Lesson 2.2: How New Zealand's Government Works

Understanding our Constitutional Monarchy

Students demystify New Zealand's system of government, learning about the roles of the King, the Governor-General, the Parliament, and the Judiciary, and exploring where power truly lies.

Whakatūwhera - Cultural Opening

In Western systems, power can be inherited through bloodlines, like a King or Queen. In Te Ao Māori, `mana` is not inherited in the same way—it is earned and demonstrated through one's actions, leadership, and service to the community. A chief's mana comes from their ability to care for their people. As we explore NZ's system, which mixes both democratic and monarchical ideas, we ask: Who has the power, and have they earned it?

Ngā Whāinga Ako - Learning Intentions

Students Will Learn

The three main parts of NZ's government.
The difference between the **Head of State** and the **Head of Government**.
The role of a **constitution** in limiting power.

Students Will Demonstrate

By correctly identifying who holds which powers.
By creating a visual map of our government system.
By explaining why the King has no real power in NZ.

Ngā Mahi - Lesson Activities (75 minutes)

1. The Three Branches of Government (20 mins)

Teacher-led explanation: Introduce the three "branches" of government in New Zealand, explaining the concept of "separation of powers."

1. Parliament (Legislature)

Who: All the MPs we elect.
Job: To make and change laws.

2. The Government (Executive)

Who: The Prime Minister and Cabinet.
Job: To run the country day-to-day and propose new laws.

3. The Courts (Judiciary)

Who: Judges.
Job: To interpret and apply the law in specific cases.

2. Who Has the REAL Power? (30 mins)

Activity: In groups, students are given a set of cards with different roles (e.g., The King, The Governor-General, The Prime Minister, a Judge, an MP, a voter). They also get a set of "power cards" (e.g., "Signs bills into law," "Commands the army," "Chooses the Prime Minister," "Votes for MPs," "Decides guilt or innocence").

Task: Students must match the power to the correct role. This will lead them to discover that the King's and Governor-General's powers are almost entirely symbolic.

Download Printable Power Cards

Differentiation:

Support: Provide a chart with the roles listed, and students just have to place the power cards in the correct column.
Extension: Include more complex roles like "The Speaker of the House" or "The Leader of the Opposition."

3. Mapping the System (25 mins)

Creative Task: As a class or in groups, create a large visual diagram of NZ's government system. Students must draw arrows to show the connections and relationships between the different parts (e.g., Voters elect Parliament, Parliament forms the Government, the Governor-General acts on the Prime Minister's advice).

Aromatawai - Assessment & Next Steps

Formative Assessment

Can students explain the difference between the three branches of government?
Did they correctly match the powers to the roles in the card sort?
Does their system map show the correct relationships?

Homework & Extension

Research the current Governor-General of New Zealand. What is their background?
Hold a debate: "Should New Zealand become a republic?"

Whakaaro - Reflection

New Zealand's system is a strange mix of history and modern democracy. We have a King who is our Head of State, but he has no real power. The power lies with the people we elect to Parliament. This system, while complicated, is built on an important idea: that the power of leaders should be limited by a constitution and by the will of the people. It reminds us that true strength in a system comes not from a crown, but from the collective.