Whakapapa and Tūrangawaewae

Overview

Lesson 1 of 6 in Whenua: Our Living Place. Ākonga begin exploring whenua as a living relationship rather than simply a resource, connecting identity, whakapapa, local places and responsibilities to future generations.

Learning intentions

• WALT locate and name a significant local place.
• WALT explain tūrangawaewae and describe a whakapapa connection to place.
• WALT listen respectfully to mana whenua narratives and acknowledge that iwi may hold different perspectives.
• WALT ask rich questions about whenua, mātauranga and caring for place.

Success criteria

• I can locate and correctly name a local place on a map.
• I can explain tūrangawaewae, whakapapa and at least one related vocabulary term.
• I can listen respectfully, record key ideas and avoid presenting one narrative as the only view.
• I can ask a thoughtful question about how people and whenua are connected.

Curriculum links

• Tikanga ā-Iwi: identity, belonging, mana whenua, place and change over time.
• Tikanga ā-Iwi: people’s responsibilities and decisions about the natural and social environment.
• Te Reo Māori: mihimihi, pepeha, whakataukī and purposeful local place vocabulary.
• Ngā Toi: using line, pattern and symbolism to represent relationships with place.
• Te Aho Matua: learning grounded in whānau, language, tikanga, identity, and the natural and social world.

Lesson structure (60 minutes)

1. 0–5 minutes – Welcome and inquiry hook Prepare the class respectfully for a pōwhiri or whakatau, where appropriate, with a kaumātua, whānau member or iwi representative. Open with the inquiry hook and whakataukī and introduce the question: “How can our whakapapa, mātauranga and scientific knowledge guide us to care for the whenua so that it continues to sustain future generations?”

2. 5–15 minutes – Mihimihi, pepeha and listening Invite the guest to share a local pūrākau, place-name explanation or account of mana whenua relationships with the area. Ākonga listen without interrupting, noting one important idea and one question on the whenua connections and mapping sheet. If no guest is available, use an iwi-approved story and clearly identify whose knowledge it represents; do not suggest one narrative represents all iwi.

3. 15–25 minutes – Build shared understanding Use vocabulary and local place-name slides to unpack whenua, tūrangawaewae, whakapapa, mana whenua, ahi kā, kaitiakitanga, mauri, taonga, pūrākau and hononga. Model how a place name can carry information about people, events, environment or history. Check understanding through think-pair-share and invite questions rather than requiring personal whakapapa to be disclosed.

4. 25–38 minutes – Locate and map connections In groups of four or five, provide local maps, an atlas and historical images. Ākonga locate the kura, a significant local place and one natural feature, then annotate the whenua connections and mapping sheet with names, symbols and a short explanation of why each place matters. They may represent a connection through drawing, a pepeha-style statement, family knowledge, observation or a researched fact. Groups use the mapping instructions and discussion prompts to ask: “Who has connections here?”, “What has changed over time?” and “What responsibilities might people have?”

5. 38–50 minutes – Observe the kura whenua Take a short, clearly bounded walk around the kura whenua. Ākonga quietly notice signs of mauri, taonga, use, change or care, recording words, sketches and questions on the worksheet. Pause for kōrero about tikanga, safety and respectful behaviour; do not collect or disturb anything. If leaving the classroom is not possible, use photographs or a virtual observation of the school grounds.

6. 50–57 minutes – Create a whenua relationship agreement As a class, gather observations and agree on four or five actions that show hononga and kaitiakitanga, such as caring for living things, respecting wāhi and listening to mana whenua knowledge. Record the agreement on the class agreement and reflection slide. Invite students to contribute ideas through kōrero, drawing or written statements.

7. 57–60 minutes – Whakataukī and exit kōrero Revisit the inquiry question. Each ākonga shares one new understanding and one rich question with a partner, then places their worksheet in the collection tray. Close with an appropriate whakataukī or acknowledgement of the people and whenua that made the learning possible.

Resources

• the Whakapapa and Tūrangawaewae lesson deck
• the whenua connections and mapping sheet
• Local printed maps and atlas
• Historical images of local places
• Iwi-approved pūrākau and place-name information
• Tablets or recording devices, if available
• Pencils, coloured pencils and art materials
• Clipboard or folders for the observation walk
• Guest kaumātua, whānau or iwi representative, where available

Assessment

• Listen for accurate use of tūrangawaewae, whakapapa, mana whenua, mauri and kaitiakitanga during kōrero.
• Check annotated maps for accurate place names, symbols and explanations of connection or change over time.
• Observe respectful listening, turn-taking, tikanga and care for the kura whenua; review the quality of students’ questions and contributions to the class agreement.

Differentiation

• Provide visual maps, labelled examples, bilingual word banks, pronunciation support and sentence frames such as “This place is significant because…” and “A responsibility we have is…”.
• Allow oral recordings, drawings, labelled diagrams or shared scribing instead of extended writing. Pair ākonga thoughtfully and revisit instructions in short steps.
• Offer a quiet observation route, a classroom-based photo task and a clearly taught choice to pass when personal whakapapa sharing feels uncomfortable.
• Extend confident ākonga by researching a contested place history or comparing two iwi or community perspectives, identifying whose knowledge each source represents and why narratives may differ.