Embracing Haka Together

Overview

This 60-minute engaging lesson introduces Year 2 and 3 students in New Zealand to Te Ao Haka — exploring the cultural significance of haka, learning fundamental postures and movements, and practising group coordination and rhythm. The lesson supports key competencies and learning areas outlined in the New Zealand Curriculum Refresh, particularly those focusing on cultural understanding, wellbeing, and physical education.

Curriculum Links

• Social Sciences – Culture and Cultural Identity
  • Understand that cultural practices, including haka, provide a sense of belonging and identity (Social Sciences Levels 2 and 3)
• Health and Physical Education – Waikura (Dance)
  • Develop kinaesthetic skills and coordination through movement (Health and PE Levels 2 and 3)
  • Explore how physical activity contributes to hauora (wellbeing)
• Key Competencies
  • Relating to others – working cooperatively for group haka
  • Managing self – controlling movement and behaviour during haka
  • Entering into new experiences – learning tikanga and haka
• School Values
  • Respect, perseverance, whanaungatanga (connection and belonging)

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Learning Objectives

By the end of this lesson, students will be able to:

1. Cultural Understanding

   • Describe basic cultural significance of haka in Māori tradition as a form of expression and communication.
   • Recognise the importance of haka in welcoming, celebration, and challenge.

2. Physical Skills

   • Demonstrate basic haka postures: wide stance, bent knees, strong arm gestures, facial expressions including "pūkana" (eye widening).
   • Follow the rhythm and chant with the group, maintaining coordination and timing.

3. Social Skills

   • Work cooperatively with peers to perform simple haka routines.
   • Show respect for tikanga (protocols) and for others during the practice.

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Resources

• Audio playback device for waiata and haka chant recordings
• Visual aids/posters depicting:
  • Basic haka postures and facial expressions
  • Māori symbols and koru motifs for cultural context
• Short respectful video clip showing a basic haka performed by children (age-appropriate)
• Space for safe movement (classroom or hall)
• Te reo Māori chant/poem for practice (prepared by teacher)

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Lesson Breakdown

Time	Activity	Description	Teacher Role	Resources
5 mins	Introduction and Whakawhanaungatanga	Open with a mihi (greeting in te reo Māori) to welcome students and introduce the topic. Briefly discuss what haka is and its importance. Use visuals to support.	Set a respectful tone; engage students’ curiosity. Check for prior knowledge.	Mihi script, visual posters
10 mins	Story and Cultural Context	Tell a simple story explaining when and why haka is performed (e.g., to welcome guests, celebrate achievements). Invite students to share any prior knowledge or personal experiences. Ensure language is age-appropriate.	Facilitate respectful cultural sharing and listening. Use clear and accessible language.	Story visuals or illustrated storybook if available
15 mins	Learning Basic Haka Movements	Demonstrate key haka postures step-by-step (stance, arm movements, facial expressions like "pūkana" and "whetero" – sticking out tongue). Repeat with students — break into manageable steps.	Model movements clearly; allow time for students to try; give positive, encouraging feedback.	Visual aides for haka postures
15 mins	Rhythm and Group Chant Practice	Introduce a simple haka chant or waiata with clear rhythm. Clap the rhythm first, then say the chant in parts. Practice as a group, focusing on timing, volume, and coordination.	Lead chanting and clapping; encourage group cooperation and awareness of others. Scaffold practice to build confidence.	Audio device, chant text
10 mins	Group Haka Performance and Reflection	Guide students in performing the learned haka as a group. After, sit together to discuss what they enjoyed, what they found challenging, and what they learnt about haka culture.	Facilitate positive reflection; reinforce respect and teamwork.	None needed

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Assessment and Evaluation

Formative Assessments

• Observation: Monitor student participation, listening, and effort during haka practice.
• Peer Feedback: Encourage students to comment respectfully on classmates’ coordination and enthusiasm.
• Teacher questioning: Ask students why haka is important in Māori culture to check cultural understanding.

Summative Assessment (Informal)

• Students demonstrate their understanding by performing a basic haka movement sequence with correct posture and rhythm.
• Students explain, in simple terms, the significance of haka as a cultural practice and how it makes them feel.

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Cultural Respect and Safety Notes

• Begin with a karakia or whakatauākī (proverb) to acknowledge Māori tikanga.
• Ensure all teaching and movement is respectful; explain the importance of respect during cultural practices.
• Emphasise that haka is a collective act of expression, not a competition.
• Use te reo Māori appropriately; pronounce words accurately, and teach students to say key terms respectfully.
• Always work within the school's local iwi protocols if haka is performed in public or special events.

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Extension Ideas

• Invite a local kaumātua or knowledgeable Māori community member to share stories of haka.
• Introduce simple waiata (songs) that relate to haka themes.
• Explore the symbolism of moko (tattoos) and imagery associated with haka.

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I trust this detailed, curriculum-aligned, culturally respectful lesson plan will provide a memorable teaching experience that supports both physical and cultural learning in your Year 2 and 3 classrooms.

If you would like, I can also assist with creating detailed visual aids, chant scripts, or planning a unit sequence extending this lesson into a full haka module.

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References Aligning With NZ Curriculum Refresh:

• Social Sciences Learning area levels 2-3: Understanding cultural identity and significance
• Health & PE Levels 2-3 Waikura: Developing dance/movement skills and hauora
• Key Competencies: Managing self, Relating to others, and Participating and contributing
• Assessment guidance consistent with formative observation and reflection principles from Te Mātaiaho English and Mathematics and Statistics teaching sequences for Years 0-3