Our Many Groups

Overview

Lesson 2 of 8 in Ko Wai Au? We Belong Together. Students explore how people belong to many groups, including class, whānau, friendship, sports, cultural and interest groups. They build on earlier learning about identity by naming groups and considering how groups influence connection, activities, language, responsibilities and feelings.

Learning intentions

• WALT identify different groups people may belong to.
• WALT explain one way a group helps people connect.
• WALT use te reo Māori to talk about belonging.
• WALT respect that groups and family structures differ.

Success criteria

• I can identify and name a group.
• I can say one way a group helps people connect.
• I can use a sentence frame to talk about belonging.
• I can listen respectfully when people belong to different groups.

Curriculum links

• Te reo Māori: communicating meaning through familiar and less familiar contexts, using oral language and key vocabulary.
• Health and physical education: identity, belonging, relationships, participation and hauora.
• Social sciences: understanding how people participate in groups and communities.
• New Zealand Curriculum Refresh: manaakitanga, whanaungatanga, inclusion, oral language and active participation.

Lesson structure (45 minutes)

1. 0–6 min · Mystery kete hook. Place the opening mystery-kete slide on display and slowly reveal objects or picture cards from a kete, such as a class book, sports ball, friendship symbol, musical instrument and community image. Students make a quiet prediction, then share what group each item might represent using “He rōpū ___ tēnei” (“This is a ___ group”). Introduce the learning intention and explain that whānau can mean family or a chosen support network; every whānau and household may be different.

2. 6–14 min · Name and sort groups. Model the vocabulary with the vocabulary and group-picture slides: whānau, rōpū, akomanga, kapa, hoa, hapori and nō ___ ahau. In mixed-age pairs, students sort picture/object cards into possible groups. Year 1 students name groups orally; Year 2 students give a reason for one sort. Circulate and listen for accurate vocabulary. Prompt with “Kei roto ahau i te ___” (“I am in the ___”) and accept English first, followed by a Māori model if needed.

3. 14–21 min · Group Up movement game. Use the Group Up instructions slide to show safe movement expectations. Students move between cones; call a non-sensitive choice such as favourite colour, animal or movement. Students form groups, notice who is together, then return to the circle. Discuss: “He ōrite ngā rōpū katoa?” “Ka taea te rerekē te rōpū?” Reinforce that groups can be different, can change, and do not define a person completely. No student needs to identify a family, culture or personal group publicly.

4. 21–31 min · Compare and connect. Give pairs the two-group comparison sheet. Students choose two fictional or general groups, such as an akomanga and a kapa. Year 1 students draw or circle how each group may connect people; Year 2 students compare how membership may affect activities, language, responsibilities or feelings. Partners use “I notice…”, “I wonder…” and “I belong…” with deliberate wait time. Invite a few students to share, while allowing children to pass or share a fictional example. Model: “Ka rongo au i te harikoa i te mea ka tākaro tahi mātou” (“I feel happy because we play together”).

5. 31–40 min · Belonging map. Display the concentric-circle map example. On large paper, create circles labelled akomanga, kura, hapori and people who help me. Students add sticky notes, drawings or symbols rather than names. They may include whānau, hoa, kapa, interests or other support groups, or use a fictional person’s map. Ask: “Ko wai kei roto i tō rōpū?” and “He aha te āwhina a tēnei rōpū?” Photograph or annotate maps for formative assessment. Ensure students can choose not to disclose personal information.

6. 40–45 min · Reflect and close. Return to the reflection and sentence-frame slide. Students complete an oral turn-and-talk: “He rōpū ___ tēnei”; “Kei roto ahau i te ___”; or “Ka rongo au i te ___ i te mea ___.” Invite students to show thumbs up, sideways or down for each success criterion. Finish with: “He maha ngā rōpū. He rerekē ngā whānau. He mea nui te manaaki i a tātou katoa.”

Resources

• Kete
• Objects and picture cards representing class, whānau, sports, cultural, friendship and interest groups
• the Our Many Groups slide deck
• the two-group comparison sheet
• Large paper and pre-drawn concentric circles
• Sticky notes and markers
• Cones or floor markers

Assessment

• During sorting and discussion, listen for correct use of whānau, rōpū, akomanga, kapa, hoa and hapori.
• Note whether students can explain how a group supports connection, and whether explanations respect different family structures and choices.
• Photograph or annotate belonging maps. Use the final oral sentence frame and self-rating to identify students needing more modelling in the next lesson.

Differentiation

• Support Year 1 learners with realia, picture choices, gestures, repeated choral practice and sentence frames. Accept pointing, drawing, home language or English before recasting in te reo Māori.
• Provide a small vocabulary card or teacher/peer model for students who need communication support. Allow extra wait time and non-verbal responses.
• Offer fictional examples, “people who help me” or symbols for any child who does not want to identify a personal group.
• Extend Year 2 learners by asking them to explain two different ways a group shapes experiences, such as language, responsibilities, activities or feelings.
• Use mixed-age pairs carefully, ensuring older or confident speakers support rather than speak for others. Provide a quiet working space and movement alternatives for students with sensory or mobility needs.