He Waka Kotahi

Overview

In this 60-minute lesson, 23 Year 2–3 students learn that the school pepeha belongs to the whole school community, while each person also has their own unique connections. Students explore the meaning of waka as a vessel that carried ancestors together and use a decorated paddle to show how each person contributes to the kura as one united group.

Learning intentions

• WALT understand that a pepeha shares important connections to people and places.
• WALT identify key parts of our school pepeha, including Tainui te waka and Papatoetoe East te kura.
• WALT explain how a waka represents people travelling and working together.
• WALT show that we are unique individuals who belong to one school community.

Success criteria

• I can say that the school pepeha is shared by our kura.
• I can explain that Tainui is the waka in our school pepeha.
• I can describe how paddlers need to work together.
• I can decorate a paddle to represent my contribution to our kura.

Curriculum links

• Te Reo Māori introduction: using pepeha and/or mihi to express identity and connections to whenua in formal and informal contexts.
• Emergent 1 teaching sequence — Pepeha knowledge: recognising that pepeha have a structure, with each element serving a purpose in expressing identity and belonging.
• Emergent 1 teaching sequence — Pepeha language examples: understanding connections to whakapapa, whenua, waka, mountains, rivers and significant places.
• Emergent 1 teaching sequence — Pepeha knowledge and language examples: recognising that pepeha vary between iwi, regions and whānau, and uphold manaakitanga and whanaungatanga.

Lesson structure (60 minutes)

1. 0–7 min · Whakatau and hook. Welcome students with “Tēnā koutou katoa” and display the question “He aha te mea e whakakotahi ana i a tātou?” (“What brings us together?”) using the opening question and waka image. Students turn and talk, then share ideas such as our class, kura, friends or whānau.

2. 7–18 min · Explore the school pepeha. Open the school pepeha slides and introduce selected lines: Ko Matukutūreia me Matukutūruru ngā maunga; Ko Puhinui te awa; Ko Tainui te waka; Ko Te Waiohua te iwi; Ko Papatoetoe ki te Tairawhiti te kura. Explain that this is the pepeha of our school, not a personal pepeha for every student. Students echo-read the lines and match each place or feature to its meaning: mountains, river, iwi, waka and school.

3. 18–28 min · What is a waka? Show a picture of Tainui waka on the Tainui waka teaching slides. Explain in child-friendly language that Tainui was an ancestral waka used by people travelling from Hawaiki to Aotearoa, and that the waka connects many people and places. Discuss: “Could one person paddle a large waka easily?” and “What happens when paddlers work together?” Students use paired actions to mime paddling in time and practise saying: “He waka kotahi tātou” (“We are one waka”) and “Ka mahi tahi tātou” (“We work together”).

4. 28–35 min · Unique and united. Revisit the unique-and-united discussion slide. Explain that students may have different whānau, cultures, languages, iwi, maunga or places that are important to them. No student needs to share private whakapapa or name a connection they do not know. However, at school we share belonging to our kura and can contribute our own strengths. Students complete the sentence orally: “He rerekē ahau, engari he wāhanga ahau o te kura.” (“I am unique, but I am part of the school.”)

5. 35–52 min · Colour and design a paddle. Distribute the school waka paddle colouring sheet. Explain that each paddle will join a class waka display. Students colour and decorate their paddle with patterns, colours or symbols showing a positive contribution they bring, such as manaakitanga, friendship, courage, listening or helping. While students work, circulate and ask: “He aha tāu e kawe mai ai ki tō tātou kura?” (“What do you bring to our school?”) Students may dictate or write one word or sentence on the paddle.

6. 52–60 min · Share and whakakapi. Invite several students to show their paddle and complete: “Ko ______ ahau. Ka āwhina ahau i tō tātou kura mā te ______.” (“I am ______. I help our school by ______.”) Attach the paddles together to form a class waka, or place them around a waka image. Close with the class repeating “He waka kotahi tātou” and a brief mihi of thanks.

Resources

• the pepeha, waka and discussion slide deck
• the school waka paddle colouring sheet
• Projector or interactive display
• Pencils, crayons and colouring pens
• Scissors and blu-tack or tape
• Large waka outline or display paper
• Optional picture of Tainui waka
• Whiteboard and marker

Assessment

• Listen during echo-reading and questioning for accurate understanding of waka, kura, maunga and awa.
• During paired discussion, check whether students can explain that the school pepeha is shared while personal connections may differ.
• Use the paddle share and closing response as an exit check: students state one way they are unique and one way they contribute to the kura.

Differentiation

• Provide visual icons for maunga, awa, waka and kura, and rehearse each phrase with actions before expecting students to speak independently.
• Offer sentence starters, teacher scribing or a choice of contribution pictures for students who need literacy, language or fine-motor support.
• Pair EAL learners with a supportive buddy and accept pointing, drawing, gesture or a home-language explanation before modelling the Māori phrase.
• Extension learners can add a second sentence explaining why a waka needs teamwork, or help lead the class chant and teach a peer the phrase “Ka mahi tahi tātou.”
• Avoid requiring students to disclose whakapapa. Students may choose a safe connection such as their class, whānau, neighbourhood, favourite place or a personal strength.