He Kaitiaki Wā

Overview

He akoranga rumaki reo mō te wā, e whakamahi ana i te karaka tairitenga, te kōrero ā-waha, te nekehanga me te mahi tahi. Ka hono ngā ākonga i ngā mōhiotanga o mua mō ngā tau, ngā meneti me ngā mahi o ia rā ki te pātai me te whakautu mō te wā. Me mōhio kē ngā ākonga ki ngā tau 1–12 me ngā wāhanga o te rā, pērā i te ata, te poupoutanga o te rā me te ahiahi.

Learning intentions

• WALT whakamahi i ngā kupu me ngā rerenga kōrero mō te wā.
• WALT pātai, whakautu hoki mō te wā i roto i ngā horopaki whai take.
• WALT pānui i te karaka tairitenga, tae atu ki te hāwhe, te hauwhā me ngā meneti.
• WALT whakaraupapa i ngā mahi o te rā ki tētahi mahere wā.

Success criteria

• I can say and understand: “He aha te wā?” and “Ko te … karaka.”
• I can use “Kua pau te … meneti”, “hāwhe”, “hauwhā”, “ki te” and “mai i te” correctly.
• I can ask and answer about a time with a partner.
• I can create a sensible daily timetable and explain at least two times.

Curriculum links

• Te Marautanga o Aotearoa — Tuarere 2 Te Reo Rangatira: whakarongo and kōrero — learners understand and respond to questions about time, and use appropriate vocabulary and sentence structures in purposeful oral interaction.
• Te Marautanga o Aotearoa — Tuarere 2 Te Reo Rangatira: pānui and mātakitaki — learners read analogue clocks, timetables and other visual information to interpret and communicate times.
• Te Marautanga o Aotearoa — Tuarere 2 Te Reo Rangatira: tuhituhi — learners write a daily timetable using appropriate time vocabulary and sentence structures.
• Te Marautanga o Aotearoa — Tuarere 2 Te Reo Rangatira: whakaatu — learners present and explain their timetable choices using purposeful language.
• Official source: https://kauwhatareo.tahurangi.education.govt.nz/mi/te-marautanga-o-aotearoa/5637174600.p

Lesson structure (60 minutes)

1. 0–7 min · Kōrero whakaohooho me te neke. Open with the hook and movement slides and ask, “He aha te wā?” Show a large clock and call times such as “te toru karaka” or “te hāwhe i te whā”; students move to numbered clock stations or make the hands with their arms. Quickly revisit clockwise movement and the names of the hands.

2. 7–18 min · Explicit teaching. Use the analogue clock teaching slides and a demonstration clock to model:

• “He aha te wā?” — “Ko te toru karaka.”
• “Ko te hāwhe i te whā.”
• “Ko te hauwhā i te ono.”
• “Kua pau te tekau meneti mai i te rua.”
• “Kua rima meneti ki te waru.” Model “mai i te” for minutes after an hour and “ki te” for minutes before the next hour. Point to the minute hand first, then the hour hand. Students echo, show the time on mini-clocks and explain their thinking. Pronounce hāwhe with a long “ā”, hauwhā with clear “au” and long final “ā”; pronounce each syllable distinctly.

3. 18–30 min · Time detectives/clock relay. Place groups of four around the room with an analogue clock, time cards and recording sheet. Open the time detectives instructions. One student is the kaiwhakatere, one reads the clue, one sets the clock and one checks the language; rotate roles after each clue. Teams solve clues such as “Kua tekau meneti mai i te rima” and say the complete answer before recording it. Circulate, prompting “He aha te wā?” rather than correcting immediately.

4. 30–40 min · Pair kōrero. Distribute the time-telling and timetable practice sheet. Partners take turns being Kaiuiui and Kaiwhakautu: “He aha te wā?” “Ko te …” and “He aha tō mahi i te …?” “Ka …”. Partner A shows a time on a mini-clock; Partner B answers, then swaps. Each partner must use one exact hour, one hāwhe or hauwhā, and one “ki te” or “mai i te” sentence. Teacher listens to selected pairs and records observations.

5. 40–53 min · Taku rā: daily timetable. Model a realistic school-day timetable on the daily timetable task slides: “Mai i te iwa karaka ki te tekau karaka, ka ako au.” Students complete the worksheet timetable with six events, including arrival, ako, parakuihi/paramanawa, tina, tākaro and hoki ki te kāinga. They draw or write the times and rehearse with a partner: “Hei te …, ka …” and “Mai i te … ki te …”. Invite pairs to share one sensible timetable choice.

6. 53–60 min · Plenary and exit ticket. Show three clocks on the recap and exit-ticket slides. Students respond chorally, then independently write or draw one clock and answer “He aha te wā?” Include one sentence using hāwhe, hauwhā, ki te or mai i te. Finish with a confidence signal: thumbs up, sideways or down, and one oral reflection: “I tēnei rā, kua ako au ki te …”.

Resources

• Teacher preparation: slides, demonstration analogue clock and 25 mini analogue clocks
• the time-learning slide deck
• the time-telling and timetable practice sheet
• Time clue cards and group recording sheets
• Whiteboards, pens and pencils
• Four large clock faces or numbered movement stations
• Teacher observation checklist
• Timer and visible clock
• Prepare groups of four and display sentence patterns before students arrive

Assessment

• During modelling, check students identify the minute hand, hour hand, hāwhe and hauwhā; use mini-clock responses for an immediate reteach.
• Observe each student using a checklist: asks “He aha te wā?”, answers clearly, reads the analogue clock, uses ki te/mai i te, and participates respectfully in kōrero.
• Collect the exit ticket and timetable. Note whether errors are mathematical, vocabulary-related or pronunciation-related for the next lesson.

Differentiation

• Support visual learners with colour-coded hour/minute hands, large clocks, icons and a word bank; use one-step times before adding minutes.
• Support oral and kinaesthetic learners through choral repetition, arm-clock movements, mini-clocks and rehearsal before writing.
• Provide EAL and developing speakers with sentence frames: “He aha te wā?”, “Ko te ___ karaka”, “Kua ___ meneti mai i te ___”; pair with a supportive speaker.
• For dyslexia-friendly access, use a clear sans-serif font, large print, strong contrast, uncluttered worksheet sections and minimal copying. Allow drawing, pointing, oral recording or a scribe.
• Avoid public correction. Recast accurately, allow thinking time, and acknowledge different whānau routines and ways of organising the day.

Extension

• Advanced learners create a timetable with exact five-minute intervals and present it using both digital and analogue times.
• Challenge students to give a clue without naming the hour, then have another pair solve it using ki te, mai i te, hāwhe or hauwhā.
• Students investigate and explain how a local kura, marae or whānau might organise a shared day, using respectful questions and purposeful kōrero.