Basic Weaving Techniques

Overview

Lesson 3 of 4 in Weaving with Harakeke. Students practise safe, respectful handling of prepared harakeke and learn a simple over–under weaving technique to create a repeated pattern, with attention to hand positions, concentration and care for materials.

Learning intentions

• WALT handle harakeke safely and respectfully.
• WALT show the correct hand positions for weaving.
• WALT use an over–under pattern with prepared strips.
• WALT talk about our pattern and what we could improve.

Success criteria

• I can keep my harakeke flat and handle it gently.
• I can weave one strip over, then under, the base strips.
• I can repeat my pattern carefully across my work.
• I can explain one thing I did well and one next step.

Curriculum links

• Developing and using technological skills, techniques and processes.
• Exploring how materials can be selected, prepared and used to make a product.
• Designing and making a simple textile product for a purpose.
• Working cooperatively, showing care for people, materials and the environment.

Lesson structure (45 minutes)

1. 0–5 minutes – Welcome and connect

Gather students on the mat. Revisit the previous lesson: “What did we learn about harakeke and preparing our strips?” Explain that today we will learn a basic weaving pattern. Open with the harakeke weaving introduction slides and show the hook image of a close-up woven pattern. Remind students that harakeke is a taonga and that the prepared material is to be treated with care; we do not pull, swing or waste it.

2. 5–12 minutes – Teacher demonstration

Display the success criteria from the technique and success-criteria slides. Model sitting safely, holding the base strips steady with one hand and guiding the weaving strip with the other. Demonstrate the words “over, under, over, under”, pausing after each movement. Show how to check that the strip lies flat and is not twisted. Deliberately make a mistake and invite students to identify and correct it.

3. 12–17 minutes – Dry practice with a partner

Students practise the hand movements using fingers or paper strips before using harakeke. Partner A says “over” and “under” while Partner B practises the movement; then they swap. Ask: “Where is your holding hand?” and “What happens if the strip twists?” Use the partner-practice instruction slide to support the transition and expectations.

4. 17–32 minutes – Individual weaving

Move students to tables of five, with one prepared weaving set per student. Distribute the simple weaving pattern planning sheet and ask students to draw or colour the pattern they intend to make before beginning. Students weave slowly, checking each strip as they go. Circulate to support hand positions, encourage careful over–under language and help children who need assistance starting the first row. Play the relevant demonstration slide again if students need a visual reminder.

5. 32–38 minutes – Pattern sharing and gentle improvement

Students place their work where a partner can see it. In pairs, they use the prompts on the sharing and improvement slide: “I notice…”, “I like…”, and “Next I could…”. Partners check whether the pattern is flat, repeated and secure. Students may undo and fix one section if appropriate, rather than rushing to finish.

6. 38–45 minutes – Pack up and reflect

Model how to return unused strips and place completed weaving safely. Students tidy their workspace and join the mat with their work. Revisit the success criteria and ask students to show with their hands whether each one is “not yet”, “nearly” or “yes”. Invite two or three students to explain a successful hand movement or pattern choice. Preview the next lesson, when students will continue, finish or present their weaving.

Resources

• Prepared harakeke strips, softened and checked for sharp edges
• Simple base strips or prepared weaving frames for each student
• One tray or basket per table for materials
• Scissors for adult use or supervised use only
• Pencils and colouring materials
• the harakeke weaving introduction slides
• the simple weaving pattern planning sheet
• Examples of a completed simple weave and one deliberately incorrect example
• Damp cloths or a waste container for small offcuts

Assessment

• Observe whether students hold the base securely, guide the strip safely and maintain the over–under sequence.
• Use questioning during practice: “What comes next?”, “Is your strip flat?” and “How do you know your pattern is repeating?”
• Review the planning sheet and finished weaving for evidence of a repeated pattern, careful technique and reflection.

Differentiation

• Support: provide wider, shorter strips, a partly started weave and a colour-marked starting point. Sit alongside students who need help and use the repeated phrase “over, under”.
• Support for EAL learners: use gesture, photographs and the visual sequence on the technique demonstration slide. Pair students with a supportive peer and repeat key words while modelling.
• Support for fine-motor or sensory needs: offer larger strips, a stable frame, extra table space and the option to work standing or with an adult holding the base.
• Extension: invite confident students to create a two-colour repeating pattern, explain the pattern rule to a partner or identify and repair an intentional mistake.