Whanaungatanga Beginnings

Overview

In this first lesson of the unit “Whanaungatanga: Building Connections,” we explore what whanaungatanga means and why it matters for our relationships, our community, and the support systems that help people thrive.

Learning intentions

• WALT understand what whanaungatanga means and how it shows up in everyday relationships.
• WALT describe how people in our community look after one another.
• WALT explain how support helps us feel safe, included, and connected.
• WALT share ideas respectfully using class discussion norms.

Success criteria

• I can explain whanaungatanga in my own words and give examples.
• I can identify at least two ways people show care and support.
• I can describe how whanaungatanga connects to community belonging.
• I can listen, speak respectfully, and build on others’ ideas.

Curriculum links

• Human development: relationships, belonging, and caring for others
• Health and wellbeing: safe, respectful interactions and supportive communities
• Social decision-making: identifying helpful ways to respond and communicate
• Te Tiriti o Waitangi learning: recognising Māori concepts of connection and responsibility

Lesson structure (60 minutes)

1. 5 minutes – Welcome, kaupapa, and mihi

• Teacher welcomes students and sets the kaupapa: “building connections through whanaungatanga.”
• Quick class tikanga: greeting routines, listening signal, and respectful speaking expectations.

2. 10 minutes – Engage with a story/whakataukī

• Teacher reads a short teacher-chosen story or presents a whakataukī connected to belonging and caring (no devices needed).
• Students do a “thumbs +1” check: thumbs show which part felt most important and why.

3. 12 minutes – Understand: What is whanaungatanga?

• Using a simple teacher-created concept map, students contribute words related to whanaungatanga (e.g., family, friends, classmates, kaumātua, teachers, sharing, helping).
• Teacher clarifies: whanaungatanga includes feeling connected and being responsible for looking after others.

4. 15 minutes – Relationships and support systems (group activity)

• In small groups, students choose one everyday situation (examples: “new student,” “someone is left out,” “team project,” “hurt feelings”).
• Groups create a quick “Support Circle” with three parts: Who is involved? What care/support looks like? How does it help belonging and wellbeing?
• Teacher circulates and prompts with sentence starters: “This shows whanaungatanga because…”, “We can support by…”.

5. 8 minutes – Share: gallery walk

• Groups display their Support Circles. Students rotate with teacher guidance.
• Each student leaves one respectful comment using a frame: “I like how you…”, “I noticed…”, “I agree because…”

6. 5 minutes – Reflection: personal connection

• Students complete a brief reflection in their journals: “One way I can strengthen whanaungatanga is…”
• Optional pair-share for students who need support.

7. 5 minutes – Closing and next steps

• Teacher summarises key ideas: whanaungatanga builds belonging; support helps people feel safe and included.
• Preview Lesson 2 of the unit: how relationships and choices affect wellbeing.

Resources

• Teacher-chosen short story or whakataukī cards about belonging and caring
• Large chart paper or whiteboard for concept map
• Group “Support Circle” templates (3 sections) and markers
• Sentence starter strips for discussion and writing
• Student journals or lined paper
• Listening signal and speaking token (e.g., kōrero turn card)
• Dyslexia-friendly option: audio recording of the story and/or printed “key questions” with reduced text
• Visuals for ELL/SEN support (icons for family, friends, community, help/care)

Assessment

• Observation checklist during group work: contributions, respectful communication, understanding of examples.
• Formative assessment of journal reflection: identifying a clear action that supports whanaungatanga.
• Gallery walk feedback: evidence students can interpret others’ ideas and respond respectfully.

Differentiation

• Support: provide a partially completed Support Circle; offer sentence starters; pre-teach key terms using visuals (no long reading).
• Support for SEN: allow roles within groups (illustrator, speaker, helper) and use a “choose from options” approach for support strategies.
• EAL: use bilingual word wall where available, allow verbal responses instead of full writing, and accept examples from students’ lived experiences.
• Extension: students explain how whanaungatanga connects to feelings (belonging, safety, confidence) and suggest a “what we can do next” plan for their situation.

Extension (optional)

• Advanced learners: write a short “class charter” statement for whanaungatanga (2–3 sentences) and add one reason for each rule, referencing how it supports belonging and wellbeing.