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Learning Intentions:


Whakapapa and tūrangawaewae are at the heart of Māori culture. Understanding whakapapa and tūrangawaewae involves learning the unique stories that contribute to our sense of belonging and help us to become who we are. People, land, countries, teams and clubs all have stories about origins, place, significant events and names. 

Learning intentions for this experience are:

  • Investigate and understand whakapapa and tūrangawaewae.

  • Review or extend mihi and share stories with each other.

Kōrero | Discussion:


  • Watch Whakapapa - where are you from?

    • What is whakapapa? 

  • Visit Tūrangawaewae - a sense of place.

    • What is tūrangawaewae?

  • Why is whakapapa central to Māori culture? Why is it important to everyone including tauiwi? 

  • What is your story of belonging? Consider place, time, whānau, and actions.

  • How can you share your story and learn from other stories?

  • Watch: Tikanga Māori 101 or Kawa, tikanga, ritenga.

    • What is kawa, tikanga and ritenga?

  • Are there people in your class with whānau members who played for the same club or played the same sport as you or people in your whānau? 

  • Brainstorm the kawa and tikanga you practise with your whānau, iwi, class, and community. For example, at birthday celebrations, shared meals, Matariki and other events. 

  • Watch Theme: Whanaungatanga and Kaitiakitanga.

    • How are whanaungatanga and kaitiakitanga expressed and experienced within your whānau, iwi, class, community, and clubs?

  • Use Te aka | Maori dictionary to define kupu which are new to you.​

Ngā ngohe | Activities:


Use the shapes on a football to create and share your whakapapa.

Whakapapa shapes
Develop your mihi. You could include your: 

  • Whānau, iwi, community, origins, culture, rohe, country, club, and school. 

  • Skills, talents, health and fitness, sport, interests, and interesting facts. 

  • Is further research required? Do you need to ask your whānau, kaiako or others?

  • Identify shapes used to make a football. How many panels of each shape? Why?

  • Watch: How To Make a Football Ball from Cardboard At Home and make your own 3D football.

  • Write keywords, or draw images that summarise statements about being and belonging on each panel 

  • Share stories and ask questions.

  • Discover something the same and different about another person.

  • Create a display of panels and footballs.

















Download a football template for this activity here


Tūrangawaewae: being and belonging

  • Research the meaning of tūrangawaewae.

  • Discuss a definition that is meaningful for you. 

  • Where is your tūrangawaewae? Do you have more than one tūrangawaewae? It could be iwi whenua, an ancestral home, somewhere you feel a sense of belonging and connection, or a safe place to speak. 

  • Create a mindmap, slide deck or recording that includes the following ideas and information about your tūrangawaewae:

    • Pūrākau | stories about what happened or why it’s your significant place.

    • History of people and events connected to the place.

    • Who contributes to your tūrangawaewae (people and animals).

    • Describe or draw the environment, including features like trees, rivers, the coastline, buildings, estuaries, paths or roads. 

    • Is the environment suffering or thriving (healthy or unhealthy)? Explain  problems and identify some solutions.

    • What can you and your class, community, iwi, or club do to contribute to the kaitiakitanga of your tūrangawaewae? 

    • How can you promote kaitiakitanga practices in your rohe?

Kuputaka | Glossary:


  • Kawa: protocol.

  • Metaphor: a word or phrase that is used to give meaning to something else.

  • Tikanga: protocols and ceremonies.

  • Whakapapa: origin.

  • Tūrangawaewae: a place to stand.

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