Reflecting on Maramataka Practices

Overview

In this final lesson of the five-part unit, students consolidate their learning about Maramataka Māori and present how it supports sustainable decision-making, wellbeing and cultural continuity. They reflect on the relevance of Maramataka today while recognising that local iwi and hapū knowledge, narratives and practices should guide interpretation.

Learning intentions

• WALT reflect on the importance of Maramataka for sustainability and culture.
• WALT explain how observations of the natural world inform Maramataka practices.
• WALT communicate our learning clearly and respectfully in a group presentation.
• WALT consider how mātauranga Māori remains relevant in contemporary life.

Success criteria

• I can explain at least one way Maramataka connects people with environmental patterns.
• I can describe how Maramataka can support sustainable choices.
• I can contribute relevant ideas and listen respectfully during group discussion.
• I can use evidence from our unit to explain why Maramataka is still relevant today.

Curriculum links

• Te Ao Māori: Mātauranga Māori, tikanga, whakapapa and connection with whenua.
• Te Ao Māori: understanding knowledge and narratives as part of the Māori world.
• Te Reo Rangatira: whakarongo, kōrero, pānui, tuhituhi, mātakitaki and whakaatu through discussion and presentation.
• Marau ā-Kura: connect learning with local iwi, hapū, marae histories, pūrākau, waiata, te reo ā-iwi and community aspirations where these are known and appropriate.

Lesson structure (45 minutes)

1. 0–5 min · Reconnect and provoke. Open with the opening question and visual showing a contemporary environmental decision alongside a natural sign people might observe. Ask: “How could Maramataka help people make a wise decision today?” Students silently recall one learning from each previous lesson, then share one idea with a partner.

2. 5–10 min · Clarify the task and success criteria. Revisit the WALT and success criteria using the learning intentions and presentation criteria. Explain that groups of three will prepare a three-minute presentation answering: “Why does Maramataka matter today?” Students choose or are assigned roles such as facilitator, evidence finder and presenter, while all students contribute content.

3. 10–23 min · Group synthesis. Give each group the Maramataka presentation organiser. Groups select at least two ideas from the unit, such as environmental observation, lunar phases, seasonal change, planting or harvesting, responsible resource use, wellbeing, or the transmission of knowledge. They record a clear claim, supporting examples and a final statement about present-day relevance. Circulate and ask: “What evidence supports that idea?” and “How does this show a relationship with whenua?” Students may use their previous notes and diagrams, distinguishing shared learning from local knowledge that requires guidance from mana whenua or kaumātua.

4. 23–35 min · Presentations and peer response. Display the presentation sequence and listening prompts. Each group presents for up to three minutes, followed by one minute for questions or feedback. Listening students record one strong idea and one thoughtful question on their organiser. Encourage presenters to use respectful language such as “Our learning suggests…” and avoid claiming that one iwi’s practice represents all iwi.

5. 35–41 min · Reflective discussion. Facilitate a whole-class kōrero using the discussion prompts: “What can Maramataka teach us about sustainability?” “Why is cultural knowledge important to protect and pass on?” and “How might modern science and mātauranga Māori work alongside one another?” Students first think independently, then contribute to a circle discussion. Acknowledge that Maramataka is a living knowledge system and that local expressions may differ.

6. 41–45 min · Individual reflection and exit. Students complete the reflection prompts template independently, responding to the prompt: “One important thing I now understand about Maramataka is…” and identifying one way they could act more sustainably. Invite two or three volunteers to share. Collect the reflections as evidence of individual understanding.

Resources

• the Maramataka reflection slide deck
• the Maramataka presentation organiser
• the reflection prompts template
• Students’ notes, diagrams and learning from lessons 1–4
• Whiteboard and markers
• Timer
• Devices or reference texts, if available
• Presentation space arranged for groups of three

Assessment

• During group preparation, listen for accurate connections between Maramataka, environmental observation, sustainability and culture; question students who give unsupported or overly general statements.
• During presentations, assess whether students communicate a clear idea, use relevant learning as evidence and respond respectfully to questions.
• Review the individual reflection for understanding of Maramataka’s cultural and environmental significance, plus a realistic sustainable action.

Differentiation

• Provide a word bank and sentence starters, such as “Maramataka is relevant today because…”, “One example from our learning is…” and “This supports sustainability by…”.
• Allow students to present through speaking, a labelled visual, recorded audio or shared reading. Provide dyslexia-friendly copies with a clear sans-serif font, generous spacing, short chunks of text and the option to listen to instructions.
• Offer rehearsal time, role choice and teacher or peer scribing for students who need support with organisation, reading or written expression.
• For advanced learners, require a nuanced comparison of Maramataka with a contemporary environmental practice, explaining both the value and the limitations of applying generalised knowledge outside its local iwi or hapū context. They may also write an article on Maramataka for the school newsletter, aimed at informing the school community and encouraging sustainable action.