Waka in Society

Year 10 | Duration: 60 Minutes | Class Size: 25

WALT (We Are Learning To)

Understand the ongoing significance of waka in modern Māori society.
Explore how waka contribute to cultural revitalization and community identity.
Reflect critically on the role of traditional practices in contemporary contexts.

Success Criteria

I can explain the cultural importance of waka today.
I can describe examples of how waka support community and identity.
I can share ideas about cultural revitalization through waka with peers.
I use key Māori terms confidently and respectfully.

Curriculum Alignment

Learning Area: Social Sciences — Aotearoa New Zealand Histories (Levels 5-6, Year 10)

Achievement Objective: Understand how people’s perspectives on an event or issue differ and why (Level 6 Social Sciences).
Understand the importance of tangata whenua and Māori communities and their relationship with the land, waterways, and cultural heritage.

Key Competencies Developed

Thinking: Critically consider multiple perspectives on the significance of waka today.
Using Language, Symbols, and Texts: Engage with Māori oral and visual narratives about waka.
Relating to Others: Share, discuss, and respect diverse viewpoints about cultural heritage.
Managing Self: Set personal goals for behaviour during group discussions and reflection.
Participating and Contributing: Contribute positively to group activities and class discussion.

Values

Whanaungatanga: Emphasizing relationships and community.
Manaakitanga: Showing respect and care within cultural discussions.
Kotahitanga: Unity and togetherness in learning about shared heritage.

Lesson Breakdown

Time	Activity	Details & Resources	Differentiation & Support
0–10m	Engage: Waka Imagery & Discussion	Show striking images/videos of modern waka events (e.g., waka ama, waka taua). Ask: What do waka represent to Māori today?	Use visual stimuli for dyslexia-friendly engagement; provide key vocabulary with definitions on slide/handout (e.g., waka, manaakitanga).
10–25m	Explore: Cultural Revitalization Case Study	Introduce a short, accessible text or video clip about waka’s role in cultural revitalization and community events (e.g., regional waka festivals, rebuilding waka). Use dyslexia-friendly font and text spacing. Students read/view in pairs.	Pair ELL or learning support students with strong readers; provide audio version of text. Advanced learners can research a specific waka project independently during this time.
25–40m	Explain & Discuss: Group Activity	In groups of 4-5, students discuss given prompts: How does waka use support Māori identity today? What community benefits arise? Groups prepare 2-3 points to share. Teacher circulates, scaffolds discussion, models use of te reo Māori terms.	Support students needing help with sentence starters, or graphic organiser prompts; encourage extension learners to connect waka to wider themes like Te Tiriti o Waitangi or environmental guardianship.
40–50m	Share: Kāhui Whakarato (Class Sharing)	Groups share insights with class. Teacher explicitly connects points back to curriculum competencies and values.	Use audio-visual recording option for students reluctant to speak; allow written submission to present orally or via digital presentation.
50–60m	Reflect & Consolidate: Exit Reflection	Students complete an exit card or digital poll on WALT and success criteria: What have I learned about waka in modern Māori society? How does it matter to me and my community?	Support students with sentence frames or voice-to-text; challenge advanced learners to suggest ways to promote waka practices in their own community or school.

Differentiation Strategies

Use multimodal texts (visual, oral, written) to suit diverse learning preferences and needs.
Provide vocabulary and language support for learners needing it.
Use peer support and flexible grouping to encourage all students’ participation.
Adapt questioning to suit varied abilities from recall to analysis.

Extension Activities for Advanced Learners

Research and present on a contemporary waka-building project or management of waterways related to waka routes.
Investigate connections between waka traditions and environmental stewardship (kaitiakitanga).
Create a multimedia presentation proposing ways to engage young people in waka culture nationally or globally.

Dyslexia-Friendly Reading Options

Use clear fonts such as Open Dyslexic or Arial with generous spacing.
Provide audio versions of all texts.
Include vocabulary glossaries with pronunciation guides.
Present information visually and verbally.

Key Māori Vocabulary for the Lesson

Term	Meaning
Waka	Canoe, vessel central to Māori culture and history
Manaakitanga	Hospitality, care, respect
Whānau	Extended family, community
Kaitiakitanga	Guardianship, stewardship of environment
Tangata whenua	People of the land (Māori as indigenous people)
Mātauranga	Knowledge, wisdom, cultural knowledge

Teacher Preparation Notes

Select visually engaging and culturally respectful images/videos of waka in contemporary use.
Source dyslexia-friendly texts or videos suitable to Year 10 reading levels and cultural context.
Prepare slide or handout of key Māori terms with English translations.
Familiarise yourself with current waka initiatives or festivals to provide local or national examples.
Plan for technology needs if using multimedia or digital polling for reflections.

This lesson directly connects with the New Zealand Curriculum Refresh focus on cultural identity, understanding Aotearoa New Zealand histories, and developing the key competencies of thinking and using language, symbols and texts. It honours Te Tiriti o Waitangi partnership principles by supporting Māori cultural revitalization and identity within a modern learning context.

By combining rich, accessible resources with interactive discussion and reflective activities, students engage in learning that is meaningful, relevant, and inclusive for a diverse Year 10 class .

Teaching Instructions