Wairuatanga Beginnings

Overview

In this first lesson of the unit “He aha te Whakapono?”, students are introduced to wairuatanga (spirituality) through direct instruction, teacher modelling, and guided questioning. Students then practise reflective thinking and connect wairuatanga to identity and community in an age-appropriate, respectful Religious Education context.

Bible Provide

(Optional) Provide a relevant Bible verse or story that connects to spirituality and community to enrich understanding.

Do Now

Students quietly record one word they associate with “spirituality” (or “feeling connected”) as a warm-up to the lesson.

Learning intentions

• WALT explain wairuatanga as part of Māori understandings of life, identity, and relationships.
• WALT use a structured reflection process to think about spiritual ideas.
• WALT discuss how beliefs, values, and practices shape personal identity and community connection.
• WALT receive and use structured feedback to improve the clarity of their reflection.

Success criteria

• I can describe wairuatanga using my own words, with at least one example of how it might be lived or expressed.
• I can complete a structured reflection showing what I think/feel and why.
• I can explain one way spirituality or belief connects to identity and community.
• I can give kind, specific feedback to a peer using a simple feedback frame.

Curriculum links

• Religious Education (New Zealand context): engaging with beliefs and practices while respecting different worldviews.
• Te Mātaiaho English (Text specifications): include meaningful texts that help students understand key ideas from different cultures and times, and respond through discussion and reflection.
• Language Studies / Crafting Texts (Discursive texts – Practices): refining planning and coherence through a structured outline for reflection.
• Visual and digital texts (Practices): developing coherent planning if students use a simple image/quote card to support their reflection and peer talk.

Lesson structure (60 minutes)

1. 0–5 min · Welcome and purpose. Teacher shares the lesson focus and norms (respect, listen, “pass” option), and writes the key term wairuatanga on the board. Students quietly record one word they associate with “spirituality” (or “feeling connected”).

2. 5–15 min · Direct instruction: What is wairuatanga? Teacher gives a brief, clear explanation of wairuatanga in Māori culture as spirituality/inner life connected to whakapapa, relationships, and wellbeing, using a few plain examples (e.g., prayer/karakia, values, reflecting before making choices). Students listen and add one “I notice…” comment to a class note-catcher.

3. 15–30 min · Teacher think-aloud model (structured reflection). Teacher models a think-aloud using a short prompt: “When I think about something sacred or deeply meaningful, what does it change in me?” Teacher completes a scaffolded reflection outline aloud, speaking through steps: noticing feelings, identifying a value, linking to a relationship/community, and concluding with one next action. Students follow on their own blank scaffold, marking each step as the teacher models it.

4. 30–40 min · Guided questioning (identity and community). Teacher leads a whole-class discussion with three questions, building from personal to communal:

• “How can wairuatanga help someone understand who they are?”
• “How can shared beliefs and practices strengthen community?”
• “What responsibilities come with belonging?” Students answer using “I think… because…” and listen for connections between identity and community.

5. 40–52 min · Student practice: structured reflection (independent). Teacher gives the reflection prompt: “How might wairuatanga guide choices in my life and the way I treat others?” Students complete the structured reflection outline (short sentences, not paragraphs): what I think/feel, value, relationship/community link, and one action they could try.

6. 52–58 min · Structured peer discussion + feedback. Teacher explains the feedback frame: “One strength / One question / One suggestion for clarity.” Students pair up, share their reflection briefly, and provide feedback using the frame; peers respond with gratitude and one “I will…” improvement.

7. 58–60 min · Exit ticket. Teacher collects a quick check: students write (1) a definition in their words and (2) one connection to identity/community. Students submit before leaving.

Teaching Strategies

• Direct instruction with clear explanations
• Teacher think-aloud modelling
• Guided questioning to deepen understanding
• Independent structured reflection
• Peer discussion and feedback
• Exit ticket for formative assessment

Skills Needed

• Reflective thinking and self-awareness
• Structured writing and reflection
• Active listening and respectful discussion
• Giving and receiving constructive feedback

Resources

• Board/markers and lesson word wairuatanga
• Student “Structured Reflection” scaffold (4–5 boxes)
• “Note-catcher” sheet for observations
• Peer feedback frame cards (One strength / One question / One suggestion)
• Short teacher-prepared prompt sheet for the think-aloud
• Seating in pairs for the peer discussion
• Optional: simple quote card or image for a calm reflective mood (no requirement)

Assessment

• Teacher observation during guided questioning (listening for “because” reasoning and connections to identity/community).
• Review of structured reflection scaffold for completeness and clarity (value + relationship/community link).
• Exit ticket checks for accurate understanding of wairuatanga and a personal-to-community connection.

Differentiation

• Support: provide sentence starters for reflection (“I notice…”, “This value matters because…”, “It affects my community by…”).
• Support: allow students to “pass” during discussion and offer alternatives (write first, then share only if ready).
• Extension: invite students to include one Māori example of expression of wairuatanga (e.g., karakia, caring for mauri) and explain the “why” behind it.
• EAL/SEN: keep questions short and repeat the feedback frame; allow oral rehearsal with teacher before writing.