Poi Toa Skills

Overview

Students learn about poi toa as a Māori movement game, make a safe classroom poi toa, and practise controlled passing, movement and teamwork. The game is presented as a kura-based adaptation; check local tikanga, local names and iwi or hapū variations before teaching.

Learning intentions

Students will:

• learn how to make a safe poi toa using soft, recycled materials
• practise underarm throwing, catching, tracking and moving into space
• follow agreed rules and demonstrate fair, respectful teamwork
• explain how safety, cooperation and local knowledge shape the game

Success criteria

• I can make a secure, soft poi toa and check that it is safe to use.
• I can throw and catch with control while keeping my eyes on the poi.
• I can move into space, communicate and follow the rules.
• I can show manaakitanga, fair play and respect for local tikanga.

Curriculum links

• Marau ā-Kura — local kura curriculum: connect the activity with local pūrākau, tikanga, te reo ā-iwi and community aspirations where appropriate.
• Te Reo Pākehā: listen to and use simple English instructions, explanations and team communication in a Māori-medium setting.
• Pāngarau — measurement and geometry: measure cord lengths, compare distances and use spatial language such as near, far, beside, behind and between.
• Te Marautanga o Aotearoa: learning is collaborative, active and connected to the cultural context of the kura.

Lesson structure (60 minutes)

1. 0–5 min · Welcome and cultural framing. Teacher opens the hook and cultural framing slides, acknowledges the local context, explains that poi toa may have different local forms, and introduces the learning intention and safety expectations. Students listen, share any prior knowledge respectfully, and identify one quality needed for a good teammate.

2. 5–12 min · Demonstration and safety. Teacher shows a completed soft poi toa and models checking the knot, cord and ball; establish rules: use soft materials, keep poi below shoulder height, no striking or wrapping the cord around anyone, maintain a safe space, and stop immediately on “Tū”. Students practise the stop signal and identify a safe throwing distance from a partner.

3. 12–25 min · Make a poi toa. In pairs, students follow the step-by-step making slides. Each pair rolls or scrunches newspaper into a soft ball, places it inside a fabric square or old sock, wraps tape securely around the ball, attaches a pre-cut length of soft cord or fabric strip, and secures the other end with several layers of tape. Teacher checks every poi toa before use. Students test that it is soft, secure and easy to hold, then measure or compare its length with another pair’s.

4. 25–33 min · Skill practice. Teacher uses the throwing and catching practice slides to demonstrate ready position, gentle underarm passing, watching the poi and receiving with two hands. Students work in pairs: five short passes, five passes after one step sideways, then five passes while moving into a clear space. Partners give one specific encouragement, such as “Good eyes” or “Gentle pass”.

5. 33–50 min · Poi toa game. Teacher organises five teams of five in a marked playing area and displays the game instructions and rules slides. Two teams play while the others rotate as scorekeeper, safety watcher and encouragers. In this adapted game, a team scores one point by completing five controlled passes and then passing the poi toa to a nominated end-zone player. Players may move without the poi, but may not run while holding it, snatch, make body contact or throw above shoulder height. If the poi toa drops, the other team restarts from the nearest side marker. Rotate teams every three minutes, pausing for feedback between rounds.

6. 50–56 min · Reflect and improve. Teacher pauses the class and revisits the success criteria on the reflection and improvement slide. Students discuss in teams: How did we create space? How did we keep people safe? What could we change in the next round? Teams replay one short round, applying one agreed improvement.

7. 56–60 min · Cool-down and exit check. Teacher leads gentle breathing, shoulder rolls and walking stretches, then asks each student to complete a learning-intention exit ticket slip before returning equipment. Students name one poi toa skill, one safe-play action and one question or idea for learning more about the local form of the game.

Resources

• Soft poi toa materials: newspaper, fabric squares or old socks, masking or duct tape, and pre-cut soft cord or fabric strips
• Five marked team areas or cones
• Five soft balls or beanbags for demonstration and backup
• Measuring tapes or rulers
• Whistle or agreed “Tū” stop signal
• First-aid kit and drinking-water access
• the Poi Toa introduction, making, skills, game and reflection deck
• learning-intention exit ticket slips

Assessment

• Observe whether students make a secure poi toa, follow the stop signal and use safe throwing distances.
• During practice and gameplay, assess controlled passing, catching, movement into space, communication and fair play.
• Review exit tickets for evidence that students can identify a skill, a safety action and a next learning step.

Differentiation

• Support students with a shorter cord, larger softer ball, closer partners, a stationary passing role or a peer demonstration before joining the game.
• Use clear visual modelling, repeated one-step instructions and the same safety language throughout; provide an adult or peer buddy for students needing help with sequencing or coordination.
• Students developing English can rehearse key instructions with a partner and use gestures, while the teacher reinforces relevant local kupu approved by the kura.
• Extend confident students by requiring three different passes, moving into space before receiving, or taking responsibility for explaining one safety rule without increasing throwing speed or contact.