Traditional Games & Leadership

Lesson Overview

Unit: Indigenous Leadership Explorations
Lesson Number: 5 of 10
Year Level: Year 6
Duration: 60 minutes
Class Size: 30 students
Curriculum Link:

• Humanities and Social Sciences (HASS) – Year 6 (Australian Curriculum)
  • Civics and Citizenship: Explore the role of rules and values in diverse cultural settings, particularly among Indigenous and Pacific Islander communities. (ACHASSK198)
• Health and Physical Education – Year 6 (Australian Curriculum)
  • Participate in culturally diverse games that develop communication, leadership, and teamwork skills. (ACPMP067)

Lesson Objectives

By the end of this lesson, students will be able to:

1. Understand the significance of traditional Pasifika and Māori games in fostering leadership and teamwork.
2. Define and use key vocabulary such as ‘pāngarau’ (problem-solving/strategy) and ‘tākaro’ (play/sport).
3. Demonstrate leadership and teamwork through participation in two traditional games.
4. Reflect on how leadership is exercised differently in team settings.

Lesson Structure

1. Tuning In (10 minutes) – Why Do We Play?

Activity: Think-Pair-Share

• Write the question on the board: "Why do people play games?"
• Have students individually jot down their ideas on sticky notes.
• Pair up and discuss their thoughts, considering culture, fun, teamwork, and learning.
• As a class, create a mind map discussing why indigenous cultures use games for skill-building and leadership development.
• Introduce the lesson’s key Māori words:
  • pāngarau – Problem-solving/strategy
  • tākaro – Play/sport
• Ask: "How do you think these apply to leadership and teamwork?"

2. Guided Discovery (10 minutes) – Cultural Context

Class Discussion & Teacher-Led Storytelling

• Provide a brief overview of Māori and Pasifika cultures and their emphasis on collective leadership in society and sport.
• Explain that traditional games were used to teach young warriors and community leaders skills like coordination, teamwork, and strategic thinking.

3. Active Participation (25 minutes) – Game Time!

Split the class into 3 groups of 10. Rotate through two traditional Pasifika/Māori games:

Game 1: Kī-o-Rahi (15 minutes)

A fast-paced Māori game that blends rugby, tag, and strategy.

• Set-up: A circular playing field with cones marking zones.
• Objective: Teams pass a ball and aim to touch the ‘tupu’ (central marker) while avoiding defenders.
• Leadership Focus: One student acts as a ‘caller’ giving instructions; team members must communicate and collaborate.

Game 2: Kolikoli (10 minutes)

A Tongan stick game that tests coordination and teamwork.

• Set-up: Pairs or small groups use long sticks to perform rhythmic movements.
• Objective: Teams must maintain rhythm and coordination while executing patterns.
• Leadership Focus: Students lead each other through increasingly complex sequences, demonstrating patience and encouragement.

4. Reflection and Leadership Analysis (15 minutes)

• Group Discussion: How was leadership demonstrated in the games?
• Think-Pair-Share: Did you prefer to lead or follow? Why?
• Self-Assessment: Each student writes a short reflection: What leadership behaviours did I notice? How could I improve my leadership skills in a team setting?
• Teacher provides connections to their classroom roles—leaders in games also exist in learning environments (e.g., group work, student council, or sports teams).

Assessment & Differentiation

Formative Assessment:

• Observation of teamwork and leadership in games.
• Student reflections on leadership roles and challenges.

Differentiation Strategies:

• Support: Pair students needing extra guidance with peer mentors. Provide alternate roles in games, such as strategists or observers who provide feedback.
• Extension: Challenge students to modify the games—how would rules change if teams were smaller or if a new leadership role was introduced?

Teaching Resources

• Cones, lightweight balls, small sticks
• Printed diagrams of game layouts
• Māori/Pasifika word cards

Conclusion

This lesson not only immerses students in the physical and cultural aspects of traditional indigenous play but also deepens their understanding of leadership in different contexts. By interacting with culturally rich activities, students embrace diverse ideas of leadership that align with both indigenous practices and modern teamwork.

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Would love to know how this fits with your school’s approach—let me know if you need any refinements! 🚀