Whānau to Iwi Connections

Overview

Students explore how Māori communities are connected through whānau, hapū and iwi. They then work collaboratively to create a visual group mural showing these relationships, traditional symbols and important roles within Māori society before European settlement.

Learning intentions

• WALT explain the meanings of whānau, hapū and iwi.
• WALT describe how these groups are connected.
• WALT identify roles that help a community work together.
• WALT communicate our understanding through a collaborative mural.

Success criteria

• I can explain that whānau, hapū and iwi are connected groups.
• I can show the relationship between the groups in a diagram or mural.
• I can include respectful symbols and explain what they represent.
• I can contribute ideas, materials and respectful talk to my group.

Curriculum links

• New Zealand History: Māori society before European settlement — social organisation through whānau, hapū and iwi.
• New Zealand History: Māori society before European settlement — communities working together, including cultivation, tools and management of resources.
• Geography: Indigenous cultures of Oceania — recognising and communicating ideas about distinct Māori culture.
• Key competencies: thinking; relating to others; participating and contributing; managing self.

Lesson structure (45 minutes)

1. 0–5 min · Connect and wonder. Teacher displays a simple image of people working together and opens the hook and learning intention slides, asking: “Who helps a community to belong, make decisions and care for its people?” Students silently think, then share one idea with a partner. Emphasise that Māori communities are diverse and that today’s model is a simple introduction, not a complete description of every iwi or hapū.

2. 5–13 min · Build understanding. Teacher uses the whānau, hapū and iwi explanation slides to introduce:

• Whānau: an extended family group, including people connected through whakapapa and caring relationships.
• Hapū: a group of related whānau who work together as a community.
• Iwi: a larger group made up of connected hapū.

Explain that these relationships can be represented as connected circles rather than a strict ladder. Discuss roles such as caring for children and kaumātua, growing and preparing food, building, fishing, protecting resources, teaching knowledge, and making group decisions. Students repeat the terms and give an example of how people might work together.

3. 13–18 min · Model the mural. Teacher shows the mural example and symbol guidance slides and models overlapping circles labelled whānau, hapū and iwi. Add arrows or linking lines and explain that a symbol should communicate an idea—for example, a koru for growth and connection, a leaf or kūmara plant for cultivation, waves for the sea, or a meeting house outline for gathering. Students help identify which role or relationship each symbol could show. Remind students to use symbols respectfully and not copy sacred or local designs without permission.

4. 18–35 min · Create collaborative murals. Arrange 25 students into five groups of five. Distribute the mural planning and explanation sheet and mural paper, drawing materials and prepared word labels. Each group plans before drawing: one student may be a kaiwhakahaere (organiser), others may focus on labels, symbols, relationships and checking. Students create a mural that includes:

• three clearly labelled, connected areas for whānau, hapū and iwi;
• at least three lines, arrows or overlapping shapes showing connections;
• at least three community roles;
• at least two symbols linked to an explanation;
• a short statement describing how the groups support one another.

Teacher circulates, checks understanding with questions such as “Which group does this represent?” and “How does this role connect people?” Support groups to share materials and make decisions together.

5. 35–41 min · Gallery walk and kōrero. Teacher displays the gallery-walk prompts and discussion slides and establishes respectful viewing expectations. Students walk around the room in pairs, observe two murals and discuss: “What relationship can you see?”, “Which role is shown?”, and “What symbol communicates an idea clearly?” Groups remain beside their mural for the final two minutes and explain one design choice to visitors.

6. 41–45 min · Reflect and assess. Teacher returns to the success criteria and asks students to complete the final section of the mural reflection section: “One connection I understand now is…” and “One way I contributed was…”. Invite two or three students to share. Collect worksheets with the group murals for assessment.

Resources

• the complete introduction, teaching and mural activity slide deck
• the mural planning and explanation sheet
• Five large sheets of mural paper
• Pencils, crayons, coloured pens and markers
• Prepared word labels: whānau, hapū, iwi, roles and connections
• Images or teacher-approved examples of Māori community life and symbols
• Blu-tack or display tape

Assessment

• During discussion, listen for accurate use of whānau, hapū and iwi and address the misconception that these are simply age levels or social rankings.
• During group work, use questioning and observation to assess students’ understanding of relationships, roles and respectful symbol use. Note participation, listening and shared decision-making.
• Assess each mural and reflection against the success criteria: accurate labels, visible connections, relevant roles, explained symbols and evidence of collaboration.

Differentiation

• Provide picture cards, a three-circle partially completed template, word labels and sentence starters such as “Whānau are connected because…” and “This symbol shows…”.
• Pair students who need language support with a supportive peer; allow drawing, oral explanation, home-language discussion and scribing. Pronounce and display macrons accurately in whānau, hapū and kaumātua.
• Give students who need additional structure a defined role and a short checklist. Pre-teach key terms and check understanding individually before group work.
• Encourage advanced learners to show two-way relationships between groups, include resource management such as kūmara cultivation, or explain how responsibilities may be shared across whānau, hapū and iwi.

Extension

• Students research, with teacher-approved resources or whānau knowledge, how a local iwi or hapū describes its own structures and compare this respectfully with the class model.
• Groups add a short oral presentation explaining how one role, resource or decision connects whānau, hapū and iwi.