Pasifika Culture Start

Overview

In Lesson 1 of this 10-lesson unit, students are introduced to Pasifika culture as a living, diverse set of languages, traditions, and ways of connecting with others. Students begin to use simple historical and cultural thinking—asking questions and using evidence from sources such as images, short texts, and oral storytelling—to understand what they learn and how they know.

Learning intentions

• WALT explore what “Pasifika” means and identify examples of languages and traditions across Pasifika communities.
• WALT ask respectful questions and begin to build a “what I notice, what I wonder, what I can find out” approach.
• WALT recognise that Pasifika cultures are represented through different sources (e.g., stories, symbols, photos, artefacts).
• WALT communicate learning using a simple explanation and key words.

Success criteria

• I can describe Pasifika culture using my own words and give at least two examples of languages or traditions.
• I can show respectful listening and ask one thoughtful question.
• I can sort information from a source into “notice” and “wonder”.
• I can use key words to explain what I learned and how I know.

Curriculum links

• Social Sciences (History): use sources such as images, short texts, and first-hand accounts to reconstruct understandings of the past and people’s experiences.
• Social Sciences (History): recognise that historical narratives can be built from different kinds of evidence.
• Social Sciences (skills): develop questions, identify evidence, and communicate learning.
• Key competencies (NZC refresh intent): thinking—ask questions and make connections; communicating—share ideas clearly; using language, symbols, and texts—interpret source information; participating and contributing—show respect during discussions.

Lesson structure (30 minutes)

1. 0–3 min · Welcome and pasifika values. Teacher greets students and briefly names the values for today (respect, listening, kindness). Students share one way to show respect when learning about cultures.

2. 3–8 min · Hook: “What do you notice, what do you wonder?” Teacher shows a collage of source images (e.g., Pasifika patterns, flags/cloth designs, people in traditional clothing, language signage, instruments). Students record two quick notes: one notice and one wonder.

3. 8–15 min · Teacher input: Pasifika diversity and languages. Teacher explains Pasifika refers to many island nations and communities, and that languages and traditions differ across groups while sharing values of family, community, and connection. Teacher models using a source: “I notice…, so I wonder…, and I could find out by…”. Students turn-and-talk with a partner: one question they have about languages or traditions.

4. 15–22 min · Source detective groups (evidence sorting). Teacher divides students into groups of 3–4 and gives each group two short source cards (non-graphic, age-appropriate): one with a short description or quote, and one with an image/artefact description. Students sort the information into a simple chart: “Notice” (facts/observations) and “Wonder” (questions). Teacher circulates, checking for respectful language and question quality.

5. 22–27 min · Whole-class share and class anchor chart. Each group shares one “notice” and one “wonder”. Teacher records key words on an anchor chart (e.g., language, tradition, community, respect, story, artefact, evidence). Students copy one key word and write one sentence: “I learned that…”.

6. 27–30 min · Exit ticket: demonstrate learning + reflection. Students complete a 3-question exit ticket:

• Write one example of a language or tradition you learned today.
• Ask one respectful question you still have.
• Circle how you know: image / short text / story (choose one used today).

Resources

• Collage of source images (printed or on screen; patterns, traditional clothing, instruments, language signage, artefacts)
• “Notice and Wonder” recording sheets
• Two short source cards per group (image + age-appropriate short description/quote)
• Anchor chart paper/whiteboard and marker/pen
• Student writing books or worksheets
• Exit ticket slips
• Timer

Assessment

• Teacher observation: students’ respectful participation and ability to formulate a question during hook and group work.
• Formative check: “Notice/Wonder” sorting for understanding of sources and the difference between observations and questions.
• Exit ticket: identify at least two accurate elements (language/tradition) and evidence of how students know (image/short text/story).

Differentiation

• Support: provide sentence starters for “I notice… / I wonder… / I learned…”, and word banks with key terms (language, tradition, community, respect, story, artefact, evidence).
• Support: offer additional pictorial cues on source cards and allow oral responses before writing for students who need it.
• Extension: ask students to add a “possible source” question (e.g., “Who could tell us more?” or “What type of evidence would help?”).
• EAL/SEN: allow response in home language for notices/wonders (then add an English word or phrase), and reduce writing load by focusing on one strong sentence.

Extension (optional)

• N/A