The KAHA Way

Overview

Unit: Leading with Purpose (Lesson 2 of 6)
Year: 6
Subject: Technology
Duration: 45 minutes
Class Size: 35 students

Lesson Title: The KAHA Way of Leadership

Learning Objectives

WALT (We Are Learning To):
Explore the values of KAHA — Kotahitanga (unity), Ako (learning), Hauora (well-being), and Awhi (support/care) — and how these values are reflected in leadership.
Curriculum Links:
Aligned with the Technology learning area and key competencies in the New Zealand Curriculum Refresh with a focus on Participating and Contributing and Using Language, Symbols and Texts to communicate ideas.
Develop understanding of leadership as collective, value-based action, reflecting Tikanga Māori concepts of people working together for shared outcomes.
Connect KAHA values explicitly to practical leadership examples that students can relate to and create a visual representation of these.

Success Criteria

By the end of the lesson, students will be able to:

Identify and explain each KAHA value in their own words.
Provide examples of leaders or leadership actions that embody one or more KAHA values.
Create a clear and creative visual representation (e.g., diagram, poster, concept map) showing how KAHA values relate to leadership.
Communicate their understanding through group discussion and presentation.

Curriculum Alignment

Technology Achievement Objectives (Year 6 New Zealand Curriculum Refresh):

Technological Practice: Develop brief ideas and plans to create outcomes that meet the needs of people and communities, integrating personal and cultural perspectives.
Technological Knowledge: Understand how people, cultures, and communities influence technological development and use.
Key Competencies:
- Participating and Contributing — students will work collaboratively and respectfully to share ideas.
- Using Language, Symbols and Texts — students will communicate ideas through visual representation.

Additional Curriculum References:

Health and Physical Education: Understanding Hauora aligns with wellbeing concepts from the HPE curriculum focusing on physical, social, mental, and spiritual well-being.
Social Sciences: Understanding leadership in social contexts and the values that underpin effective community participation.

Resources Needed

Large sheets of paper or A3 poster paper
Markers, coloured pencils, crayons
Printed word cards of KAHA values with simple definitions
Examples of leaders (local, historical, and fictional) reflecting KAHA values (prepared short profiles or images)
Whiteboard and markers
Projector or screen for displaying a short video or whakataukī related to KAHA (optional)

Lesson Plan Breakdown

Time	Activity	Details	Differentiation & Extension
0-5 min	Introduction & WALT	Introduce the lesson by explaining the title The KAHA Way of Leadership. Present the WALT and success criteria clearly on the board. Briefly recap last lesson’s link to ‘Leading with Purpose’.	Provide vocabulary scaffolds; visual WALT displayed. Use clear, concise language.
5-15 min	Exploring KAHA Values	Introduce each KAHA value with definitions and examples. Use stories or simple scenarios showing Kotahitanga, Ako, Hauora, and Awhi in leadership. Interactive Q&A to check understanding.	Support ELL learners with illustrated flashcards and bilingual terms (te reo Māori). Encourage verbal pair discussions to build confidence.
15-25 min	Group Activity – Visual Representation	Divide class into groups of 5. Each group creates a visual representation that connects KAHA values to leadership examples (e.g., mind map, T-chart, illustrated poster). Each group member contributes an idea or drawing.	Provide templates or sentence starters for groups needing structure. Allow extension learners to include Māori whakataukī or proverbs related to leadership. Encourage use of digital tools if available.
25-35 min	Gallery Walk & Peer Sharing	Groups display their work around the classroom. Students walk around, observe others’ visuals, and leave positive sticky-note comments or questions. One member from each group shares their poster with the class.	Provide sentence stems for commenting (e.g., "I like how your group showed... because..."). Offer extra time or scribing support for shy students during sharing.
35-40 min	Reflective Discussion	Whole class reflection: Discuss how KAHA values help in being a good leader. Invite students to relate it to a leader they know (school, family, sports, community).	Use think-pair-share for processing ideas. Encourage Māori students to share in te reo Māori if appropriate, supported by bilingual peers or teacher.
40-45 min	Summary & Next Steps	Recap WALT and success criteria. Give “Next Time” thinking prompt: “How can I show KAHA in my daily life or in leadership?”	Encourage journaling for those who enjoy writing; allow drawing or oral responses for others.

Differentiation Strategies

Visual and verbal prompts: Use bilingual cards (English and te reo Māori) and images for key vocabulary.
Collaborative group work: Allows students with different strengths (artistic, verbal, leadership) to contribute meaningfully.
Tiered questioning: Higher-order questions for extension learners (e.g., How does KAHA leadership influence community wellbeing?).
Sentence starters and scaffolds: Help students frame their ideas clearly, both orally and visually.
Use of te reo Māori vocabulary to link cultural identity with content, supporting Māori and Pasifika learners.

Extension Activities

Create a short digital presentation or video about a leader who embodied KAHA values—could be a local, a historical figure, or a well-known New Zealander.
Write a reflective paragraph or poem about the value they feel strongest in and how they can be a KAHA leader.
Research a Māori whakataukī about leadership or community and explain its meaning related to KAHA.
Plan and lead a small classroom activity or group that demonstrates KAHA values in action (e.g., a kindness campaign, peer tutoring).

Assessment Opportunities

Formative: Observation during group discussions and visual creation (check for understanding of KAHA values and connection to leadership).
Peer Feedback: Through gallery walk comments and group presentations.
Teacher Notes: Use anecdotal records to note students’ ability to explain KAHA values and make leadership connections.
Reflective Task: Responses to the next lesson prompt can serve as early summative evidence of understanding and personal application.

Teacher Reflection Prompts

Were the students able to make personal connections with the KAHA values and leadership?
Did the visual activity engage different learning styles effectively?
How well did the differentiation strategies support learners with varying needs?
What adaptations might be needed for the next lessons in this unit to deepen understanding and leadership skills?

This lesson plan blends culturally rich content with practical technology and visual literacy tasks, aligned tightly with the refreshed New Zealand Curriculum’s strategic aims and levels. It encourages critical thinking, collaboration, and personal reflection on leadership rooted in Māori values, enhancing cultural responsiveness and student engagement.

Please let me know if you want me to include the detailed links to specific curriculum strands or standards for reporting.

Teaching Instructions