Pūkana Whakatau

Overview

Today’s lesson introduces haka harikai respectfully through tikanga, movement, voice, and meaning. Students learn a short, age-appropriate sequence, key kupu, and practise explaining what the haka communicates (without translating every word literally).

Learning intentions

• WALT recognise that haka harikai are performed with respect for people and place, and follow tikanga and safety routines.
• WALT learn a short haka harikai sequence and perform it with clear timing, facial expression, and purposeful movement.
• WALT understand and use key kupu (e.g., mihi/whakapapa-like ideas such as “greeting/welcome”, “unity”, “stand tall”, “effort/strength”) to explain the overall message.
• WALT translate ideas by meaning, not word-for-word, when sharing in pairs or small groups.

Success criteria

• I can follow the tikanga/safety rules for performing as a group (quiet listening, respectful attitude, appropriate volume).
• I can perform the taught sequence using the correct order, with controlled movements and clear voice cues.
• I can explain the overall meaning using simple sentences (e.g., “This part shows…”, “The message is…”).
• I can identify key kupu and match them to the idea/meaning (not every single word).

Curriculum links

Learning area	Descriptor	Knowledge	Practices
Te Reo Māori (Cultural and sociolinguistic knowledge)	When giving and following instructions, respect tikanga, use polite language, be clear and purposeful, and acknowledge relationships and place.	Respect for tikanga in group performance; polite instructions and listening.	Following tikanga; giving/receiving instructions respectfully; acknowledging relationships/place.
Te Reo Māori (Kōrero ā waha)	Present about matters of immediate personal relevance and importance.	Sharing an interpretation of the haka’s message using familiar ideas.	Speaking in culturally appropriate ways; taking turns; using rehearsed phrases.
Te Reo Māori (Kōrero ā tuhi)	Prepare and write short texts on familiar topics.	Writing 2–3 sentences about meaning and feelings evoked by the haka.	Drafting and revising short meaning statements.
Te Reo Māori (Cultural/sociolinguistic knowledge) + Arts (Dance)	Communicate confidently in culturally appropriate ways through performance.	Understanding that the haka communicates meaning, not just movement.	Coordinating voice, movement, and expression; participating safely.
Health & PE (Health education; wellbeing/self-management)	Use strategies to manage emotions/body awareness and work safely in groups.	Knowing performance boundaries and self-regulation strategies.	Breathing/voice control, teamwork, respecting others’ pace and confidence.
The Arts (Dance/performance)	Communicate ideas through movement, space, timing, and expression; respond to feedback.	Identifying movement qualities (strong, steady, unified).	Practising, refining, performing for an audience respectfully.

Prior knowledge

• Students can follow group instructions, take turns in speaking, and practise movement safely.
• Students have seen haka performances before (class discussions may have occurred), but they may not know why tikanga is needed.

Culturally responsive tikanga and safety guidance (teacher script for today)

• “We only perform the section chosen today. We do not change the order or words without permission.”
• “We greet respectfully, listen quietly, and give everyone space to participate.”
• “We use controlled strength (not hurting anyone), keep movements within personal space, and follow the teacher’s stop signal immediately.”
• “Before teaching, the teacher verifies the specific haka harikai words, pronunciation, meaning, and permission with a trusted local iwi, kaumātua, whānau, or fluent speaker.”

Lesson structure ({total minutes})

1. 0–8 min · Hook + tikanga check. Teacher opens the introduction slides and shows a short visual cue (e.g., group haka moment without full sound if not appropriate). Teacher asks: “What do you notice about the body, voice, and respect in that performance?” Students turn-and-talk, then share one observation.

2. 8–15 min · Teach meaning-first approach. Teacher explains that haka harikai communicates a message (greeting/welcome, unity, strength/effort) and that we learn the taught section respectfully. Teacher uses the introduction slides to introduce 3–5 key kupu with “idea cards” (meaning in simple English/te reo concept), stressing: “We explain the meaning, not word-by-word.” Students repeat the kupu chorally and match each to an idea.

3. 15–25 min · Model the short sequence (no pressure). Teacher demonstrates the chosen sequence once (slow, clear), then a second time with counting cues. Teacher points to tempo/pauses on the introduction slides. Students watch, then practise “shadow” movements silently (hands/feet/stance) while keeping voices off.

4. 25–35 min · Practise in parts (movement + voice). Teacher splits the sequence into two parts (Part A and Part B) using the introduction slides.

• Teacher leads Part A: stand, posture/face, one movement phrase, then voice cue.
• Students practise Part A in rows, with teacher reminders about safe distance and controlled strength. Then students practise Part B similarly. Teacher checks timing with quick “show me” signals.

5. 35–45 min · Meaning check: translate by idea. Teacher distributes the haka harikai meaning worksheet. Students complete:

• Draw a line matching 3 kupu to the correct meaning idea.
• Write 1–2 sentences: “This haka shows … because …” (sentence starters provided on worksheet). Teacher circulates, emphasising meaning over literal translation.

6. 45–55 min · Perform (structured and safe). Teacher returns to the introduction slides for the final performance order cue. Students perform the whole short sequence with group voice (volume set by teacher) and controlled movement. Teacher gives one specific “keep doing” feedback point, e.g., “Your timing is getting clearer.”

7. 55–60 min · Exit reflection + tidy. Teacher leads a brief whole-class reflection: “What did we learn about respect and meaning today?” Students complete the last line on the haka harikai meaning worksheet as an exit response (or teachers can use verbal exit if writing is difficult).

Resources

• the introduction slides (hook, tikanga reminders, kupu meaning cards, movement/sequence cues, performance order)
• the haka harikai meaning worksheet (match kupu-to-idea + short meaning sentences)
• Floor space marked by “personal space” dots or tape
• Teacher stop-signal (hand signal or chime)
• Printed/visible kupu idea cards for the teacher (so all students can see meaning)
• Audio speaker only if permissions/teacher decision allow clear, respectful audio cue

Assessment

• Formative during practise: teacher observes safety, respectful listening, timing, and voice control.
• Formative from the haka harikai meaning worksheet: accuracy matching kupu to ideas and ability to state overall meaning in simple sentences.
• Teacher quick oral check: ask 2–3 students, “What does this part communicate?” focusing on meaning.

Differentiation

• Performance support: students can participate with “shadow moves” (silent body only) or “voice on one cue” until ready; no public pressure.
• Writing support: sentence starters and a word bank on the haka harikai meaning worksheet; allow drawing + 1 sentence for students who find writing difficult.
• For confident students: add a second sentence explaining “why” the movement/voice shows the message, using the same key kupu.
• For learners with low stamina/anxiety: provide a clear role (e.g., timing caller at the teacher’s discretion, or partner who helps practise Part A quietly).
• Language learners: focus on meaning explanation and rehearsed phrases; avoid requiring literal translation of every word.

Extension (optional)

• Home connection: students practise the taught sequence safely at home (family acknowledges/joins respectfully if appropriate), and share one sentence about the haka’s meaning using their worksheet sentence starter.