Whātonga & Haunui-a-Nanaia

Overview

This engaging, 20-minute lesson is designed for New Entrant preschool students in New Zealand. It introduces two important figures from Māori history — Whātonga and Haunui-a-Nanaia — linking local Palmerston North histories and Aotearoa New Zealand’s rich cultural heritage. Activities are fun, interactive, and developmentally suitable, following the New Zealand Curriculum’s Social Sciences learning objectives and literacy development outcomes.

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Learning Objectives

Aligned with the New Zealand Curriculum: Social Sciences and English Years 0-2 (New Entrants):

• Knowledge & Understanding

  • Recognise and describe people and stories from the past that are significant to their local area and Aotearoa New Zealand.
  • Begin to understand that stories from the past explain how people and places are connected.
  • Engage with Māori histories through storytelling that embraces te ao Māori perspectives.

• Skills

  • Develop oral language skills by listening to and retelling stories with expression and sequencing.
  • Use role-play to take on characters and communicate ideas and feelings.
  • Identify similarities and differences in stories and characters (classification and comparison).

• Values and Key Competencies

  • Develop a sense of belonging and identity (managing self, relating to others).
  • Foster respect for Māori culture and histories.

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Curriculum References

• Social Sciences (Levels 1-2):

  • Understand how people, places, and environments are connected and interrelated.
  • Explore the past and how events and stories shape identities.
  • Engage in local histories to build community awareness and empathy.

• English (Years 0-2):

  • Listen to and respond to stories with details and expression.
  • Use role-play to take on roles and retell stories.
  • Develop vocabulary and narrative sequencing using visual supports (puppets, pictures).

• Key Competencies:

  • Thinking: sorting and comparing story elements.
  • Relating to others: working collaboratively in role-play.
  • Participating and contributing: sharing stories and experiences.

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Lesson Plan

Time	Activity	Description	Resources
0-3 mins	Welcome and Story Introduction	Greet students to a cosy storytelling space. Introduce Whātonga and Haunui-a-Nanaia with simple visuals (pictures, puppets or illustrated cards). Use expressive voice to spark interest.	Whātonga and Haunui-a-Nanaia story visuals (picture cards or puppets)
3-10 mins	Storytelling: Whātonga and Haunui-a-Nanaia	Tell the story of Whātonga and Haunui-a-Nanaia using a carefully scaffolded narrative: who they were, their journeys, and why they are special to Palmerston North. Use clear sequencing (first, then, last). Use gestures and props to engage kinesthetic learners. Pause for questions or simple reflections (“Who can remember what Whātonga did?”)	Story puppets, sequencing cards labelled “first”, “then”, “last”
10-15 mins	Role-Play Activity: Take on a Character	Invite students to choose to be Whātonga, Haunui-a-Nanaia, or other elements of the story (e.g., waka, sea). Use simple props or costume pieces (e.g., hats, shields). Guide them in acting out a short part of the story together, encouraging expression and voice modulation.	Character badges or props, space for movement
15-18 mins	Creative Drawing & Talking	Give each child paper and crayons. Invite them to draw their favourite part of the story or their character. As they draw, circulate asking them open-ended questions to encourage oral language development (“Tell me about your picture”, “What is your character doing?”).	Paper, crayons, story visuals for reference
18-20 mins	Reflection and Sharing	Gather the children and encourage a few to share their drawings or role-play experiences. Recap the story briefly, emphasising the connection to their local place and identity. Reinforce key words and ideas.	Visuals, simple story summary

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Supporting Teaching Notes

• Use Te Reo Māori greetings and key vocabulary such as waka, iwi, hapū, Whātonga, Haunui-a-Nanaia to normalise bilingual learning.
• Incorporate visual, auditory, and kinesthetic scaffolds suitable for very young learners (puppets, pictures, movement).
• Be mindful of varying attention spans—keep instructions clear and simple, use frequent praise.
• Connect the story to local landmarks or marae if possible, to deepen relevance.
• Encourage shared storytelling rituals, such as call-and-response during the story for engagement.

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Assessment (Informal)

• Observe participation in story retelling and role-play.
• Listen to oral language use: sequencing, descriptive vocabulary, willingness to speak.
• Check understanding through simple questions after the story.
• Use drawings as a window into children's comprehension and personal connection.

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This lesson plan richly integrates New Zealand Curriculum priorities including Aotearoa New Zealand histories, social science concepts for young learners, and early literacy oral language goals. It provides a meaningful, active introduction to local Māori history figures Whātonga and Haunui-a-Nanaia for Palmerston North New Entrants, fostering cultural identity and foundational narrative skills.

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References from New Zealand Curriculum documents:

• Social Sciences Levels 1-2: Understanding the past and local histories.
• English Years 0-2: Storytelling, oral presentation, role play competencies.
• Te Mātaiaho English guidelines on narrative language development and taking on roles in younger learners