Waka and Identity

Overview

This is lesson 3 of 8 in the unit Māori Migration and Identity. Students investigate waka used in migration to Aotearoa and explain how two waka represent navigation, whakapapa, identity and the survival of te reo Māori. The lesson builds on prior learning about migration routes and Māori origins, while developing evidence-based speaking and writing for NCEA.

Learning intentions

• WALT identify features and purposes of waka used during migration.
• WALT explain the cultural significance of two specific waka.
• WALT use te reo Māori to describe, sequence and give reasons.
• WALT connect waka, migration and Māori identity using supporting evidence.

Success criteria

• I can name and describe two waka connected to Māori migration.
• I can explain why each waka is culturally significant.
• I can use evidence to connect waka with whakapapa, identity and migration.
• I can communicate my ideas clearly in spoken or written te reo Māori, despite minor errors.

Curriculum links

• Te whakapuaki whakaaro e pā ana ki tētahi horopaki e ora nei te reo: expressing information, ideas and opinions about Māori language vitality and cultural contexts.
• Te kōrerorero i ngā pārongo, i ngā ariā me ngā whakaaro: sharing and responding to information and opinions in an unrehearsed discussion.
• Te tuhi e pā ana ki tētahi horopaki e taunga ana: writing about a familiar cultural and historical context, referring to past events.
• Te whakaatu i te māramatanga ki te reo Māori me ōna mātāpono i tētahi horopaki e taunga ana: recognising how language reflects relationships, identity and Māori world views.

Lesson structure (45 minutes)

1. 0–5 min · Hook and retrieval. Open with the opening image and question showing a waka hourua at sea and ask, “He aha te take nui o te waka ki te Māori?” Students complete a quick think-pair-share, recalling one migration route, iwi or navigation idea from previous lessons.

2. 5–13 min · Direct teaching: waka and migration. Use the waka migration teaching slides to introduce waka hourua, waka tīwai and waka taua, explaining that waka were vessels, transport, symbols of whakapapa and vehicles for carrying people, knowledge and language. Model key language: Ko te waka tēnei, I hoe mai ngā tīpuna ki Aotearoa, He mea nui te waka nā te mea… and I whakamahia te waka hei… Students listen, annotate the waka significance organiser, and identify one fact and one cultural meaning.

3. 13–23 min · Case studies: two waka. Present concise case studies of Tainui and Te Arawa using the Tainui and Te Arawa case-study slides. Emphasise that iwi histories and traditions should be treated respectfully, and that kōrero tuku iho may have different versions. Students work in pairs to complete the two sections of the organiser: name and type of waka, migration or arrival kōrero, associated people or places, and significance for identity and whakapapa.

4. 23–32 min · Visual and video investigation. Show short, captioned video demonstrations of waka movement, paddling and crew coordination, then return to the practical demonstration prompt. Students use a provided waka template or sketch on the worksheet to label features and write three observations. They discuss: “He pēhea te āwhina o te mahi ngātahi i te haerenga waka?” Encourage use of nā te mea, i mua, i tae mai, mā te… and ki te….

5. 32–40 min · Structured kōrerorero. In groups of four, students take turns explaining one waka for 45–60 seconds. Each speaker must include a fact, an opinion and a reason; listeners ask one follow-up question using He aha te take…? or Nō hea…? Groups then compare the two waka and agree on one similarity and one difference. The teacher circulates, noting clarity, range of language, sequencing and students’ ability to respond.

6. 40–45 min · Plenary and assessment. Display the comparison and plenary slides. Students complete the final comparison and exit response on the concluding explanation task: “Ko te waka tino whai tikanga ki ahau ko ___ nā te mea ___.” Invite two students to share. Collect worksheets to check whether each student can explain the importance of two waka with relevant supporting detail.

Resources

• the waka migration and identity slide deck
• the waka significance organiser
• Captioned video clips showing waka movement and paddling
• Waka templates for visual labelling and note-making
• Projector, speakers and whiteboard
• Simplified waka descriptions and printed key sentence frames
• Timer and group discussion prompts

Assessment

• During pair and group work, check students’ accurate use of waka vocabulary, past-tense references, reasons and follow-up questions.
• Use the organiser and oral explanation to assess whether students provide information, ideas and opinions, develop their points and connect them coherently.
• Use the final written response as an exit check: students should explain the significance of two waka, not merely name them.

Differentiation

• Provide dyslexia-friendly versions of the case studies: short paragraphs, clear sans-serif font, generous spacing, left-aligned text, highlighted keywords and audio or teacher read-aloud support.
• Offer waka templates, labelled diagrams, images and sentence frames such as Ko ___ te ingoa o te waka, I haere mai i…, and He mea nui nā te mea…
• Allow students to rehearse orally before writing, work with a supportive partner, or record their explanation rather than produce an extended written response.
• Extend confident learners by requiring them to compare how Tainui and Te Arawa express identity, whakapapa and relationships with place, using a whakataukī or kīwaha appropriately.

Extension

• Students design and build a model of a waka using recycled materials, explaining how its design could support migration and collective wellbeing.
• Students add a short bilingual museum label explaining the model’s cultural significance and the evidence used.