Te Pūrākau Learning Worksheet

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Te Pūrākau o te Ao

Before you begin

A pūrākau is a knowledge-bearing narrative. It can communicate whakapapa, relationships, values, place and identity. Iwi and hapū may hold different versions and interpretations of pūrākau. Use the class text or oral version being studied, and avoid treating one account as the only Māori account.

Read or listen carefully. When answering, refer to specific details from your class version.

Vocabulary: Match the terms

Instructions: Match each term in the left column with its meaning in the word bank. Write the matching letter beside each term.

A. pūrākau: ______

B. whakapapa: ______

C. atua: ______

D. whenua: ______

E. tangata whenua: ______

F. mātauranga Māori: ______

G. tikanga: ______

H. tūrangawaewae: ______

I. mana: ______

J. identity: ______

1. Knowledge systems, understandings and ways of knowing developed by Māori.

2. A person’s sense of who they are and where they belong.

3. A narrative that carries knowledge, meaning and teachings.

4. Authority, influence, prestige or spiritual power.

5. Genealogy and connections between people, ancestors and the natural world.

6. Customs, practices, values and ways of behaving.

7. Land, earth or country; also connected with placenta and belonging.

8. An ancestor or powerful being recognised in Māori traditions.

9. People who belong to and have an ancestral relationship with a place.

10. A place where one has the right to stand and feels a sense of belonging.

1. Add one locally relevant term from your class learning. Define it in your own words.

Comprehension and source thinking

Answer the following questions using the class version of Te Pūrākau o te Ao. Remember that details may differ between iwi and hapū versions.

2. Which key beings, ancestors or forces appear in the class version? Describe one role or action connected with each.

3. Put three important events or stages from the pūrākau in the correct sequence.

4. What relationship is shown between people, ancestors, atua and/or the natural world?

5. Identify one value or teaching communicated by the pūrākau. What detail supports your answer?

6. How is a particular place, feature of the environment or area of whenua important in the class version?

7. What can you infer about the responsibilities people have towards one another or towards the natural world?

8. Whose perspectives or experiences are represented in the pūrākau? Whose perspectives might not be heard clearly?

9. Explain how the pūrākau may connect with whakapapa, tūrangawaewae, mana or identity. Use at least one example from the class text.

10. How might this pūrākau differ from a conventional Western scientific explanation of origins? Explain what each kind of knowledge is trying to do, without describing either as simply “right” or “wrong”.

Reflection and extension

11. Reflection: Write 150–200 words connecting the pūrākau to Māori perspectives and identity. Use at least three vocabulary terms and one example from the class text.

Sentence starters: “The pūrākau communicates…” “One relationship shown is…” “This connects with identity because…” “The example that supports my view is…”

Self-check:

I wrote 150–200 words.

I used at least three vocabulary terms.

I included an example from the class text.

I used respectful language and acknowledged that versions may differ.

12. Extension: Compare this pūrākau with another origin narrative or with a story connected to your own identity. Compare the purpose, values, relationships and perspectives. Explain that cultures and stories should not be treated as interchangeable.

Teacher answer guide

Important: Suggested responses are flexible. Answers depend on the iwi or hapū version and the class text or oral version being studied. Accept well-supported answers that use accurate evidence and respectful interpretation.

Vocabulary: A–3, B–5, C–8, D–7, E–9, F–1, G–6, H–10, I–4, J–2. The locally relevant term will depend on the class and local context.

Comprehension: Look for accurate references to key beings or ancestors, a logical sequence, and explanations of relationships between people, atua, ancestors and the natural world. Strong responses identify values such as respect, responsibility, reciprocity, connection and care for whenua, and explain how place contributes to belonging or identity.

For the perspective question, students may identify whose voices, roles or experiences are foregrounded and consider what is less visible. Responses should recognise that pūrākau can carry whakapapa, mātauranga Māori, tikanga and relationships with place.

For the source-thinking question, accept responses explaining that a pūrākau may communicate relationships, meaning, values, whakapapa and identity, while a scientific explanation generally seeks evidence-based models of physical processes and origins. Neither should be reduced to a simple “right” or “wrong” judgement.

Reflection and extension: Check that students meet the word length, use the required vocabulary and provide evidence from the class text. Comparisons should identify meaningful similarities and differences while respecting the distinct histories, knowledge systems and contexts of the narratives.

Te Pūrākau Learning Worksheet

Te Pūrākau Learning Worksheet

Te Pūrākau o te Ao

Before you begin

Vocabulary: Match the terms

Comprehension and source thinking

Reflection and extension

Teacher answer guide

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