulary and time phrases such as i ēnei rā (these days) and ā muri nei (in the future). You will practise speaking and writing short statements in te reo Māori about Treaty settlements and rangatiratanga today.

Learning intentions

• Students will understand and use modern Māori political terms to talk about land rights.
• Students will create simple, accurate sentences using i ēnei rā and ā muri nei.
• Students will discuss a contemporary case study using at least three political concepts.
• Students will connect contemporary views to the wider Land Wars unit themes (rights, authority, land, and agreement).

Success criteria

• I can discuss current land rights using three modern Māori political concepts (for example: tino rangatiratanga, mana motuhake, Treaty settlements).
• I can use i ēnei rā and ā muri nei to organise my ideas about now and the future.
• I can give a short, clear explanation of my viewpoint using correct basic te reo Māori structures.
• I can present my ideas respectfully, using appropriate political vocabulary.

Curriculum links

• Communicating in te reo Māori: speaking and writing to express ideas, opinions, and understanding.
• Demonstrating understanding of concepts: interpreting and using vocabulary related to Māori society and governance.
• Skills for inquiry and response: responding to a contemporary issue with evidence from a provided case summary.
• Using language features: sentence structure, tense/time markers, and purposeful vocabulary selection.

Lesson structure (45 minutes)

1. 3 min – Warm-up (audio + phrase recall): Play/teacher-model two short audio clips with clear pronunciation of tino rangatiratanga, mana motuhake, i ēnei rā, ā muri nei. Students repeat chorally, then pair-share one sentence each using either i ēnei rā or ā muri nei.

2. 7 min – Vocabulary focus (3 concepts + time phrases): On the board, show the three key concepts and build a model:

• I ēnei rā, ka kōrero mātou mō …
• Ā muri nei, e whai ana tātou kia … Students highlight the time phrase and underline where the concept word fits in the sentence.

3. 10 min – Contemporary case study input: Give each group a short bilingual case study summary (teacher read-aloud + printed copy). Choose one current-facing scenario connected to land rights and Treaty settlement processes (e.g., river/land management, co-governance, settlement negotiations). Students annotate only three things: the concept(s) shown, what is happening i ēnei rā, and what is hoped for ā muri nei.

4. 10 min – Group discussion (structured speaking task): Groups use a speaking frame with three required concepts.

• Sentence 1: I ēnei rā … (include one concept)
• Sentence 2: I tēnei wā … or I ēnei rā … (include second concept)
• Sentence 3: Ā muri nei … (include third concept or forward-looking outcome) Each student speaks for 20–30 seconds. Teacher listens for use of the three concepts and the time phrases.

5. 10 min – Individual writing (mini opinion paragraph): Students write 5–7 sentences responding to a prompt: “He aha tōu tirohanga mō ngā mana whakahaere me ngā tika ki te whenua i ēnei rā, ā muri nei?” Requirement: include i ēnei rā and ā muri nei and use all three political concepts (or synonyms approved by teacher). Dyslexia-friendly option: students can dictate to teacher or use audio recording and transcript.

6. 3 min – Quick-check share-out: 3–5 students volunteer to read one sentence only (their strongest sentence). Teacher gives immediate affirmation linked to success criteria (concepts + time phrases).

7. 2 min – Exit ticket (teacher collects): Students complete:

• “I ēnei rā, … (concept 1)”
• “Ā muri nei, … (concept 2 or 3)” Teacher checks pronunciation use and vocabulary accuracy.

Resources

• Printed bilingual case study summaries (short, teacher-approved; Māori-only audio version available).
• Audio recordings (teacher voice or prepared tracks) modelling pronunciation for key terms and time phrases.
• Sentence frames and speaking frames on slips or board.
• Highlighters/markers for annotation (three-colour system: concept / i ēnei rā / ā muri nei).
• Student language support sheet (common sentence starters and word bank).
• Writing prompt sheet with space for 5–7 short sentences.
• Optional audio recording device/phone per student or per pair (if school policy allows).
• Teacher observation checklist aligned to the success criteria.
• Bilingual pronunciation guide (teacher provides, no student internet links required).

Assessment

• Formative: teacher observes group speaking task for use of three political concepts and correct time phrases.
• Formative: mini opinion paragraph checked for vocabulary accuracy and organisation (i ēnei rā / ā muri nei).
• Exit ticket to verify each student can produce two time-organised statements with key concepts.

Differentiation

• Support: provide a “sentence bank” with partially completed sentences (students fill in concepts) and allow use of bilingual summaries during speaking and planning.
• Support (dyslexia-friendly): offer audio read-aloud of case summaries; students can record dictation instead of writing full sentences.
• Extension: advanced learners add one extra concept term (teacher-provided list) and include one additional future action phrase (e.g., kia …, me …) while keeping i ēnei rā and ā muri nei.
• EAL/SEN: allow peer modelling; pair students strategically (one confident speaker + one developing speaker) and provide extra time for rehearsal before group speaking.

Extension (optional)

• Students write a short modern opinion piece in te reo Māori (8–10 sentences) that blends contemporary land-rights ideas with a traditional value (e.g., kaitiakitanga, manaakitanga, whanaungatanga). They must clearly include all three political concepts and both time phrases, then present a 60-second read-aloud using a clear intro–middle–future structure.