Unit Plans

To select a unit plan template, simply use the menu from the right.

Please note: These are generic templates, as it’s quite impossible to make a template that suits absolutely everybody or every occasion. Also, as foci change, so does the method needed to record planning and often, assessment.

The FREE UNIT PLAN TEMPLATES on this site ALL feature space for including a Moriori perspective:

There is no compulsion to do so, but if you do, your akoranga may just learn something new… and by them learning about Moriori you may just help a generation of New Zealanders learn the truth about what happened and who Moriori are. Don’t re-write history, just participate in making a positive future for the descendants of some of the oldest inhabitants of Rekohu, New Zealand.

How unit pans should be written:

At Education-Resources, we wouldn’t expect that kaiako would be writing big, voluminous unit plans, certainly not before they teach the unit, as ideally, akoranga  will be driving the unit (not kaiako) so planning should be broad and only after the teaching (at assessment time) would there be an abundance of details. 

Unit planning should result in a “big-picture, aspirational overview”. The details will be dictated by the needs of the students, as their learning unfolds. The planning details should include the specific learning needs (W.A.L.T.S) and matching achievement objectives that will meet those needs.

After that, the most profound approach would be to use a form of inquiry and let the individual’s needs, interests and successes guide the planning and learning. Scary stuff for a teacher- to let learners have that much autonomy.

Remember: despite your best intentions and efforts, studies clearly show that it is not the teachers who decide what students learn,…. its the students.

Don’t be one of those teachers that

  1. can’t work without a script and
  2. makes learners follow a programme, rather than their interests or their needs.

Using the menu (on the right) select the Unit Plan Template(s) of your choice. These unit plan templates are in MsWord format so that you can edit, alter and amend them to your own needs.

The Moriori perspective option is included because these templates are provided freely by Hokotehi Moriori Trust and we passionately believe that it is the responsibility of educators to make themselves and their akoranga aware of the story, history and message of Moriori. Don’t continue to ignore this essential piece of New Zealand’s history.

We want you to consider if what you are learning and teaching about has any impact on the lives and cultural aspects of Moriori. If the answer is “NO” then consider the ‘issue’ in the light of the kaupapa of Nunukutanga. Is there a way to make a positive and meaningful difference for someone as a result of the learning inherent in the unit. Does your unit promote peace, and harmony and advocate for the rights of others? How does it do that?

We don’t want any tokenism, but we certainly want you to ‘think’  about and acknowledge the kaupapa of this peaceful New Zealand people and we want you to teach your learners about this. Don’t be a part of the continuation of ignoring this history and these people.

  • Thinking
  • Relating to others
  • Using language, symbols, and texts
  • Managing self
  • Participating and contributing"

As akoranga are central to the learning journey, the key competencies are the paving stones upon which the learning journey takes place. They determine how far each akoranga will travel, in any particular direction and how successful the journey will be after the learner has left the school setting. They should be boldly evident in the learning goals and they should be inherent in the planning and teaching.

The following is from the New Zealand Curriculum online:

"They have implications for all aspects of planning and teaching, including:

      • activities, resources, and language used
      • content, topics, or foci for learning
      • the role that both students and teachers take in the learning process
      • the culture of the classroom and school.

Many things that teachers and schools do already work well for the key competencies. The emphasis on key competencies in the New Zealand Curriculum does, however, give educators an opportunity to reconsider the things they typically do in their practice."

Principles that underpin the key competencies

This diagram shows the four principles that underpin the key competencies and lists indicators to describe what we might see when key competencies are embedded in teaching and learning. Teachers can use the diagram to reflect on their own classroom practice and identify areas for development. The diagram can be used by leaders to consider how key competencies are developed and monitored in teaching and learning across the school and if curriculum change is needed.

Whai Takina (values)

Moriori are by tradition a people who have always placed great emphasis on whanonga pono (values) and hokotuiho (respect). To be able to survive and thrive on the often-harsh environment of Rekohu for so many hundreds of years, would not have been possible without such firmly held beliefs and expectations. Everything is sacred, nothing is to be wasted and every creature has a part to play in the big picture, therefore demanding whakamiha. Careful management of resources ensures survival.

Hokotehi Moriori Trust, (the legal entity empowered to represent Moriori) has a set of values which all trustees and members are expected to adhere to and to promote.

