Poi Waiata Actions

Overview

Students learn and perform a short poi sequence with actions to an age-appropriate waiata. They explore body, space, time, energy, and relationships while developing coordination, rhythm, cultural respect, and confidence in performing together.

Learning intentions

• WALT move poi safely and with control.
• WALT learn and remember a short sequence of poi actions.
• WALT use dance elements to perform with a group.
• WALT respond respectfully to waiata, poi, and the performances of others.

Success criteria

• I can hold and move my poi safely, keeping awareness of others.
• I can perform the agreed poi actions in time with the waiata.
• I can use clear, controlled movements and appropriate energy.
• I can work cooperatively and show respect when watching others.

Curriculum links

• Dance — developing practical knowledge of body, space, time, energy, and relationships.
• Dance — developing and communicating movement ideas through a short sequence.
• Dance — performing and responding to dance in a supportive group context.
• Te Mātaiaho English teaching guidance — learning through purposeful, collaborative communication and contextualised teaching.

Lesson structure (30 minutes)

1. 0–4 min · Welcome and cultural framing. Teacher introduces the waiata and explains that poi actions should be learned respectfully, with attention to the meaning and context shared by the kaiako or school community. Show the learning intention and success criteria in the opening and learning intention slides; display the Dance Pathways Reference Poster as a reminder that dancers create, practise, perform, and respond. Students listen quietly, identify the beat, and discuss how dancers can show respect.

2. 4–8 min · Safe poi warm-up. Teacher checks that each student has a clear space, demonstrates holding one poi securely, and establishes the safety rule: poi stay below shoulder height, move in the student’s own space, and stop immediately on the signal. Students practise walking, stretching, and making small controlled circles with one poi, then freeze when the teacher calls “tū”.

3. 8–14 min · Teach the actions. Teacher models four simple actions, one at a time, facing the class:

• Tīmata: hold poi still at the sides and stand tall.
• Ruru: swing both poi gently forward and back, keeping elbows soft.
• Awhi: make small side circles, first to one side and then the other.
• Ngaru: make low, gentle waves from side to side. Play the relevant demonstration sequence from the action-teaching slides. Students copy without music first, saying the action names aloud and freezing between each one.

4. 14–20 min · Build the sequence. Teacher combines the actions into: Tīmata (4 counts), Ruru (8 counts), Awhi right and left (8 counts), Ngaru (8 counts), then Tīmata (4 counts). Count steadily and provide a visual cue using the sequence instruction slide. Students practise in pairs, with one student performing and the other quietly checking “safe space, steady rhythm, clear shape”; then they swap.

5. 20–26 min · Perform with waiata. Teacher plays a suitable school-approved waiata with a clear, manageable beat and cues the sequence. If the waiata is longer than the sequence, students repeat the pattern while maintaining safe spacing. Students perform in groups of five, entering together, repeating the sequence, and finishing still. The audience watches respectfully and notices one effective use of movement, timing, or energy.

6. 26–30 min · Reflect and close. Teacher gathers students in a circle, revisits the success criteria from the reflection and plenary slides, and asks: “Which action was easiest to control? How did we keep one another safe? How did the waiata help our movement?” Students share with a partner, demonstrate their favourite action without poi, and show a quiet thumbs-up/sideways/down for their confidence with the sequence.

Resources

• One pair of soft poi per student, or classroom-made ribbon poi
• Teacher-selected, school-approved waiata with a clear beat
• Audio player and speakers
• Clear, uncluttered performance space
• Poi waiata actions slide deck
• Dance Pathways Reference Poster
• Teacher signal such as a hand drum, clap, or call of “tū”
• Optional floor markers for performance groups

Assessment

• Observe whether students maintain safe spacing, stop on the signal, and control the poi below shoulder height.
• During pair practice, listen for students using the action names and identify students who can keep the sequence and beat.
• Use the final partner reflection and confidence check to identify who needs slower counting, a reduced sequence, or further practice.

Differentiation

• Support students by using one poi first, slowing the count, practising without music, and providing a peer or teacher model. Students may perform the actions without poi if coordination or safety is a concern.
• Use clear visual demonstrations, repeated action names, gestures, and consistent verbal cues for students learning English or needing language support.
• Offer choice of low, small movements and extra personal space for students with sensory, physical, or attention needs; never require a student to hold poi.
• Extend confident students by asking them to vary energy or level safely, lead the counting for a group, or create a respectful transition between two actions.