Respectful Haka Protocols

Overview

In this lesson, students learn and practise key cultural protocols and show respect when performing a haka. They will apply these protocols to their own group performance, focusing on safe movement, voice, and mindful behaviour.

Learning intentions

• WALT explain what respectful protocols mean during a haka performance.
• WALT practise entering, standing, and responding respectfully as part of a haka.
• WALT use respectful body language and voice to support performance.
• WALT reflect on how our group showed respect and how we can improve.

Success criteria

• I can describe at least 2 respectful protocols we follow during a haka (e.g., quiet attention, respectful posture, listening).
• I can demonstrate a respectful start and finish to our haka (before and after the action).
• I can keep my movements safe and controlled while performing.
• I can share one specific way our group showed respect and one next step.

Curriculum links

• The New Zealand Curriculum: Physical education focuses on learning to participate, move with control, and develop personal and social skills.
• Te Tiriti o Waitangi: Learning about Aotearoa’s culture, including tikanga and respect for Māori language and practices.
• Key competencies: Managing self, relating to others, and participating and contributing through teamwork and reflection.
• Cultural respect in the school environment: practising appropriate behaviour when performing cultural activities.

Lesson structure (60 minutes)

1. 0–5 min | Welcome & expectations

• Teacher greets students and reminds the class of today’s focus: respect, protocols, and safe performance.
• Quick check: “What does respect look like in PE when we work as a group?”

2. 5–15 min | Introduce protocols (teacher modelling)

• Teacher explains that performing a haka in a respectful way includes how we behave before, during, and after.
• Model 3 protocol moments:
• Arriving/ready: quiet attention, facing the group/teacher, hands calm.
• During: listening for cues, posture controlled, voice used appropriately, no distractions.
• Ending: show acknowledgement, stillness, and appropriate farewell to the performance.
• Students practise “ready” and “still” positions twice while teacher gives short feedback on calm control.

3. 15–25 min | Movement and voice respect stations

• Set up 3 short stations (each 3 minutes with 1 minute rotation):
• Station A: Safe stance and stillness (feet placement, knees soft, upright posture).
• Station B: Voice control (volume starter: speak/sing/chant clearly without shouting).
• Station C: Listening cues (teacher signals “begin/stop” and students respond immediately with respectful stillness).
• Teacher reinforces: respect also means responding quickly and not moving when others are performing.

4. 25–35 min | Protocol role-play in groups

• In groups of 4–5, students rehearse a “protocol script” using simple teacher prompts:
• “Before we start…” (quiet attention, focus)
• “When we hear the cue…” (begin together, controlled movements)
• “When we stop…” (stillness, respect, listen)
• Teacher circulates and notes examples of respectful behaviour (e.g., eye focus, stillness, listening, calm voices).

5. 35–50 min | Group haka rehearsal with respect targets

• Teacher revisits the group plan from lesson 3 and adds a respect target for each group:
• Group Target examples: respectful entrance, clear cue response, safe movement, coordinated voice.
• Students rehearse the short haka section they have been practising across the unit.
• Teacher provides 1–2 specific cues per group, linked to today’s protocol success criteria.

6. 50–58 min | Respectful peer sharing (quick performances)

• Two groups perform for the class while others practise “respectful audience” behaviour:
• Still bodies, quiet attention, no talking during performance.
• After each performance, class gives “glows and grows” using one sentence starters:
• “I noticed…”
• “Next time, I’d like to see…”

7. 58–60 min | Reflection and wrap-up

• Students complete a quick verbal reflection (or written if preferred):
• One protocol we used well today.
• One improvement for the next lesson.
• Teacher connects this to the unit theme: “Respect & Performance.”

Resources

• Space markers (cones or tape) for group areas and safe boundaries
• A simple class cue system (e.g., teacher clap/whistle/hand signal)
• A student-friendly “protocol checklist” card (ready, listen, safe movement, still ending)
• Quiet performance area (back wall or open space)
• Optional: a timer for station rotations
• Teacher notes for group targets and feedback points
• Seating options for respectful audience roles

Assessment

• Observe and record whether students demonstrate respectful protocols (ready, cue response, still ending) during rehearsals.
• Use “glows and grows” feedback to check understanding of respect in performance.
• Listen for student reflections that clearly name one protocol and one improvement.

Differentiation

• Support:
• Provide a visual cue card showing the “before/during/after” protocol moments.
• Offer extra teacher prompts for cue response and stillness.
• Pair students strategically so they can mirror respectful examples.
• Extension:
• Ask students to lead a protocol moment for their group (e.g., starting stillness cue, reminder of listening).
• Encourage more specific reflection: “We showed respect by… because…”
• EAL/SEN:
• Use short, consistent language for cues and repeat key phrases during stations.
• Allow non-verbal responses for voice station (e.g., focus on posture and timing) if needed, then build back into voice.
• Behavioural scaffolds:
• Set clear “still” expectations and quick correction routines (one reminder, then immediate practise).