Waka Reflection

Year 10 | 60 minutes | Class of 25 students

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Lesson 18 of 20 – Reflection on Learning

WALT (We Are Learning To)

Reflect on the knowledge and understanding gained throughout the "Waka Hoe: Heritage & Haka" unit, make personal connections to waka, and discuss its cultural significance to Aotearoa New Zealand.

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Curriculum Alignment

New Zealand Curriculum Refresh – Social Sciences and English learning areas:

• Social Sciences Learning Area:

  • Achievement Objective: Understand how cultural practices and beliefs impact identity and community (Level 5–6)
  • Key Competencies: Participating and contributing, Relating to others, Thinking
  • Concepts: Heritage, Identity, Culture, Belonging

• English Learning Area:

  • Achievement Objective: Communicate ideas clearly, adapting content and language for audience and purpose (Level 6 Year 10)
  • Critical Focus: Metacognition and self-regulation through reflection; use of oral language for presenting and sharing ideas, making connections between self and cultural knowledge.

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Success Criteria

• I can explain the cultural significance of waka and its impact on New Zealand identity.
• I can reflect thoughtfully on my personal learning journey about waka.
• I can share my reflections clearly using relevant vocabulary related to heritage and culture.
• I can listen respectfully and respond to others' perspectives about waka.

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Resources

• Whiteboard and markers
• Chart paper or large post-its
• Small reflection journals or printed reflection sheets (dyslexia-friendly fonts and layouts)
• Images/videos of waka and haka (digital projector or printed)
• Headphones and audio versions of waka stories (for dyslexia-friendly options)
• Sentence stems and vocabulary cards to scaffold writing and discussion
• Timer

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Lesson Outline

1. Introduction & Setting the Purpose (10 mins)

• Begin with a calming whakatau/karakia to set a reflective tone (encouraging cultural mindfulness).
• Revisit the learning journey with a quick interactive visual recap of key waka and haka learnings (teacher-led using images/videos).
• Share the WALT and success criteria clearly on the board using concise language and visuals.

Teaching Connection: Connect to students' prior knowledge and tap cultural identity to stimulate reflection.

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2. Think-Pair-Share Reflection (15 mins)

• Students individually reflect in their journals on three guiding questions:

  • What is one thing I learned about waka’s cultural significance?
  • How do waka relate to my own heritage or identity?
  • Why is it important to remember and celebrate waka in Aotearoa?

• Provide sentence stems and vocabulary cards (e.g., “I connected waka to...", “Waka are important because…”, “I felt…”).

• Pair students to share reflections, encouraging use of respectful listening and turn-taking.

• Teacher circulates, offering support, clarifying vocabulary, and noting insights.

Differentiation:

• Dyslexic learners use audio reflection prompts and scribe if needed.
• English language learners scaffolded with sentence stems and vocabulary support .
• Advanced learners encouraged to add critical perspectives considering multiple cultural viewpoints.

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3. Collaborative Group Discussion (20 mins)

• Form small groups (4–5 students) for a guided discussion: How can waka and haka connect us across generations and cultures in New Zealand?
• Provide each group with a chart paper to record key points visually, using drawings or keywords if preferred.
• Assign a facilitator role within groups and rotate as needed to develop students' interpersonal and leadership skills.

Assessment: Teacher observes and notes student use of key concepts and vocabulary, their ability to respect diverse views, and clarity in expressing ideas .

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4. Whole-Class Sharing & Synthesis (10 mins)

• Groups share one main insight from their discussion with the whole class, using the chart paper as visual support.
• Teacher synthesises these and highlights connections to New Zealand's heritage and the importance of waka in cultural identity.
• Briefly introduce a challenge question for students to ponder until the next lesson:
  How can we keep waka heritage alive for future generations?

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5. Closing & Reflective Self-Assessment (5 mins)

• Students complete a quick exit slip: "One thing I learned today," and "One question I still have about waka."
• Encourage a positive mindset about learning, referencing perseverance and curiosity as key competencies.
• Conclude with a short waiata or haka action to energise and celebrate learning.

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Extension Activities (for advanced learners)

• Create a digital or artistic personal reflection on waka heritage incorporating multimedia (images, voice, text).
• Research and present on waka-related iwi histories or contemporary waka builders.
• Develop a mini-peer teaching segment for younger students on the cultural significance of waka.

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Differentiation Strategies

• Use dyslexia-friendly layouts for all handouts, with ample spacing, large fonts, and visual supports.
• Provide audio/text options for reflection prompts to accommodate varied literacy levels.
• Scaffold oral language with sentence starters and modelling for discussion.
• Flexible grouping to encourage peer support and varied social interactions.
• Visual, kinesthetic, and auditory learning opportunities to engage diverse learners.

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Teacher Reflection Notes

• Consider the range of cultural backgrounds in the class and how to sensitively integrate mātauranga Māori perspectives.
• Monitor student engagement and adjust pacing if deeper discussion is needed.
• Use formative assessment from discussions and exit slips to guide final unit lesson preparations.

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This lesson plan balances reflection, connection, and communication aligned with the refreshed New Zealand Curriculum focusing on cultural heritage, critical thinking, and metacognition, meeting Year 10 learning needs and competency development .