Ngā Hekenga Tuku Iho

Overview

Akoranga 6 o te 10: Ngā Ara o Tangata Moana. Students examine a short pūrākau and oral-history accounts connected with Māori migration and waka traditions. They listen for key information, discuss whakapapa and tūrangawaewae, and respond respectfully to differing accounts.

Learning intentions

• WALT whakarongo kia mārama ki ngā kōrero tuku iho mō te hekenga Māori.
• WALT tautohu i ngā kōrero matua me ngā taipitopito whai tikanga.
• WALT whakamārama he aha te hiranga o te whakapapa, te waka me te tūrangawaewae.
• WALT kōrero, whakarongo hoki i runga i te whakaute ki ngā tirohanga rerekē.

Success criteria

• I can identify the waka, people, places and key events in an oral account.
• I can retell two important details using my own words.
• I can explain one way whakapapa or tūrangawaewae connects people to place.
• I can listen respectfully and say, “He rerekē tēnei kōrero i taku i rongo ai,” without dismissing another account.

Curriculum links

• Whakarongo: understanding and responding to spoken Māori in familiar and increasingly complex contexts.
• Kōrero: sharing information, ideas and opinions clearly in te reo Māori.
• Pānui and tuhituhi: locating key information and recording short responses.
• Tikanga ā-iwi and ngā uara: understanding identity, belonging, whakapapa, place and the importance of oral histories; participating respectfully with others.

Lesson structure (60 minutes)

1. 0–5 min – Whakatau and learning focus Welcome the class with a brief mihi and introduce the title, Ngā Kōrero tuku iho mō te Hekenga. Open with the opening question slide: “He aha ngā kōrero ka mauria e te tangata i a ia e haere ana ki tētahi whenua hou?” Invite a few responses and establish the expectation that accounts may differ between iwi, whānau and sources.

2. 5–15 min – Activate prior knowledge Display a simple migration and waka image using the visual hook and prior-knowledge slides. Ask: “He aha te waka?”, “Ko wai ngā tāngata?”, “Kei hea te tūrangawaewae?” Students think quietly, discuss with a partner, then share. Clarify key terms orally: pūrākau, hekenga, waka, whakapapa, tūrangawaewae, and kōrero tuku iho.

3. 15–25 min – First listening: grasp the kōrero Read aloud, or play a recorded, age-appropriate account of a waka journey. The account should name the waka, people, places, reason for the journey and one tradition or lesson passed down. Students listen without writing and identify the main idea. Revisit the listening focus slide and ask, “He aha te tino kōrero o tēnei pūrākau?”

4. 25–38 min – Second listening and group information hunt Read a second account connected with migration or waka traditions. Provide the oral-history listening organiser to pairs for recording key information. Then place students in groups of five or six and distribute the group role cards. Students compare both accounts and sort their ideas under: Ko wai? Kei hea? He aha te mahi? He aha te take? He aha te mea nui? Encourage sentence starters: “I rongo au…”, “Ki ōku whakaaro…”, and “He rerekē tēnei nā te mea…”

5. 38–50 min – Discuss whakapapa and tūrangawaewae Groups prepare a one-minute kōrero answering: “He aha te hononga o tēnei kōrero ki te whakapapa, ki te tūrangawaewae rānei?” Use the discussion prompt and sentence-starter slides. Each group shares one idea. Remind students not to claim that one account is the only correct version; oral histories can reflect the knowledge and experiences of particular iwi or whānau.

6. 50–56 min – Individual response Students complete the final section of the personal response section: “Ko te kōrero matua…”, “He mea nui te whakapapa/tūrangawaewae nā te mea…”, and “I whakaatu au i te whakaute mā te…” Support students to write in short, accurate sentences or dictate their response to an adult or partner.

7. 56–60 min – Whakakapi and exit reflection Revisit the success criteria on the plenary slide. Students complete the success criteria exit ticket and hand it in as they leave. Close with: “He mihi ki a koutou mō tō koutou whakarongo me tō koutou whakaute.”

Resources

• the Ngā Kōrero tuku iho teaching deck
• the oral-history listening organiser
• the group role cards
• the success criteria exit ticket
• Two short, age-appropriate oral accounts about Māori migration or waka traditions
• Image or map showing waka journeys and places
• Whiteboard and pens
• Audio equipment, if using a recording
• Pencils and highlighters

Assessment

• Listen for students identifying accurate key information during paired and group discussion.
• Check the worksheet for details about people, places, events and the significance of whakapapa or tūrangawaewae.
• Use the exit ticket to assess whether students met the success criteria and participated respectfully.

Differentiation

• Provide vocabulary with simple explanations, visual cues and repeated oral modelling; allow students to respond through drawing, labelled notes or oral recording.
• Pair students strategically and provide sentence starters such as “Ko…”, “I rongo au…”, and “Ki ōku whakaaro…”.
• For EAL and students requiring additional support, preview the account, pause between sections, repeat key sentences and offer a scribe or speech-to-text option.
• Extend confident speakers by asking them to compare how the two accounts show identity, belonging or relationship to place, using evidence from both.