  • Ihi Moriori: We are the mandated authority for Te Imi Moriori
  • Wairutanga: We uphold the spirituality of our Karapuna
  • Hokotehitanga: We are advocates for tribal unity
  • Me Rongo: We are a peaceful people that values human life, values people
  • Kaitiaki: We are the guardians of Rekohu, Rangiaote and the outlying islands of Rekohu
  • Rongowhenua: We embrace the Moriori tradition of respect for the land
  • Rongomoana: We embrace the Moriori tradition of respect for the sea
  • Tikane / Toho: We embrace all our traditional values and beliefs
  • Hokotipuranga: We are building a platform for future generations, we value sustainable development and long term relationships
  • Pono / Integrity: We are honest and keep to our word
  • Utanga / Commitment: We are focused on achieving our goals
  • Manaaki: We are a sharing people
  • Te Aka Moriori / Communication: We are open and transparent
  • Hunaungatanga: We are family oriented

Moriori today derive great inspiration from the wisdom and values as practised by our karapuna (ancestors). Learning to live in peace and sharing the resources of the land and the sea ensured the survival of our people on this remote Pacific island home, for many centuries. These values are as important today for the future prosperity of the community living on Rekohu and Moriori people generally, as they were in our ancestor’s times. The challenge for Moriori today, will be to apply the wisdom and values of the past to ensure the physical and spiritual nourishment of present and future generations of Moriori. In this way the legacy of our karapuna will be truly honoured.

Education-resources, which is owned by Hokotehi Moriori Trust has created a list of values that apply specifically to the context of education. All resources on this site must have these values at the heart of them.

  • Imi Moriori: Moriori are the Tchakat Henu and rightful guardians of Rekohu
  • Hokouka: Sustainability, conservation, environmental guardianship
  • Manawa akonga: Learners are at the heart of what we do.
  • Nunukutanga:  To care for each other and show respect, means that in return one can expect the same.

Matapono (principles)

Moriori, as Tchakat henu of Rekohu, and as an indigenous people of New Zealand exercise their right to determine and articulate how their beliefs fit with the education system in force across Aotearoa and Rekohu.

As the New Zealand Curriculum is the overriding curriculum document in use in every state and state-integrated school in New Zealand, and therefore should be familiar to most educators, Education Resources have followed a similar layout in how we are presenting our views and understandings about education.

This education-resources website and all of the resources generated by Hokotehi Moriori Trust displayed on this website embrace the matapono that we believe are important and desirable in any school curriculum – nationally or locally. They should underpin all school decision-making.

As is the case with all of our education resources, we believe that the learner is central to the teaching and learning. They need and deserve a curriculum that is relevant to them, that causes them to think and that looks ahead to their future and engages and challenges them, is forward-looking and inclusive, and affirms and celebrates the learner's unique identity as well as acknowledging the uniqueness and history of cultures across New Zealand

Although on the surface, they may seem very alike, matapono (principles) and whai takina (values) have different roles to play.

Matapono are linked to how the curriculum is planned, prioritised, resourced and reviewed. The "why" we do it. Whai takina are explicitly linked to the "how" we do it.  They refer to the ways in which we can model what we want taught, encourage students and explore learning.

All curriculum should be consistent with the following statements:

Awhero
The learning should support akoranga and empower them all to learn and achieve to the best of their ability, regardless of who they are or where they come from.

Tiriti O Waitangi
The curriculum acknowledges the principles of the Treaty of Waitangi, and the bicultural foundations of Aotearoa New Zealand. All students have the opportunity to acquire knowledge of te reo Māori, te re moriori me ōna tikanga.

Kanorau
We recognise that New Zealand is an evolving and diverse cultural landscape, where tchakat henu / tangata whenua are a minority. We also acknowledge the different cultures on Rekohu and honour the identities, histories and traditions of all the people of Rekohu.

Hui katoa
The learning accepts our differences and recognises and celebrates our identities.

Ako akoranga 
A strong focus on learning how to learn.

Hunau ako
The curriculum has meaning for students, connects with their wider lives, and engages the support of their families, whānau, and communities.

Hangai 
The learning is relevant, makes connections across the curriculum, is accessible for everyone and provides pathways for future learning.

Aro a mua
Looking at issues that will affect akoranga and their world beyond school. (eg: sustainability, environment, culture, citizenship, enterprise, and globalisation). Learning is about preparing these akoranga for their futures.

Remember, these are FREE units and Unit Plan Templates. We do appreciate some acknowledgement if you use, modify or represent any of these units in your education setting. A simple email to say “thanks” would suffice.. We are just trying to get an idea of just how many people are using our site. It then justifies the amount of time and money we spend on it too.


Re Moriori (the language)

Do you want to learn some Re Moriori? Click below and go and have a look at the examples of Re Moriori?

Free Education resources unit-plans

If you are doing a unit on settlement with your kids, consider using our Unit Plan for settlement >>>>  as part of your studies. The difference on Rekohu is that the Europeans came before the Maori, and after the Moriori. Have a look, its fascinating and kids love it. This is something completely new for them and gets them away from the ‘same old stuff’ that some teachers tend to teach for their Treaty topics.