Hikoi Whakarongo me te Mahere Oro

Overview

In this first lesson of The Sounds of Ngāti Oneone, children listen to sounds in their environment, name, write and draw those sounds on a map. They connect sounds with the land, whānau, whakapapa, manaakitanga and kaitiakitanga as a foundation for later learning about making musical instruments and creating sounds.

Learning intentions

WALT / We are learning to:

• listen carefully and follow safety practices during the walk;
• name and describe sounds in the environment;
• use te reo Māori to talk about sounds we hear;
• organise ideas on a sound map;
• explain how a sound connects with Ngāti Oneone, the land, whānau or whakapapa.

Success criteria

• I can listen carefully and follow the safety rules.
• I can name or show at least two sounds from the environment.
• I can write, draw or talk about how a sound connects with the land, whānau, whakapapa, manaakitanga or kaitiakitanga.
• I can use te reo Māori to share my findings through words, a short sentence, a symbol, a drawing or a sound.

Curriculum links

• Te Reo Māori — knowing when to speak and when to listen.
• Te Reo Māori — organising a map to present ideas.
• Te Reo Māori — developing understanding of sentences and the purpose of writing symbols.
• Te Reo Māori — using body language to support speaking; connecting with Social Sciences and the Arts through tūrangawaewae, kaitiakitanga, sound and rhythm.

Lesson structure (45 minutes)

1. 0–5 minutes · Welcome and preparation. The teacher welcomes the group, leads an appropriate karakia or mihimihi, and shares the learning goals and rules: listen to the teacher, stay close to your buddy, and do not disturb the environment. Show the introduction videos, safety rules and Sound Map sheet; learn the words sound, listen, environment, land, whānau, whakapapa, manaakitanga, and kaitiakitanga together. Children point to, say or copy a word they know.

2. 5–17 minutes · Listening walk. The teacher leads a short walk to a safe place, using stories and pūrākau approved by Ngāti Oneone kaumātua. The group stops at planned places, and children may close their eyes if comfortable. Children listen for birds, wind, water, people and equipment, then point to or draw their findings on the Sound Map sheet. Back inside, each child uses the model: I heard ____. It is a ____ sound.

3. 17–37 minutes · Create the sound map. Organise children in pairs or small groups and assign roles using group role cards. Groups choose at least two sounds, then write, draw or attach pictures to a map of the place. They connect each sound to its significance using: This is a sign of the land / whānau / whakapapa / kaitiakitanga. They use colour, symbols and drawing size to show the sound’s volume, type and location. Show the instructional videos to remind children of the sequence stop–listen–speak–write. The teacher visits groups and asks: “Where is this sound?” “Why is it important?” “How can we care for it?”

4. 37–45 minutes · Share and reflect. Each group shares one part of its map using: We heard ____. This is a sign of ____. Students listen to one another and give positive feedback, such as Your explanation is good and I heard the same thing. The teacher uses the sharing videos and asks: What can I do to care for the sounds and environment of Ngāti Oneone? Children show thumbs up, sideways or down to indicate their understanding and participation.

Resources

• Stories or pūrākau approved by Ngāti Oneone kaumātua
• Local photographs and symbols
• A safe place for the listening walk
• Large paper, broad pens, crayons and writing tools
• The Sounds of Ngāti Oneone, the one video for the whole lesson
• Sound Map sheet with spaces for words, drawings and symbols
• Group role cards
• Large word cards, pictures and earmuffs if needed

Assessment

• The teacher observes following safety rules, listening, staying close to a buddy and participating in the walk.
• Evidence is collected from oral language, drawings, symbols and cultural connections shown on the sound maps.
• The teacher listens for use of te reo Māori and uses thumbs up, sideways or down for reflective assessment.

Differentiation

• Use visual instructions and the clear sequence stop–listen–speak–write. Provide a safe buddy, small group, meaningful role and short breaks for children who find behaviour regulation difficult.
• Children with ASD may choose whether to close their eyes. Provide a quiet space away from loud sounds and use earmuffs. Do not pressure a child to make a sound.
• For students with dyslexia and students developing language, use teacher read-aloud, pictures, symbols, large word cards, clear fonts, spacing between words and sentence frames. They may respond orally, by drawing, attaching pictures or pointing.
• Offer choices for writing, drawing, attaching pictures and speaking so all children can show their understanding.

Extension

• Advanced students compare the timbre and volume of sounds and create sound symbols for the map.
• They compose a short rhythm pattern to use later when creating musical instruments.
• They explain how that sound connects with the kaitiakitanga and whakapapa of Ngāti Oneone.