Wahine Story

WALT (We Are Learning To)

• Understand and share the story of the Wahine ship sinking that happened in New Zealand in April 1968 in a simple, sensitive way.
• Recognise the importance of helping and caring for others during difficult times.

Success Criteria

• Students will listen to and retell parts of the Wahine story with teacher support.
• Students will identify one way people helped each other during the Wahine event.
• Students will participate in a class activity showing caring and helping behaviour.

Curriculum Links

Social Sciences

• Strand: Identity, Culture, and Organisation
• Level: Level 1
• Recognise that people have reasons for their actions and behaviours.
• Understand how people participate and contribute to their communities.

English

• Strand: Listening, Reading, and Viewing
• Level: Level 1
• Listen to, share, and enjoy stories and information with others.
• Use pictures and simple text to show understanding.

Key Competencies

• Relating to others: Sharing feelings and showing care.
• Participating and contributing: Working together as a group to help others.

---

Lesson Outline (30 minutes)

1. Introduction – Setting the scene (5 minutes)

• Use a large colourful, dyslexia-friendly picture book or big story cards to introduce the Wahine ship and the storm.
• Keep language simple: "A big storm made a big ship called the Wahine crash in Wellington Harbour."
• Show a calm and safe classroom environment to reassure children.
• Explain that people helped each other, which is very important.

2. Story Time – The Wahine sinking story (10 minutes)

• Tell a simple version of the Wahine story using short sentences, clear pictures, and a large map of New Zealand showing Wellington Harbour.
• Use repetition and encourage children to say key words like "ship," "storm," and "help."
• Use concrete, sensory language: "The sea was rough and windy," "People held hands to keep safe."
• Pause to check understanding with simple questions: "What do you see in the picture?" "Who can tell me what happened?"

3. Caring and Helping Activity (10 minutes)

• Role-play group activity: Children form small groups and pretend they are helping each other like the people in the story.
• Use props like blankets or soft toys for rescue.
• Teacher models phrases for caring: "I help you," "You are safe," "I hold your hand."
• Highlight kindness, teamwork, and looking after friends.

4. Reflection and Transition (5 minutes)

• Sit in a circle and invite children to share one thing they liked about the story or what it means to help others.
• Offer positive feedback and praise.
• Provide quiet, calming activity sheets with large, simple pictures from the story (dyslexia-friendly font and plenty of spacing).

---

Differentiation Strategies

Learner Type	Strategies
ESOL learners	Use visual supports and simple repetitive language; gestures and facial expressions; pair with buddies for support.
Neurodiverse students	Provide sensory breaks; use clear, consistent routines; give advance warning of transitions; use visual schedules.
Dyslexic learners	Use dyslexia-friendly fonts and high-contrast materials; provide audio versions of the story; use multisensory story-telling methods.
Advanced learners	Encourage them to draw or retell the story in their own words; pose questions like "Why do you think people helped?"

---

Extension Activities for Advanced Learners

• Create a simple “helping poster” to show ways we can help others at school or at home.
• Draw a picture sequence of the Wahine story using key events.
• Share stories from their own family about helping in difficult times.

---

Resources

• Dyslexia-friendly storybook pages or illustrated story cards about the Wahine
• Large map of New Zealand highlighting Wellington Harbour
• Soft toys, blankets for role-play
• Simple activity sheets with clear images and dyslexia-friendly fonts
• Calm-down area with sensory tools for neurodiverse students

---

Assessment

• Observation of participation and engagement during story and role-play.
• Listen for use of key vocabulary and understanding in story retelling.
• Check for empathy and application of caring behaviours during activities.

---

Notes for Teachers

• Keep the tone gentle; the Wahine story can be scary, so emphasise safety and kindness.
• Use lots of positive reinforcement.
• Tailor language to children's developmental levels and backgrounds.
• Encourage parent/caregiver engagement by sending home a simple Wahine story summary and ideas for talking about helping at home.

---

This plan closely follows the New Zealand Curriculum Refresh, focusing on social sciences and English at Level 1, supporting identity, community awareness, and communication skills in young learners suitable for Year 0-1. The lesson is designed to be inclusive, sensitive, and developmentally appropriate, helping children connect with New Zealand’s history in a gentle and meaningful way.