Whenua: Living Place

Overview

Ākonga investigate kaitiakitanga through a local whenua case study selected by the kaiako: an awa, maunga, ngahere, wetland, coastline, pā site, or restoration project. They connect local knowledge, responsibilities and evidence to a realistic class action, building on prior learning about place, relationships and caring for te taiao.

Kaiako preparation: Consult mana whenua, kaumātua, whānau or trusted local sources before teaching. Confirm correct local names, pronunciation, meanings, pūrākau, tikanga and any boundaries around knowledge. Replace the prompts below with verified local information. If visiting the site, gain permissions, complete risk assessment, check access and weather, and follow local kawa. Do not ask ākonga to disclose whakapapa or iwi knowledge.

Learning intentions

• WALT explain kaitiakitanga as a relationship of care, responsibility and reciprocal connection.
• WALT use local evidence and perspectives to understand an issue affecting our whenua.
• WALT discuss possible actions respectfully, considering consequences for people and te taiao.
• WALT propose a practical, achievable kaitiakitanga action.

Success criteria

• I can use local names accurately and explain what makes this place significant.
• I can identify an issue, its causes, effects and the people or species connected to it.
• I can support my ideas with evidence and listen respectfully to different perspectives.
• I can design an action that is safe, realistic and shows manaakitanga for the whenua.

Curriculum links

• Tikanga ā-Iwi: exploring relationships between people, place, environment, values and responsibilities through a tangata whenua perspective.
• Te Takanga o Te Wā: using local narratives and evidence to understand connections between past, present and future.
• Te Ao Māori: foregrounding mātauranga Māori, tikanga, ūkaipōtanga and connection to whenua and local narratives.
• Pūtaiao: observing te taiao, considering evidence and recognising that knowledge and decisions can reflect different values.

Key vocabulary:

• whenua — land; also connection, belonging and placenta
• kaitiakitanga — guardianship and reciprocal care
• kaitiaki — a person, group or entity that protects and cares for
• mana whenua — people with authority and relationship to a place
• taiao — the natural world and living environment
• mauri — life force or vital essence
• tikanga — appropriate practices and ways of doing things
• tūrangawaewae — a place where one has the right to stand and belong
• rangatahi/ākonga — young people/learners Use local pronunciation and meanings confirmed by trusted local voices.

Lesson structure (60 minutes)

1. 0–5 min · Karakia and welcome. Teacher opens with the kura’s appropriate karakia or mihi, names the learning purpose and reminds ākonga that local knowledge is shared respectfully and only with permission. Students settle, listen and silently notice one relationship they have with a place.

2. 5–13 min · Local place hook. Open with the local whenua hook and case-study image and show a verified image, map or short teacher-provided account of the chosen place. Students make a quick “notice, wonder, value” response without guessing or inventing local facts.

3. 13–23 min · Case-study engagement. Teacher shares the prepared case study, including the local name, significance, current issue, evidence and approved perspectives; distribute the whenua case-study organiser. In pairs, students record what is happening, who or what is affected, what evidence is available, and what responsibilities might be involved.

4. 23–32 min · Think–pair–share. Teacher displays and reads the prompts from the case-study thinking prompts: “What relationships are visible here?”, “Whose voices should guide decisions?”, “What might happen if nothing changes?”, and “How can we act without causing further harm?” Students think independently, share with a partner, then contribute one idea to the group.

5. 32–45 min · Structured discussion. Place students in five groups of five, with roles such as kaiwhakarongo, kaituhi, kaiwhakapuaki, kaiwhakaaro taunaki and kaiwhakahaere wā. Teacher uses the group discussion cards and reminds groups to ask for evidence, disagree with ideas rather than people, and avoid speaking on behalf of mana whenua. Groups agree on one priority issue and one possible response.

6. 45–55 min · Practical action design. Teacher models a low-risk action, such as a litter audit, species observation, waterway-care proposal, native planting plan, signage concept or class kaitiakitanga commitment. Groups complete the action section of the whenua case-study organiser, stating the action, location, people involved, materials, safety considerations, likely benefit and how success will be checked.

7. 55–60 min · Whakamārama and closing reflection. Groups give a 30-second proposal; teacher uses the action-sharing and reflection slides for the prompts “What will we do?”, “Why does it matter?”, and “What permission or advice is needed?” Students complete: “I can contribute to kaitiakitanga by…” and close with the agreed karakia or whakawhetai.

Resources

• the local whenua hook, case-study information, discussion prompts and closing reflection
• the whenua case-study organiser
• the group discussion cards
• Kaiako-approved photograph, map, whakataukī or local source
• Whiteboard, markers and large paper
• Pencils, clipboards and optional tablets or cameras
• Local site information and approved vocabulary
• Risk-assessment and permission documents if leaving the classroom

Assessment

• Listen for accurate use of kaitiakitanga vocabulary and respectful engagement with local perspectives during pair and group talk.
• Check each organiser for a clear issue, relevant evidence, affected relationships, safe action and a way to evaluate success.
• Use the final reflection to identify whether students can connect personal responsibility with collective care; revisit misconceptions in the next session.

Differentiation

• Provide images, a labelled map, vocabulary cards, oral recording options and sentence starters: “The evidence shows…”, “A respectful action could be…”, and “We need to ask…”.
• Allow students to draw, kōrero, use speech-to-text or co-construct responses with a tuakana rather than relying only on extended writing.
• Pre-teach vocabulary and check pronunciation privately; support EAL learners with visuals, bilingual explanations where appropriate and a carefully selected buddy.
• Extend confident learners by comparing two possible actions, identifying unintended consequences, or designing measures to judge whether the action improves the place.
• For sensory, mobility or attention needs, offer a quiet role, clear visual timing, movement breaks and an indoor observation alternative. No learner is required to share personal whakapapa.

Case-study template and whānau connection

Before teaching, complete: Place and approved local name: ___; source and permission to share: ___; local significance: ___; current issue: ___; evidence: ___; voices to include: ___; knowledge or images not to share: ___; safe action: ___; permissions needed: ___; success measure: ___.

Invite whānau to contribute only what they choose, through an approved class channel. Students may ask at home: “What place matters to our whānau, and how do we show care for it?” They can bring back a general action idea, with no obligation to share private family knowledge.