He Kupu Whakataki

Overview

This opening lesson establishes the kaupapa for the 20-lesson unit Waiata, Whenua, Tūrangawaewae. Ākonga connect prior experiences of waiata with local places, stories and environmental concerns, then agree on tikanga and collaborative expectations to guide their own musical composition.

Learning intentions

• WALT understand the kaupapa and learning journey of the unit.
• WALT identify how waiata can express connections to whenua and tūrangawaewae.
• WALT discuss and apply tikanga for respectful musical learning.
• WALT generate possible local ideas to develop into a waiata.

Success criteria

• I can explain what waiata, whenua and tūrangawaewae mean in this unit.
• I can share a relevant experience, place, story or issue respectfully.
• I can help create agreed tikanga for listening, performing and giving feedback.
• I can record at least one possible composition idea and explain why it matters.

Curriculum links

• Ngā Toi: waiata and contemporary Māori musical expression as vehicles for exploring, creating, performing and responding.
• Ngā Toi — Ngā Mahi a te Rēhia, Taumata 5–6: exploring and explaining how the body and reo create meaning in varied contexts.
• Te Marautanga o Aotearoa Ngā Toi framework: participation in waiata and other art forms grounded in Māori expression.
• Unit context: developing musical ideas from whenua, tūrangawaewae, local stories and environmental concerns.

Lesson structure (60 minutes)

1. 0–7 min · Whakatau and listening hook. Teacher welcomes the class, introduces the unit title, plays or sings a short, appropriate excerpt of waiata, and opens the hook and unit introduction slides with the question, “What can a waiata carry that an ordinary conversation might not?” Students listen silently, jot one response, then share with a partner.

2. 7–15 min · Establish the kaupapa. Teacher explains that the class will spend 20 lessons learning how waiata can communicate identity, relationships, stories and responses to place; clarify that students will not imitate or perform culturally specific material without appropriate context and permission. Students annotate the kaupapa and prior-experience sheet by defining, in their own words, waiata, whenua and tūrangawaewae, and recording one waiata they know or have encountered.

3. 15–25 min · Prior experiences and respectful listening. Teacher models a brief personal example and uses the respectful discussion prompts to establish expectations: listen without interrupting, ask rather than assume, protect personal information, pronounce names and kupu carefully, and respond to ideas rather than judging people. Students share in groups of three, with one speaker, one active listener and one summariser; each group reports one common idea, not private details.

4. 25–38 min · Local connections kōrero. Teacher displays a simple map or image of the local area and asks: “Which places, people, histories, taonga or environmental changes could inspire a waiata?” Students complete the whenua web on the local connections planning page. In groups of three or four, they discuss possibilities such as a significant awa, maunga, marae, coastline, park, local story, threatened species or community issue. Students may pass or offer a general example if a topic feels sensitive.

5. 38–48 min · Tikanga and collaboration agreement. Teacher gathers ideas and co-constructs five to seven class agreements under the headings Before we create, While we create and When we share. Prompt students to consider permission, attribution, representation, feedback, volume, rehearsal space and caring for instruments. Students suggest wording, challenge unclear expectations respectfully, and copy the final agreement onto their worksheet.

6. 48–56 min · Idea pitch and peer response. Teacher asks each student to choose one possible composition direction and complete the sentence frame on the idea-pitch instructions: “Our waiata could express ___ about ___ because ___.” Students give a 30-second pitch in pairs, then respond using “I notice…” and “I wonder…”. Each student records one piece of useful feedback and one next question on the worksheet.

7. 56–60 min · Exit reflection and preview. Teacher revisits the learning intentions and invites three volunteers to share a class agreement or emerging idea. Students complete the final reflection on the exit reflection section: “One responsibility I will bring to this unit is…” and “A place, story or issue I want to investigate is…”. Teacher previews the next lesson, where the class will listen to and respond to selected waiata as musical and cultural texts.

Resources

• the unit introduction and discussion deck
• the kaupapa, local connections and reflection worksheet
• Appropriate short waiata excerpt or teacher-led live example
• Projector, speakers and device
• Local map, aerial image or familiar whenua image
• Whiteboard and markers
• Pencils and coloured pens
• Instruments only if needed for the opening example

Assessment

• Listen during group kōrero for accurate understanding of waiata, whenua and tūrangawaewae, and for respectful participation.
• Check worksheets for a meaningful local connection, a possible composition direction and understanding of agreed tikanga.
• Use the final reflection to identify students needing support with cultural vocabulary, confidence sharing, or narrowing an idea for the next lesson.

Differentiation

• Provide sentence starters, word meanings, visual prompts and the option to draw or use key words instead of writing full explanations.
• Allow students to share with a partner, contribute as a group reporter, or pass on personal topics; never require disclosure of whakapapa or experiences.
• Pair students strategically and model active listening, respectful disagreement and pronunciation of unfamiliar kupu.
• Extend confident students by asking them to identify the intended audience, musical mood or point of view for their proposed waiata.
• Offer quiet thinking time, a low-stimulation seating option and written responses for students with communication, attention or sensory needs.