Ti Uru: Play & Reflect

Context

Year Level: Year 9
Subject: Physical Education
Unit: Māori Games Exploration (Lesson 8 of 10)
Duration: 45 minutes
Class Size: 25 students

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Learning Objectives

Students will:

• Participate in full games of Ti Uru, applying learned skills and strategies to gameplay (Physical Education, Years 9-10).
• Reflect on their experience of playing Ti Uru, linking this to the holistic Māori health model, Te Whare Tapa Whā (Physical Well-being, Mental Well-being, Whānau, and Spiritual elements).
• Demonstrate key competencies such as managing self, relating to others, and thinking critically during game play and reflection.

Curriculum Links (NZ Curriculum Refresh):

• Health and Physical Education Learning Area Achievement Objectives (Years 9–10):
  • Understanding ideas about hauora (well-being, including models such as Te Whare Tapa Whā).
  • Participating actively in games and movement activities applying strategies and skills.
• Key Competencies:
  • Managing Self — Demonstrate responsibility for personal learning and actions in a physically active context.
  • Relating to Others — Cooperate and negotiate with peers during gameplay, showing respect and empathy.
  • Thinking — Reflect on the game to analyse performance and the connection to wider cultural concepts.

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Resources Needed

• Marked playing area appropriate for Ti Uru
• Equipment needed for Ti Uru (e.g., sticks, boundary markers, scoring items)
• Whiteboard or chart paper for reflection points
• Reflection sheets or journals with guided prompts
• Visual aid summarising Te Whare Tapa Whā

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Lesson Outline

1. Introduction and Warm-Up (7 minutes)

• Teacher Activity: Briefly review the rules and strategy points for Ti Uru; emphasise fair play and respect.
• Student Activity: Engage in a dynamic warm-up related to game movements (e.g., agility, quick directional changes).
• Purpose: Prepare physically and mentally; connect prior learning to this game session.

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2. Ti Uru Game Play (25 minutes)

• Organisation:
  • Students split into 5 teams of 5 or 4 teams of 6, depending on numbers and space.
  • Run rotated short full games (~6 minutes each) across 2-3 rounds ensuring all teams play against each other once or twice.
• Focus:
  • Encourage students to apply previously taught skills and game strategies.
  • Emphasis on communication, positioning, and tactical decision-making within their teams.
• Teacher Role:
  • Facilitate and referee, provide in-game feedback on skills, teamwork, and strategy application.
  • Encourage students to consider their physical and mental state during play, linking to hauora.

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3. Guided Reflection & Connection to Te Whare Tapa Whā (10 minutes)

• Settle students down in a circle.
• Teacher Activity: Present a short visual summary of Te Whare Tapa Whā highlighting the four pillars:
  • Taha Tinana (Physical Well-being)
  • Taha Hinengaro (Mental and Emotional Well-being)
  • Taha Whānau (Family and Social Well-being)
  • Taha Wairua (Spiritual Well-being)
• Student Activity: Use reflection sheets with prompts such as:
  • How did playing Ti Uru support your physical wellbeing?
  • In what ways did you think strategically or stay focused? (mental/emotional)
  • How did your team work together? How did it feel to be part of a whānau (group)?
  • Did playing the game connect you to your culture or provide a sense of belonging?
• Sharing: Invite students to share insights or stories from their gameplay experience, fostering respect and listening.

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4. Closing & Whakarāpopototanga (3 minutes)

• Recap the importance of Māori games like Ti Uru in connecting physical activity with cultural identity and wellbeing.
• Encourage students to carry the values of respect, resilience, and teamwork beyond the lesson.
• Outline next lesson’s focus briefly.

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Assessment & Feedback

Formative Assessment:

• Teacher observation of students’ engagement and application of skills during game play.
• Quality of reflections shared in discussion and written form, assessing understanding of Te Whare Tapa Whā concepts.

Success Criteria:

• Students actively engage in game play, demonstrating developed skills and strategic awareness.
• Students articulate connections between Ti Uru and their holistic wellbeing following Te Whare Tapa Whā.
• Positive collaboration and respectful interactions observed within teams.

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Differentiation & Inclusion

• Modify equipment or rules as needed to support inclusivity and varied physical abilities.
• Provide sentence starters or assistive scaffolds during reflection for students needing language support.
• Encourage peer support and collaborative roles (e.g., team strategists, encouragers) that suit strengths.
• Respect cultural identities; allow students to express connections to culture in their own terms.

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Curriculum Alignment Summary

Aspect	Detail	Reference
Curriculum Area	Health and Physical Education (Years 9-10)	NZ Curriculum Refresh
Learning Objectives	Participation & skills application; Hauora understanding; Cultural identity	Physical Education AoL
Key Competencies	Managing Self, Relating to Others, Thinking	NZ Curriculum Key Competencies
Content Focus	Māori games, Ti Uru, skills, strategies, teamwork, Te Whare Tapa Whā	Hauora Model, PE Goals

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This lesson plan beyond the routine encourages students to engage physically, think critically, and connect deeply with Māori cultural values, directly supporting the refreshed New Zealand Curriculum for Year 9 Physical Education.

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If you want, I can also prepare a printable worksheet for the reflection stage or suggest extension activities for the last two lessons of the unit.