Ngā Tikanga o te Hekenga

Overview

This is lesson six of the “Māori Migration and Identity” unit. Students examine the practices (tikanga) carried by Māori during migrations, such as protocols (kawa), songs (waiata), and tribal customs (tikanga ā-iwi), and explain the significance of one practice to identity and connection to the land.

Learning intentions

We are learning to:

• identify the practices that played a role in Māori migrations;
• explain the significance of a practice to a person, family (whānau), or tribe (iwi);
• use te reo Māori to communicate information, ideas, and reasons;
• discuss ideas with others and listen to their perspectives.

Success criteria

• I can describe a practice, such as protocol (kawa), song (waiata), prayer or incantation (karakia), genealogy (whakapapa), carving (whakairo), or weaving (raranga).
• I can explain why that practice was significant during the migration.
• I can connect that practice to identity, remembrance, or unity.
• I can use information from the past and present to support my explanation.

Curriculum links

• Te Reo Māori 1.1: Discussing information, concepts, and ideas — presenting, responding to, and extending ideas in conversation.
• Te Reo Māori 1.2: Expressing ideas in relation to a context in which the language is used — using a wide range of language and connecting ideas to identity and language revitalisation.
• Cook Islands Māori 1.2: Communicating in relation to a cultural context — discussing tribal practices, experiences from the past, and current ideas.
• NCEA learning area: using language to present information, ideas, and reasons relating to culture and identity.

Lesson structure (45 minutes)

1. 0–5 min · Warm-up. The teacher shows an image of a canoe (waka) or gathering (hui), using a warm-up slide and the key question, then asks: “What things travel with a person when they move to a new land?” Students independently write down three ideas, then discuss them with a partner.

2. 5–12 min · Context-setting. The teacher uses explanatory slides about migration practices to establish the context: protocols (kawa), songs and prayers or incantations (waiata and karakia), genealogy (whakapapa), artistic treasures (taonga toi), and practices of hospitality (tikanga manaaki) are ways of preserving and transmitting knowledge and identity. The teacher models the speaking structure: “___ is a practice. It was used for ___. It is important because ___.” Students listen, collect key words, and ask about anything they do not understand.

3. 12–22 min · Group learning. The teacher places students into five groups of five and distributes the research sheet and response guide. Each group is given one topic: protocol (kawa), song (waiata), prayer or incantation (karakia), genealogy (whakapapa), or art (toi). Students read the supporting text and identify the meaning, use, and significance of their topic. They use roles such as reader, writer, timekeeper, explainer, and speaker.

4. 22–32 min · Connecting ideas. The teacher guides groups to complete the three sections of the sheet: “What is the practice?”, “How was it used during the migration?”, and “What is its significance to identity, family (whānau), or tribe (iwi)?” Students are encouraged to use connectors such as because of, for example, therefore, in the past, and today. They prepare a 30–45-second oral explanation, including one statement about the past and one about the present.

5. 32–40 min · Presenting and responding. Each group talks to the class about its practice, using presentation-guidance slides and response questions. Listening students write down one new thing and one question. After each presentation, the teacher asks: “Why was this practice significant?” Groups respond or use phrases such as: “I agree…”, “In my opinion…”, and “Can you explain that again?”

6. 40–45 min · Closing and assessment. The teacher displays the plenary slide and exit questions. Students independently write: “My practice is ___. It was significant because ___. Today, its connection to ___ can be seen.” Responses are collected to check whether the learning intention has been achieved.

Resources

• Warm-up, teaching, group-work, discussion, and plenary slides
• Research sheet and response guide
• Display device and computer
• Short texts, images, song examples, art, and selected practices
• Whiteboard, pens, writing paper, and coloured pens
• Clock or timer
• Māori-language dictionary or digital language resources

Assessment

• The teacher listens to group discussions and uses a checklist covering word accuracy, explanation of significance, connection to identity, and response to the question.
• Group sheets are checked for the use of information, ideas, reasons, and references to the past and present.
• The exit response shows whether the student can describe a practice and explain its significance.

Differentiation

• The teacher organises small groups and assigns roles so that all students can participate. Students may contribute orally or in writing.
• Sentence starters are provided: “___ is a practice…”, “This was used for…”, “It is important to identity because…”.
• For students who need support, freewriting time, a short text divided into sections, key words, and a dyslexia-friendly guided response model are available. Use a clear font, generous spacing, short lines, and oral language as an alternative to extended reading.
• For advanced students, ask them to compare two practices, explain how one practice changed during migration, and support their ideas with examples from the past and present.

Extension

• Create a short presentation, drama, or song that shows the practice and its significance.
• Write a 1–2-minute speech explaining how that practice maintained identity during migration.
• Use an idiom (kīwaha) or proverb (whakataukī) relating to connection, resilience, land, or family (whānau).