Te Whakatere me ngā Waka

Overview

Ko tēnei te akoranga tuatahi o te raupapa tekau, Ngā Ara o Tangata Moana. Ka hono ngā ākonga i ō rātou mōhiotanga mō te waka me te waka kawe tangata ki te whakatere Māori, mā te whakarongo, te kōrero, te tautohu me te tapanga.

Learning intentions

• WALT use and understand vocabulary connected with waka and navigation.
• WALT listen for familiar words and meaning in simple te reo Māori sentences.
• WALT speak in short sentences about travelling by waka.
• WALT identify how the moana, weather and coastline support navigation.

Success criteria

• I can say and explain at least five target words.
• I can use a sentence pattern such as, “Ka whakatere te waka i te moana.”
• I can label a simple waka journey using appropriate vocabulary.
• I can listen to a partner and respond in te reo Māori.

Curriculum links

• Oral language: listening, responding and speaking for a range of purposes.
• Vocabulary and language structures: developing accuracy and confidence in te reo Māori.
• Reading and viewing: gaining meaning from words, images and simple texts.
• Māori world views and contexts: recognising waka, moana and navigation as important aspects of Māori knowledge and identity.

Lesson structure (60 minutes)

1. 0–5 minutes – Welcome and prior knowledge

Greet the class: “Tēnā koutou katoa. Kei te pēhea koutou?” Display an image of a waka travelling across the ocean using the opening image and question. Ask: “He aha tēnei? He aha ngā momo waka e mōhio ana koutou?” Accept responses in English or te reo Māori, then recast useful language in te reo Māori.

2. 5–15 minutes – Introduce the vocabulary

Present and pronounce the focus words with images: whakatere – to navigate/steer, ara – pathway/route, moana – ocean, takutai – coast/shore, hau – wind, ngaru – waves, and haerenga – journey. Use the vocabulary slides and have students repeat, clap the syllables, and show a simple action or gesture for each word. Check meaning through quick either/or questions, such as “Ko te hau, he wind or he wave?”

3. 15–25 minutes – Listen and respond

Read or play these sentences twice: “Ka whakatere te waka i te moana.” “Kei te takutai te waka.” “He kaha te hau.” “He nui ngā ngaru.” Students listen and hold up one finger when they hear a target word, then identify it. In pairs, students match each sentence to the correct image on the listening and vocabulary worksheet. Review answers together, modelling pronunciation and encouraging full-sentence responses.

4. 25–38 minutes – Partner speaking practice

Model a short exchange:

• A: “Kei hea te waka?”
• B: “Kei te moana te waka.”
• A: “He aha te āhuatanga o te moana?”
• B: “He kaha te hau / He nui ngā ngaru.”

Students practise in pairs, substituting vocabulary from the word bank. Circulate and support pronunciation. Invite several pairs to perform, with the class listening for the target words. Use the speaking model and sentence frames for visual support.

5. 38–52 minutes – Label a navigation journey

Give each student the waka journey labelling page. The worksheet shows a simple waka journey from the coastline towards the ocean, with spaces for moana, takutai, hau, ngaru, ara, and haerenga. Students first label independently, then compare with a partner and explain one choice using “Ko te ___ tēnei.” Early finishers write two sentences about the journey. Pause midway to clarify that takutai is the shore or coastline, while moana is the ocean.

6. 52–60 minutes – Share and exit check

Revisit the review and plenary slides. Ask students to chorally complete prompts such as “Ka whakatere te waka i te ___” and “He nui ngā ___.” Students then complete the success criteria exit ticket by identifying the words they can use and writing one sentence or drawing and labelling a waka journey. Close with “Ka pai tō koutou mahi. Hei te wā e whai ake nei!”

Resources

• the navigation introduction and teaching deck
• the listening, vocabulary and waka journey worksheet
• the success criteria exit ticket
• Images of waka, coastline, ocean, wind and waves
• Whiteboard and markers
• Projector or interactive display
• Optional audio recording of the model sentences
• Pencils and coloured pencils

Assessment

• Listen during pair practice for accurate pronunciation and appropriate use of the sentence frames.
• Check the worksheet for correct vocabulary matching and labelling, noting confusion between takutai and moana.
• Use the exit ticket to identify students who can recognise and use the target vocabulary independently.

Differentiation

• Provide picture-word cards, gestures, repeated modelling and a pronunciation rehearsal for students needing support.
• Keep sentence frames visible: “Kei te ___ te waka,” “He ___ te hau,” and “Ka whakatere te waka i te ___.”
• Pair developing speakers with supportive peers; allow students to first rehearse quietly before speaking to the class. Provide audio and enlarged print for EAL or SEN learners.
• Extend confident students by adding Nā te hau, ka tere te waka or by explaining the waka’s ara and haerenga in three connected sentences.