Weaving Cultural Skills

Aim

We are learning to make our own poi. This includes learning practical skills to create poi, understanding their cultural importance, and enjoying a hands-on activity. This lesson is easy to follow, inclusive, and suitable for adult learners with diverse needs, especially in a mental health and disability setting.

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Curriculum Links and Learning Objectives

• Te Marautanga o Aotearoa - Languages Learning Area
  • Develop understanding of te reo Māori and tikanga through making taonga (treasures) such as poi, linking language, culture, and practice.
  • Use symbols and language to express identity, culture, and creativity in practical activities.
• Key Competencies Covered:
  • Using language, symbols, and texts: Interact and communicate using cultural language and symbols embedded in poi making.
  • Managing self: Set simple goals to complete poi making, working step-by-step.
  • Relating to others: Collaborate and share cultural knowledge and experiences in a group.
  • Thinking: Use creativity and decision making in constructing poi.

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Success Criteria

1. I can follow simple steps to create a basic poi.
2. I can explain why poi is important in Māori culture using simple words or symbols.
3. I engage positively and respectfully in group discussions and activities.
4. I manage materials safely and independently with some support if needed.

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Lesson Outline (60 minutes total)

Time	Activity	Details	Support / Differentiation
0-10 min	Introduction and WALT	Teacher explains: "We Are Learning To make poi, understand their cultural meaning, and enjoy making them." Use simple language and pictures. Discuss what poi are, show examples.	Use large pictures and real poi. Provide verbal and visual information. Use simple Te Reo Māori phrases.
10-15 min	Demonstration	Teacher demonstrates step-by-step how to make a simple poi using accessible materials (e.g., wool, string, soft balls). Repeat slowly, use clear actions.	Provide written step cards with pictures; demonstrate repeatedly; use buddy support.
15-40 min	Hands-on Making	Students create their poi following steps. Teacher and assistant support as needed. Encourage sharing materials and helping each other.	Flexible pace: students manage as they can. Provide pre-cut materials for those needing extra support. Use sensory-friendly materials for comfort.
40-50 min	Cultural Sharing	Brief group discussion: Why do Māori make poi? Share short, simple cultural stories or videos with subtitles. Use symbols or objects to represent ideas if verbal sharing is a challenge.	Use simple sentences, translated key words, or gestures. Encourage students to share thoughts in any way (drawing, speaking, signs).
50-60 min	Reflection & Extension	Recap key points. Students display their poi and share what they liked most. Offer an extension for advanced learners: design a pattern on their poi or learn a simple poi chant (waiata).	Allow alternative responses (drawing, oral, writing). Provide patterned poi templates or audio chants for advanced learners.

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Differentiation and Inclusive Strategies

• Break instructions into small, manageable steps for cognitive ease.
• Provide multi-sensory resources: visual cues, real objects, simple verbal explanations.
• Use peer support and pair work to encourage collaboration.
• Offer extra time and physical assistance where needed for fine motor tasks.
• Use dyslexia-friendly reading supports: large font, clear images, and simplified text on instruction cards.
• Allow verbal or non-verbal expression for sharing cultural understanding.
• For advanced learners: introduce simple poi performance moves or teach related vocabulary in Te Reo Māori.

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Materials Required

• Wool or soft yarn
• Soft balls or fabric scraps for poi heads
• String or ribbon
• Scissors (teacher use or monitored)
• Visual instruction cards with pictures
• Cultural story/video with subtitles
• Optional: colouring pens for decoration

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Assessment

• Informal observation of students following steps and engagement.
• Listen to students’ ability to express simple cultural understanding (verbally, symbolically, or through drawing).
• Use a simple checklist based on success criteria to provide positive feedback.
• Record any adaptations needed for future lessons and note advanced learners’ extension engagement.

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Reflection Prompts for Teachers

• Did students stay engaged during hands-on making?
• Was the cultural context clear and meaningful with the supports provided?
• How effective was the differentiation for varied learner needs?
• What extension activities motivated more advanced learners?

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This lesson embraces practical skills, cultural appreciation, and inclusive learning aligned with Te Marautanga o Aotearoa principles and key competencies. It is designed to support learners with diverse needs including mental health or disability, using simplicity and multisensory approaches to maximise success and enjoyment .