Matariki Beginnings

Overview

In this first lesson of the unit, students explore the importance of Matariki in Māori culture, beginning with stories and ideas about the star cluster. They connect traditional understanding to today through a short reading excerpt and guided discussion.

Learning intentions

• WALT understand that Matariki is meaningful in Māori culture and is used to mark time.
• WALT identify at least 3 stars in Matariki and describe a simple meaning for each.
• WALT use simple reo Māori to share ideas and ask and answer questions about the reading.

Success criteria

• I can explain, in my own words, what Matariki is and why it matters.
• I can name 3 stars and match them to a basic meaning.
• I can use sentence starters in te reo Māori to talk about what I learned.
• I can participate respectfully in group discussion and listen to others.

Curriculum links

• Te Reo Māori: develop skills to use te reo Māori in everyday contexts, including sharing ideas and information.
• Key competencies: communication, thinking, and participating and contributing.
• This lesson supports the curriculum aim of strengthening knowledge and use of te reo Māori and understanding cultural contexts.

Lesson structure (30 minutes)

1. 1–4 min: Pōwhiri for learning Greet students in te reo Māori (e.g., “Tēnā koutou katoa”). Explain that this unit is about Matariki, a time of significance for Māori. Use a quick “thumbs” check: “Who has heard of Matariki?”

2. 4–9 min: Quick star focus (teacher input) Show an image of the Matariki star cluster (printed or projected). Briefly introduce the idea that Matariki includes several stars, and people connect them to stories, seasons, and meaning. Tell students they will learn names and simple meanings over the unit.

3. 9–15 min: Guided reading excerpt Hand out a short, age-appropriate excerpt (teacher reads once, then students read silently). The excerpt should include: Matariki as a marker for new beginnings, an idea about connections to people/seasonal events, and mention of several stars with simple meanings. During/after reading, pause to ask: “He aha te tikanga o Matariki?” and “He aha tō whakaaro?”

4. 15–22 min: Star meaning match (pairs) In pairs, students match 3 star names to short meaning strips (teacher-provided cards). Students record answers in te reo Māori using sentence starters such as:

• “Ko ______ te whetū o Matariki.”
• “E kī ana te kōrero he ______.” Teacher circulates, prompting respectful use of sounds, rhythm, and simple phrasing.

5. 22–27 min: Share-out (small groups) Groups of four share one matched pair and one new thing they learned from the reading. Each student must contribute at least one sentence using the starters or a similar structure. Teacher models correct pronunciation and provides supportive feedback.

6. 27–30 min: Exit reflection Students complete a one-minute written or spoken exit response:

• “I learned that Matariki…”
• “My favourite star meaning is…” (allow English if needed, but encourage te reo Māori sentence starter).

Resources

• Printed or projected image of Matariki (star cluster)
• Short reading excerpt (teacher-prepared) suitable for Year 7–8
• Star name cards and meaning strips (at least 3 stars)
• Student recording sheet with sentence starters
• Pencils/pens, coloured markers (optional for matching)
• Audio option (optional): teacher reads excerpt aloud for accessibility
• Timer and student group list
• Teacher note: pronunciation support for key star terms

Assessment

• Formative observation during pair work and group share-out (use of sentence starters and participation).
• Check the star meaning matches for correct pairing (at least 3 stars).
• Exit reflection for understanding of Matariki significance and one learning statement.

Differentiation

• Support: provide a partially completed matching sheet and a word bank with star names and meaning key phrases.
• Support: allow oral responses (recorded by teacher or peer) for students needing scaffolding with writing.
• Extension: ask students to add a short “because” statement (e.g., “E kī ana te kōrero… nō reira…”) or include a fourth star if confident.
• EAL/SEN: pre-teach 3–5 essential words from the excerpt with gestures; use sentence frames and allow mixed-language answers while aiming for te reo Māori structure.
• For confidence: roles in group work (reader, matcher, speaker, checker) so every student has a clear part.