Te Whatu: He Kupu Tīmatanga

Overview

In this first lesson of the ten-part unit Weaving Cultures: Te Reo Māori, students explore why weaving is significant in Māori culture. They learn and use basic kupu for weaving materials and tools, while recognising the importance of tikanga, whakapapa, pūrākau and the knowledge passed through generations.

Learning intentions

• WALT understand the significance of weaving in Māori culture.
• WALT learn and use basic te reo Māori kupu connected with weaving.
• WALT identify common weaving materials and tools.
• WALT listen respectfully and share ideas about cultural practices.

Success criteria

• I can name at least four weaving materials or tools.
• I can match basic kupu Māori with pictures.
• I can explain one reason weaving is important in Māori culture.
• I can show respect for Māori knowledge, taonga and tikanga.

Curriculum links

• Understanding and using te reo Māori in meaningful cultural contexts.
• Listening, speaking, viewing and presenting ideas for a specific purpose and audience.
• Developing knowledge of Māori traditions, values, identity and cultural practices.
• Participating respectfully and working cooperatively with others.

Lesson structure (60 minutes)

1. 0–5 min – Whakatau and learning focus Welcome students with “Tēnā koutou katoa” and invite a response. Display the opening question and lesson focus: “What can an object tell us about the people who made it?” Share the WALT and explain that weaving is more than making an object; it can carry knowledge, identity and relationships.

2. 5–15 min – Visual hook: noticing and wondering Show images of woven taonga, such as a kete, whāriki or raranga panel, through the weaving image sequence. Students complete a think-pair-share: “What do you notice?”, “What might this object be used for?”, and “What skills would the maker need?” Emphasise that practices and meanings may differ between iwi and communities.

3. 15–25 min – Teacher modelling: kupu and significance Introduce the vocabulary on the vocabulary and meaning slides. Suggested kupu include:

• raranga – weaving
• whatu – weaving or twining
• harakeke – flax plant
• muka – prepared flax fibre
• kete – basket or bag
• whāriki – mat
• taonga – treasured or significant object
• tikanga – appropriate cultural practices Model pronunciation, then have the class repeat in pairs. Explain that harakeke should be harvested carefully and respectfully, and that weaving knowledge is often shared through whānau and experts.

4. 25–38 min – Pair matching and discussion Distribute the weaving tools and materials matching sheet to pairs. Students match pictures and kupu, then answer short prompts about possible uses and why a woven item might be treasured. Circulate, support pronunciation and ask students to justify their choices using sentence frames such as “Ko te ___ tēnei” and “He mea nui te ___ nā te mea…”.

5. 38–48 min – Group kōrero: significance and respect In groups of five, students compare one selected object from the image sequence. Reopen the group discussion prompt and ask: “What knowledge, time, resources or relationships might be represented in this object?” Each group shares one idea. Reinforce respectful language: avoid assuming every Māori community has the same designs, meanings or practices.

6. 48–56 min – Individual consolidation Students complete the final section of the reflection and explanation task independently. They label four items and write one or two sentences explaining why weaving is significant. Students may use the visual word bank on the worksheet and the vocabulary slide for support.

7. 56–60 min – Whakakapi and exit reflection Finish with the plenary and reflection slide. Invite several students to share one new kupu and one new understanding. Students give a confidence rating from 1–3 with their fingers, then return to the success criteria. Close with “Ka pai tō koutou mahi” and preview that the next lesson will examine materials and preparation.

Resources

• the introduction, vocabulary, discussion and plenary slide deck
• the weaving tools and materials matching sheet
• Projector or interactive display
• Images of Māori woven taonga from trusted school or iwi-approved sources
• Whiteboard and markers
• Pencils and coloured pencils
• Optional real examples of contemporary weaving materials or woven objects
• Seating arranged in pairs and groups of five

Assessment

• Listen for accurate pronunciation and appropriate use of kupu during pair and group kōrero.
• Check the worksheet for correct matching, labels and an explanation of significance.
• Use student responses and confidence ratings to identify vocabulary or cultural concepts requiring reteaching.

Differentiation

• Provide visual aids, picture-word matching, repeated oral modelling and sentence frames for English language learners.
• Pair students thoughtfully and allow students to rehearse an answer orally before writing.
• For students with literacy or processing needs, reduce the number of written responses, provide a word bank and accept labelled drawings or recorded explanations.
• Challenge confident learners to use three or more kupu in a connected explanation and compare how weaving may communicate identity, function or whakapapa.

Extension

Students research another cultural weaving practice, such as Pacific, Asian, African or European weaving. They prepare three brief notes: the materials used, an object or purpose, and how the practice reflects the community’s history or identity. They must distinguish between respectful research and making assumptions, and share their findings in the next lesson.