Welcoming and Including Whānau

Overview

This is lesson 13 of 18 in Lead, Reflect, Grow. Students prepare to welcome whānau respectfully during a conference, considering how greetings, introductions, listening and invitations to contribute can reflect cultural, religious and family values. The lesson builds on previous learning about leadership, service, identity and respectful relationships.

Learning intentions

Students will:

• understand the purpose and expectations of a respectful whānau conference
• practise greeting, introducing and listening in a culturally responsive way
• recognise that whānau may have diverse cultural, religious and communication preferences
• use respectful language to invite questions and contributions.

Success criteria

• I can greet whānau appropriately and explain the purpose of the conference.
• I can show active listening through eye contact, attentive posture and a thoughtful response.
• I can use inclusive language without making assumptions about whānau, culture or beliefs.
• I can invite questions and respond respectfully when someone has a different perspective.

Curriculum links

• Health and PE — Relationships / Self and others: understanding and respecting diverse cultural, religious and ethnic backgrounds to build inclusive and supportive relationships.
• Health and PE — Relationships / Self and others: reflecting on how values and peer influences shape behaviour and making intentional choices that support wellbeing.
• Health and PE — Sex Education: recognising that cultural, religious and family values shape attitudes, rights and responsibilities in relationships.
• English — Text Studies / Response to texts: using personal responses to understand ourselves and others.

The lesson also develops the New Zealand Curriculum values of respect, inclusion, integrity and community participation, alongside the key competencies relating to others, managing self and participating and contributing.

Lesson structure (30 minutes)

1. 0–4 min · Hook and expectations. Open with the opening scenario slide showing two contrasting conference openings: one rushed and assumption-filled, one warm and inclusive. Ask: “Which person would feel more welcome, and what made the difference?” Students silently identify one helpful behaviour, then share with a partner. Establish that students will discuss fictional situations only and must not disclose private family information.

2. 4–9 min · Direct teaching. Use the conference etiquette slides to introduce the conference sequence: greet whānau; introduce yourself and the purpose; use appropriate eye contact without staring; listen actively; check understanding; invite questions; thank people for their time. Explain that respectful eye contact, physical distance, greetings and forms of address can differ across cultures, religions, families and individuals. Emphasise asking rather than assuming: “How would you prefer to be addressed?” and “Is there anything you would like me to explain further?”

3. 9–14 min · Notice and improve. Display the etiquette sorting prompt with behaviours such as interrupting, checking a phone, saying “You must already know this”, pausing to listen, and asking an open question. Students work in pairs to classify behaviours as welcoming, unwelcoming or needing adjustment. Take brief answers and ask students to improve one unhelpful phrase. Reinforce that a welcoming conversation is two-way, not a performance.

4. 14–23 min · Paired role-play. Distribute the whānau conference practice sheet. Students work in pairs, with one person as student leader and one as whānau member, using a fictional scenario from the sheet. The leader practises the sequence and the whānau member asks one question or offers a different viewpoint. After three minutes, students swap roles. Partners use the worksheet checklist to give specific feedback: one strength and one next step. Remind students that role-played whānau may have different cultural or religious expectations, and respectful curiosity is better than guessing.

5. 23–27 min · Reflection and discussion. Show the reflection and discussion slide. Students discuss: “How can a leader make space for someone who is quiet, unfamiliar with the process or communicates differently?” Invite examples such as slowing down, using plain language, allowing thinking time, checking pronunciation, offering another way to ask questions and involving the right support person. Clarify that inclusion does not mean treating everyone identically; it means removing barriers to participation.

6. 27–30 min · Exit check and close. Students complete the final section of the individual reflection and exit response: write one phrase they will use to welcome whānau, one active-listening behaviour and one way to avoid making assumptions. Collect responses to identify who needs further practice before the conference task.

Resources

• the complete conference etiquette slide deck
• the whānau conference practice sheet
• Whiteboard and markers
• Timer
• Pens or pencils
• Private question box or anonymous question slips
• Seating arranged in pairs

Assessment

• Listen during the pair classification task for students’ ability to distinguish respectful, inclusive behaviour from assumptions or dismissiveness.
• Use the role-play checklist to assess greeting, purpose, eye contact, active listening, invitation of questions and respectful responses.
• Review the exit responses for accurate understanding and select examples to revisit in the next lesson.

Differentiation

• Provide sentence starters on the worksheet: “Kia ora, my name is…”, “The purpose of today’s kōrero is…”, “Thank you for sharing that”, and “What questions would you like to ask?”
• Allow students to rehearse privately, read from the sequence, or complete the role-play with a trusted partner. Do not require students to imitate cultural greetings or disclose their own family practices.
• Support English language learners with the visual sequence, modelled pronunciation of names, paired rehearsal and permission to write key phrases before speaking.
• Extend confident students by asking them to respond to a challenging but respectful question, repair a misunderstanding or adapt the conference for a whānau member who prefers more time or a different communication method.