Our Aotearoa Quilt

Overview

This is lesson 5 of 5 in Our Unique Aotearoa. Students assemble their Kiwiana-inspired quilt squares into a class artwork, share the stories behind their designs, and reflect on how different ideas and experiences contribute to a unique Aotearoa.

Learning intentions

• WALT share an idea that is important or special to us.
• WALT listen respectfully to other people’s stories.
• WALT identify ways our class and country are diverse and unique.
• WALT contribute to a shared class artwork.

Success criteria

• I can explain what my quilt square shows.
• I can listen while someone else is sharing.
• I can identify something that is the same and something that is different between squares.
• I can help create a respectful class quilt.

Curriculum links

• Social Sciences – Identity, Culture and Organisation: understand how people’s cultures, identities and experiences shape the groups and communities they belong to.
• Social Sciences – Place and Environment: recognise features of places that are important to people and contribute to a sense of belonging.
• Social Sciences – Continuity and Change: recognise that places and communities are shaped by the ideas, traditions and actions of people.
• Key Competencies: relating to others, participating and contributing, managing self, and communicating.

Lesson structure (30 minutes)

1. 0–4 minutes – Reconnect and introduce the class quilt

Display the completed or partly completed quilt squares. Open with the introduction and hook slides and ask: “What can one small square tell us about a person, a place or a community?” Remind students that Kiwiana can include objects, places, foods, animals, activities, celebrations and stories that people connect with Aotearoa.

Explain that every square is valuable, and that people may connect with the same thing in different ways. Use respectful language when discussing Māori, Pasifika and other cultural symbols, and avoid suggesting that one object represents everyone in Aotearoa.

2. 4–9 minutes – Model sharing a square

Show a teacher example or one student square with permission. Model a short explanation using the sentence frame: “My square shows ____. It is special because ____. It connects to Aotearoa because ____.”

Invite students to identify what the speaker did well: spoke clearly, explained an idea, and listened to questions. Revisit the sharing and listening prompts on the sharing expectations slide.

3. 9–17 minutes – Share in small groups

Place students in five groups of four. Give each student approximately one minute to share their square using the sentence frame. Group members may ask one gentle question, such as “Why did you choose that?” or “Have you experienced that too?”

Support students who do not want to speak to a whole group by allowing them to share with a partner, point to details, or have an adult read their sentence. Students listen for one similarity and one difference across their group.

4. 17–24 minutes – Assemble the quilt

Gather students on the floor or around a large display area. Invite each group to bring its squares forward. Students help decide how the squares should be arranged, considering colour, patterns and how the artwork looks as a whole. Encourage respectful negotiation: “I suggest…”, “I notice…”, and “What do others think?”

Attach the squares to a large backing sheet or arrange them for photographing. Add a title such as Our Unique Aotearoa. Open the class quilt assembly slide for the arrangement prompt and a reminder that differences make the artwork interesting.

5. 24–28 minutes – Reflect on the finished artwork

Sit where everyone can see the quilt. Ask:

• What different places, people, activities or traditions can we see?
• What ideas do several squares have in common?
• How does our quilt show that Aotearoa is unique?
• What did someone else share that helped you learn something new?

Record two or three student responses beside the artwork. Complete the quilt reflection sheet individually or with a partner. Younger students may draw their response and dictate a sentence.

6. 28–30 minutes – Celebrate and close

Invite the class to give a quiet round of applause for the shared artwork. Ask students to complete the oral sentence: “Our quilt is special because…” Select several responses, then explain that the quilt will be displayed so others can learn about the ideas and connections in the class.

Resources

• Our Aotearoa Quilt slide deck
• the quilt reflection sheet
• Completed student quilt squares from lessons 1–4
• Large backing paper, card or fabric
• Blu Tack, tape or glue
• Coloured pens and pencils
• Camera or device for photographing the finished quilt
• Display space or classroom wall
• Optional teacher example square

Assessment

• Observe whether students can explain the meaning or connection represented by their square.
• Listen for respectful turn-taking, questioning and responses during group sharing.
• Review the reflection sheet and student comments for evidence that students recognise both similarities and differences in the class quilt and connect these to a diverse Aotearoa.

Differentiation

• Provide visual sentence frames and picture prompts; allow drawing, pointing, partner sharing or adult scribing.
• Pre-teach words such as unique, diverse, connection, similar and different using gestures and examples.
• Pair students thoughtfully and provide a quiet rehearsal opportunity before group sharing.
• Extend confident students by asking them to explain how one square connects to a wider community, place, tradition or experience.