Ngā Momo Waiata

Overview

This first lesson in Waiata: Living Records introduces students to different types of waiata and the purposes they serve in te ao Māori. Students build on their completed brainstorm by sorting visual and word cards, listening for examples, and discussing how waiata can record identity, relationships, events and knowledge.

Learning intentions

• WALT identify different types of waiata.
• WALT explain the purposes of waiata in te ao Māori.
• WALT listen for features and observations in waiata examples.
• WALT use respectful language when discussing waiata and Māori cultural knowledge.

Success criteria

• I can name at least four types of waiata.
• I can explain one purpose for each of two waiata types.
• I can make a specific observation about a waiata I hear.
• I can participate respectfully in paired and group kōrero.

Curriculum links

• Year 9 Geography — Impact of Migration: interpreting qualitative data, including cultural artefacts and testimonies, to understand lived experience.
• Social Sciences Years 9–10: understanding how societies function and change, including New Zealand’s place in a globalised world.
• Social Sciences Years 9–10: analysing sources and data, communicating interpretations, and evaluating perspectives.
• Social Sciences Years 9–10: exploring identity, culture, power, belonging and the significance of te Tiriti o Waitangi | the Treaty of Waitangi.

Lesson structure (55 minutes)

1. 0–5 min · Welcome and hook. Teacher opens with the opening question and visual and asks, “What can a waiata tell us that a textbook might not?” Students silently write one idea, then share with a partner; invite several responses and acknowledge different forms of knowledge.

2. 5–12 min · Retrieve and connect. Teacher displays the class’s completed brainstorm through the brainstorm recap slide, clarifying that waiata have varied purposes and that names and practices may differ between iwi and contexts. Students recall as many words or ideas as possible, then identify one connection between waiata and people, place, whakapapa or an event.

3. 12–22 min · Direct teaching and listening preparation. Teacher introduces tautoko, aroha, tangi, mōteatea, oriori, whakapapa, poi and ā-ringa using the visual teaching slides; explain each term in accessible language without suggesting one fixed definition applies everywhere. Model respectful listening: identify the purpose, evidence heard or seen, and a question. Students repeat key terms, match pronunciation to the displayed words, and predict which purposes might be heard in each example.

4. 22–37 min · Kinaesthetic sorting activity. Teacher places students in five mixed-ability groups of three and distributes the waiata picture-and-word sorting cards and recording sheet. Groups sort the cards under the seven waiata types, discuss disagreements, and record a possible purpose and evidence for at least four types. Teacher circulates, asks “What makes you think that?” and corrects misconceptions sensitively, noting that some waiata may fit more than one purpose.

5. 37–47 min · Listen and observe. Teacher plays short, culturally appropriate audio examples, using the listening prompts and example slides; provide context and acknowledge the source or permission where appropriate. After each example, students jot or sketch one observation, then discuss in pairs: “What might this waiata be doing for the people who perform or hear it?” Invite groups to share evidence rather than guessing personal details.

6. 47–55 min · Plenary and individual check. Teacher returns to the learning intention on the plenary and self-check slide and asks students to complete an individual response: name four types of waiata and explain one purpose. Students share one new understanding or question, then hand in their responses for assessment.

Resources

• the Ngā Momo Waiata introduction and teaching deck
• the waiata picture-and-word sorting cards and recording sheet
• Completed class brainstorm from the previous learning
• Teacher-selected, culturally appropriate waiata audio examples
• Projector, speakers and device
• Whiteboard and markers
• Large-print card sets and coloured category headings
• Sticky notes or notebooks
• Timer

Assessment

• During retrieval, listen for students’ prior knowledge and note accurate use of waiata names.
• During sorting and kōrero, assess whether students can connect a waiata type with a plausible purpose and support an idea with an observation.
• Collect the individual plenary response: students meet the core success criteria if they name at least four types and explain one purpose accurately. Record students requiring further teaching or pronunciation support.

Differentiation

• Provide picture-and-word cards, colour-coded headings, audio repetition and mixed-ability pairs or groups. Give students sentence starters such as “A ___ waiata may be used to…” and “I noticed…”.
• Use dyslexia-friendly cards: large sans-serif font, high contrast, generous spacing, minimal text and one term per card. Read terms aloud and allow students to respond orally, by drawing or by dictation.
• Pre-teach and display key words, model pronunciation slowly, and check understanding privately rather than requiring students to perform unfamiliar kupu publicly.
• For students needing reduced load, ask them to sort four types first and complete one purpose explanation with a partner before working independently. Offer headphones or a quieter listening position where appropriate.

Extension

• Compare two waiata types and explain when each might be performed, using evidence from the listening examples.
• Consider how one waiata could serve more than one purpose, and justify the decision in a short oral or written explanation.