Overview

This 60-minute lesson is part 14 of 22 in the unit "Oma Roa: Journey to Fun Run" aimed at Years 3-4 students. It focuses on using the traditional Māori game Tī Rākau to enhance fitness through running and coordination activities. The lesson connects to the New Zealand Curriculum's vision of appreciating Māori culture while developing physical competencies and positive attitudes towards active play.

Learning Objectives

We Are Learning To (WALT):

• Use the traditional Māori game Tī Rākau to enhance our fitness.

Success Criteria:

• Participate actively and successfully in Tī Rākau.
• Incorporate running into gameplay to improve cardiovascular fitness and coordination.
• Demonstrate respect and understanding of cultural protocols around the game.

Curriculum Links

• Health and Physical Education / Hauora:
• Movement concepts and motor skills: Develop coordination and fitness by participating in games, including traditional Māori games (Levels 1-2).
• Relationships with Māori and other cultures: Recognise and value the significance of Māori games as part of Aotearoa New Zealand’s cultural heritage.
• Key Competencies:
• Managing Self: Demonstrate resilience and perseverance while playing a physically challenging game.
• Relating to Others: Work cooperatively with peers during group activities and respect tikanga (customs).
• Participating and Contributing: Engage in physical activities that promote wellbeing and cultural connection.

Equipment Needed

• Sets of Tī Rākau sticks (pairs of lightweight sticks per group of 3-4 students).
• Open space such as a gym or field suitable for running.

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Lesson Structure

Time	Activity Description	Notes/Support
0-10 mins	Warm-up & Introduction

• Group stretches and light jogging around the play area.
• Brief discussion: What is Tī Rākau? (share its cultural significance briefly and importance of fitness) | Use visuals (photos or video clips) of Tī Rākau being played to aid understanding, especially helpful for dyslexic learners. Provide key words visually: tū, toki, patu. | | 10-20 mins | Skills Demonstration & Practice
• Demonstrate the basic Tī Rākau pattern with the sticks (passing and tapping in rhythm).
• Practice in small groups of 3-4, focusing on coordination and timing. | Use a slow rhythm initially. Pair a more confident student with learning support learners for peer modelling. | | 20-40 mins | Incorporating Running
• Modify the game by having students run a short distance before returning to the game circle.
• Emphasise safe running and spatial awareness.
• Rotate roles so all students experience different positions (runner, passer). | Mark running distances with cones for clarity. Use positive reinforcement for effort and teamwork. | | 40-55 mins | Group Challenge Game
• Play a continuous Tī Rākau game with running incorporated as a group challenge.
• Encourage communication, encouragement, and fair play. | For advanced learners, introduce a faster rhythm or additional stick variations. For diverse learners, assign supportive roles or smaller groups to scaffold participation. | | 55-60 mins | Cool-down & Reflection
• Gentle stretching and breathing exercises.
• Group circle discussion on what was learned about Tī Rākau and how it helped their fitness. | Use sentence starters visually like “I felt…”, “I learnt…”, “My favourite part was…”. |

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Differentiation Strategies

• For Diverse Learners:

• Use visual step-by-step guides and physical demonstrations.

• Reduce stick-handling complexity or offer alternate roles (runner only or stopper).

• Provide additional time and one-on-one support when needed.

• Use clear, dyslexia-friendly fonts and colours on any written resources or instructions.

• For Advanced Learners:

• Increase pace and complexity of rhythmic patterns.

• Introduce leadership roles such as 'game coordinators' who help organise teams or rhythms.

• Challenge them to create their own game variations incorporating running and Tī Rākau rhythms.

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Assessment

• Formative:

• Observations of participation, coordination, and ability to follow game rules.

• Check for understanding of tikanga and successful interaction with classmates.

• Use “thumbs up/down” or simple self-assessment questions: “Did you keep up with the rhythm?” “Was your running safe and strong?”

• Summative (Informal):

• End-of-lesson group reflection on what skills they improved.

• Teacher notes on fitness levels and cultural engagement for reporting.

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Teacher Reflection Notes

• Did students actively participate and demonstrate improved coordination?
• Were cultural values around Tī Rākau honoured and understood?
• How effectively did students manage transitions between running and game roles?
• How successfully were diverse needs and learning styles met?

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This lesson not only builds the physical skills and fitness needed for the upcoming fun run journey but also situates these fitness gains within the rich context of Māori culture, supporting both te reo Māori knowledge and a strong sense of identity, celebrating Aotearoa’s heritage.

By the end of the lesson, students will have deepened their appreciation for a taonga (treasure) of Māori culture while developing key physical skills such as running, hand-eye coordination, and teamwork in a fun and inclusive environment.

Ngā Mihi for your dedication to active learning!