Rangahau Kaitiaki Waiata

Overview

Students begin a research project exploring a composer of kapa haka material. They will identify the composer, iwi, place of residence or work, achievements, and reliable information sources, while developing vocabulary and discussion skills in te reo Māori. The lesson builds on prior learning about Te Ao Haka disciplines and the role of waiata in maintaining and revitalising te reo Māori.

Learning intentions

• WALT identify a composer of kapa haka material and explain their significance.
• WALT locate and record relevant information from reliable sources.
• WALT use te reo Māori to share information, ideas and opinions.
• WALT plan a respectful, well-organised research project.

Success criteria

• I can name a composer and explain their connection to kapa haka.
• I can record their iwi, location, achievements and key contributions.
• I can identify where my information came from.
• I can discuss my research choices clearly and respectfully in te reo Māori.

Curriculum links

• Te Ao Haka: understanding the people, practices and contexts that shape kapa haka material.
• Perform an item from a Te Ao Haka discipline: recognising how composers contribute to the movement, voice, lyrics and style of an item.
• Te Reo Māori: expressing information, ideas and opinions about a language vitality context.
• Te Reo Māori: interacting in spoken reo Māori to share and respond to information, ideas and opinions.
• Key competencies: managing self, participating and contributing, relating to others, and thinking.

Lesson structure (60 minutes)

1. 0–7 min · Whakatau and hook. Teacher welcomes students, explains that composers are kaitiaki of stories, language and identity, then opens the opening question and kapa haka image. Students respond to the question, “He aha te take nui o te kaitito ki te kapa haka?” (“Why is a composer important to kapa haka?”) and share one idea with a partner.

2. 7–15 min · Establish the enquiry. Teacher introduces the research brief using the research question and project requirements. Explain that each student will investigate one composer of kapa haka material and collect evidence about:

• the person’s name and role as a composer;
• iwi, hapū or cultural connections, where available;
• where they are based or have worked;
• achievements and important compositions;
• the significance of their work to kapa haka or the vitality of te reo Māori;
• the title, organisation and date of every source used.

Students suggest possible composers and select a person they can research respectfully. Remind them not to assume iwi or personal information if it is not clearly stated by a reliable source.

3. 15–25 min · Model reliable research. Teacher models a search and note-taking process with a fictional or teacher-selected composer, using the source-checking model and the composer research organiser. Demonstrate checking the author or organisation, publication date, evidence, purpose and agreement between sources. Model paraphrasing rather than copying and show how to record a source immediately. Students identify which details are facts, which are opinions, and which require further checking.

4. 25–40 min · Individual research sprint. Teacher provides approved books, previously selected articles, school library resources or supervised digital access, and conferences briefly with each student. Students complete the first section of the organiser, recording the composer’s name, iwi or affiliations, location and two achievements. They must write brief notes in their own words and record a source beside each important detail. Students who cannot verify a detail write “kāore anō kia kitea” (“not yet found”) rather than guessing.

5. 40–50 min · Kōrero rangahau. Teacher displays the discussion prompts and useful sentence patterns. Students work in pairs, taking turns to explain their chosen composer and one source. Partners ask at least one follow-up question and identify one detail that needs stronger evidence. Encourage phrases such as “Ko te mea nui ki ahau…” (“What is important to me is…”), “E ai ki…” (“According to…”), “He aha te pūtake o tēnei kōrero?” (“What is the basis for this information?”), and “Me rapu kōrero anō au…” (“I need to find more information…”).

6. 50–57 min · Project planning and teacher check. Teacher explains the expected final product: a short researched presentation, written profile or digital display, including a clear introduction, connected information, source list and a concluding statement about the composer’s contribution. Students complete the planning section of the final product planner, choosing their format, listing two further research questions and setting a next step. Teacher checks that every student has a viable topic and at least one credible source.

7. 57–60 min · Exit reflection. Teacher asks students to complete the final three questions on the research exit reflection: “Ko wai taku kaitito?”, “He aha tētahi kōrero kua kitea e au?”, and “He aha taku mahi ka whai ake?” Students hand in the organiser or photograph it for their research folder.

Resources

• the complete research project slide deck
• the composer research organiser and project planner
• Teacher-selected books and library resources about kapa haka composers
• Supervised internet-enabled devices, if available
• Projector or interactive display
• Research folders or digital portfolios
• Māori and English dictionaries
• School library catalogue or approved database access

Assessment

• During modelling, check that students can distinguish a source-based fact from an unsupported assumption.
• During the research sprint and paired kōrero, check each student’s accuracy, source recording, use of te reo Māori and ability to respond to a question.
• Collect the organiser as formative evidence. Students should leave with a named composer, initial verified information, at least one recorded source and a clear next step.

Differentiation

• Provide a teacher-approved list of composers, shortened texts and pre-selected sources for students who need support with searching or reading.
• Offer sentence starters, a bilingual word bank and the option to dictate notes or use speech-to-text. Read key source extracts aloud where appropriate.
• Pair students strategically for the kōrero activity, while keeping each student responsible for their own research.
• Extend confident students by asking them to compare two composers, investigate iwi or rohe variation, or evaluate how their work supports language revitalisation.
• For students with dyslexia, ADHD or other learning needs, use the organiser in small sections, allow movement during the research sprint, and provide regular teacher check-ins.