Introducing Matariki

Overview

In this first lesson of the Matariki Stories and Whānau unit, students build shared background knowledge by viewing Matariki images, discussing what they already know and asking questions. The lesson establishes respectful ways to listen and share, while recognising that Matariki is connected with different iwi, whānau and places.

Learning intentions

• WALT talk about Matariki and share what we already know.
• WALT listen respectfully when others are speaking.
• WALT ask questions about Matariki and our learning.
• WALT make connections between texts, images, our experiences and whānau.

Success criteria

• I can listen respectfully while someone else is speaking.
• I can share an idea about Matariki.
• I can ask a question about Matariki.
• I can explain one connection between Matariki and my whānau, if I choose to.

Curriculum links

• English — Comprehension strategies: use prior knowledge and what has already happened in a text or discussion to predict and wonder about what may come next.
• English — Interpretations and connections: respond to and share opinions about texts and images by drawing on knowledge and experiences.
• English — Revisiting knowledge and practices: revisit and deepen understanding through repeated opportunities to talk, listen and connect.
• Te Mātaiaho capabilities and practices: oral language, respectful participation, making connections, and asking questions.

Lesson structure (45 minutes)

1. 0–5 min · Welcome and connection. Teacher introduces the unit and says, “Today we are beginning our learning about Matariki. Matariki is a time when many people look to the stars, remember those who have died, celebrate the present and look forward to the future.” Open with the image hook and welcome slides and invite students to notice before they explain. Students silently look, then share one thing they notice with a partner.

2. 5–12 min · Respectful talk. Teacher teaches and models three discussion behaviours: eyes or body towards the speaker, listening without interrupting, and responding kindly. Introduce the sentence stems, “I notice…”, “I already know…”, and “I wonder…”. Students practise with a partner, taking turns to speak and listen. Remind students that people may know different things about Matariki and that all whānau do not celebrate in the same way.

3. 12–20 min · View and think. Show a small selection of age-appropriate images, such as the night sky, stars, a whānau together, kai, planting or gathering, and a local landscape, using the Matariki image sequence and noticing prompts. Ask, “What do you notice?”, “What might be happening?”, and “What does this make you think about?” Students use a turn-and-talk, then several share with the class. Accept responses in English, te reo Māori or a home language, with a partner or adult helping to interpret where needed.

4. 20–29 min · Share prior knowledge. Teacher records student ideas on a large class chart headed “What we think we know”. Clarify gently that Matariki has important meanings for Māori and that knowledge and practices can differ between iwi. Do not present one fixed story as the only explanation. Students contribute an idea, experience or word, or may choose to pass. Give each student quiet rehearsal time with a partner before whole-class sharing.

5. 29–39 min · Create the wonder wall. Teacher models a question beginning with “I wonder…” and explains that questions help guide future learning. Distribute the Matariki notice-and-wonder sheet. Students draw or dictate one thing they notice or know and one question they have. Invite students to share their questions while the teacher writes them on sticky notes and groups them on the class wonder wall under headings such as Stars, Whānau, Stories, Celebrations and Nature. Students listen for a question they would also like answered.

6. 39–45 min · Plenary and check-in. Revisit the wonder-wall and closing slides. Ask students to complete the oral frame, “Today I learned…”, or “I wonder…”. Students show a thumbs signal for the success criteria they feel they met and tell a partner one respectful listening action they used. Teacher previews that the class will return to the wonder wall throughout the unit.

Resources

• Matariki introduction and image discussion deck
• Matariki notice-and-wonder sheet
• Large-print photographs or illustrations of Matariki, whānau and nature
• Large class chart or whiteboard
• Sticky notes in several colours
• Thick black markers
• Pencils, crayons and drawing materials
• Optional quiet space or headphones for students who need reduced sensory input

Assessment

• During partner and class discussions, listen for students using a turn-taking behaviour and sharing an idea connected to an image or prior knowledge.
• Check notice-and-wonder sheets for an orally, drawn or written idea and a relevant question. Scribe responses where required.
• During the plenary, note which students can describe a respectful listening action and ask a question; add teaching points to the next lesson’s plan.

Differentiation

• Provide large, uncluttered visuals, read all teacher talk and instructions aloud, and never require independent reading. Offer drawing, pointing, oral recording or adult scribing instead of writing.
• Use picture prompts and the sentence stems “I notice…”, “I know…” and “I wonder…”. Rehearse with a supportive partner before whole-class sharing.
• Allow students to discuss ideas first in their home language and then share in English, te reo Māori or both. Accept culturally appropriate differences in knowledge and experience.
• For students needing additional support, offer a choice of two images or questions and seat them where they can clearly see the speaker and visuals. Challenge confident learners to explain a connection between Matariki and whānau, or group wonderings and explain why they belong together.

Extension

• Students create an additional wonder-wall question about how Matariki connects with their whānau, whenua or hopes for the future.
• Students explain their connection to a partner using “Matariki reminds me of… because…”.