šŸ“š Unit Plans ā†’ šŸŒ Unit 1: Te Ao Māori ā€” Cultural Identity ā†’ šŸ“– Unit 1 Lesson 3: Haka & Cultural Expression - Voice, Power & Identity
Years 7ā€“8Ngā Toi / The Arts

Unit 1: Te Ao Māori - Cultural Identity & Knowledge Systems

A transformative journey exploring Māori worldviews, values, and knowledge systems

U Unit Overview
1 Whakapapa & Identity
2 Tikanga & Values
3 Haka & Expression
4 Te Tiriti Partnership
5 Contemporary Applications
šŸŽÆ

Focus Pātai for this wānanga

  • How does haka communicate kaupapa and collective purpose across different contexts?
  • What responsibilities come with performing or supporting haka?
  • How can we use haka principles to uplift our whānau, kura, and hapori?
šŸŽÆ

Learning Intentions

  • Describe the diverse purposes of haka and dismantle common stereotypes.
  • Analyse haka performances using voice, movement, tikanga, and kaupapa lenses.
  • Design a collective expression that honours whānau narratives and civic responsibility.
āœ…

Success Criteria (ākonga-facing)

  • I can articulate at least three purposes of haka grounded in tikanga and history.
  • I can evaluate haka performances using evidence from the companion analysis tables.
  • I can plan a respectful class expression or support plan guided by whānau voices.
šŸ§­

Te Mātaiaho Threads

  • Tangata Whenuatanga Ā· PS4 ā€“ honour whakapapa narratives through haka.
  • Arts | Ngā Toi ā€“ investigate, interpret, and create cultural expressions.
  • Citizenship | Civic Literacy ā€“ respond to issues with manaakitanga and collective action.

Effective from: Term 1 2026 Ā· Review: 30 Paengawhāwhā 2026

šŸ‘©ā€šŸ« Teaching Instructions ā€“ Haka Across Contexts

Distribute the Haka Expression Companion before the session. It houses stereotype-challenge prompts, guided viewing notes, comparison tables, and the collective design blueprint.

  • Before learning: Work through the misconceptions vs reality strip to set respectful intent.
  • During learning: Pause at the companionā€™s suggested timestamps to record voice/movement observations for each video.
  • After learning: Guide groups through the collective design blueprint and the new civic scenario cards below.
  • Formative checkpoint: Collect stereotype refutation cards, analysis tables, and design drafts as Mātainuku/Mātairea evidence.

Haerenga Ako ā€“ Lesson Flow (75 minutes)

1. WhakatÅ«whera ā€“ Beyond Stereotypes (15 mins)

  • Use the companionā€™s misconception cards to surface and cross out deficit thinking.
  • Discuss the true purposes of haka (whakapapa, protest, manaakitanga, celebration).

Support: Provide sentence starters for students navigating sensitive kōrero.

2. Guided Viewing ā€“ Haka as Protest (20 mins)

  • Analyse purpose, audience, tikanga, and mana evident in the protest haka.
  • Record quotes or gestures that show collective power and political intent.

Teacher move: Relate to historical protests studied in Unitā€Æ2 for continuity.

3. Guided Viewing ā€“ Kapa Haka Artistry (20 mins)

  • Map voice, movement, and storytelling techniques using the companionā€™s analysis table.
  • Celebrate the artistry and rehearsed precision that holds whakapapa and kaupapa.

Differentiation: Provide visual icons and reo Māori glossaries for key terms.

4. Collective Expression Lab (20 mins)

Purpose: Design a collective expression (or support plan) grounded in whakapapa and tikanga.

  • Complete the blueprint (purpose, kupu, actions, tikanga checks) in the companion.
  • Clarify roles (kaikōrero, kaikaranga, kaitito kupu, kaihaka, kaimahi muri).
  • Rehearse or storyboard with emphasis on manaakitanga and consent.

Support: Provide alternative roles (audio mixing, storytelling, visual design) for learners who opt out of movement.

šŸ¤ Haka Protocols in Action ā€“ Civic Scenario Cards (15 mins)

Kura Pōwhiri

Student leaders plan a pōwhiri for new kaiako. What haka (or supportive action) will uphold manaakitanga and respect kōhanga reo whānau attending?

šŸ§™ Mātanga Whispers (Expert Tips):
  • Assign clear roles (wero, karanga) and practice to build confidence.
  • Prepare a simple, heartfelt mihi directly welcoming the new teachers.
  • Choose a "school haka" that everyone knows to ensure maximum inclusion.

Protest Support

Community roopu requests tautoko for a land rights protest. How will students ensure haka is led appropriately, with mana whenua consent and safety plans?

šŸ§™ Mātanga Whispers (Expert Tips):
  • Observe and follow the lead of kaumātua (elders) for cultural safety.
  • Understand the specific kaupapa to better protect the purpose.
  • Prioritize collective wellbeing; avoid direct confrontation if it risks safety.

Whānau Celebration

A whānau invites the class to contribute to a wedding celebration. How could students adapt haka or waiata tautoko to honour the coupleā€™s whakapapa?

šŸ§™ Mātanga Whispers (Expert Tips):
  • Watch lead performers closely (kaitātaki) to stay synchronized.
  • Adopt a supportive stance and use basic movements if unsure of details.
  • Prioritize respectful presence over "performing loud" ā€“ support, don't dominate.

Groups share key considerations; photograph the completed cards as Mātairea evidence.

šŸ“Š Mātainuku & Mātairea ā€“ Aromatawai

Mātainuku Evidence ā€“ Ākonga Canā€¦

  • Ākonga can refute a haka stereotype using evidence from companion notes and class kōrero.
  • Ākonga can analyse haka performances, identifying purpose, tikanga, and performance techniques.
  • Ākonga can outline tikanga considerations for a proposed collective expression.

Mātairea Evidence ā€“ Ākonga Canā€¦

  • Design or support a collective expression that honours whakapapa and partnership commitments.
  • Respond to civic scenarios with manaakitanga, detailing whānau consultation steps.
  • Upload voice-note or written reflections articulating how haka responsibilities extend beyond kura.

Moderation tag: U1L3-haka-matauranga

Differentiation & Wellbeing

  • Offer multiple participation modes (movement, narration, design, audio mixing).
  • Provide quiet reflection space for students processing heavy protest content.
  • Invite whānau or kapa haka mentors to support practice sessions.

šŸ§ŗ Whānau & Hapori Partnerships

Kōrero Ki te Whānau

  • Share the whānau reflection prompt (companion p.4) ā€“ ā€œWhen has haka supported our whānau?ā€
  • Gather whānau tikanga guidelines for performing or supporting haka (document in scenario cards).
  • Invite whānau to observe or guide the collective expression rehearsal.

Next Steps

  • Coordinate with kapa haka tutors or marae educators for feedback on student plans.
  • Upload whānau insights to moderation folder tagged U1L3-whanau.
  • Prepare for Lessonā€Æ4 by revisiting Treaty commitments that underpin modern haka expression.

Whakaaro - Reflection

Haka is a living taongaā€”rooted in whakapapa, wielded for protest, celebration, and healing. Ākonga finish this lesson recognising their responsibility to uphold tikanga, amplify collective voice, and support whānau decisions with manaakitanga.

ā€œEhara taku toa i te toa takitahi, engari he toa takitini.ā€ ā€“ My strength is not that of an individual but that of the collective.

Curriculum alignment

  • Pāhekoheko ā€” Practices: Kaumātua share wisdom and uphold tikanga, while whānau whānui work together to nurture identity, belonging, and collective responsibility.

Curriculum alignment

  • Identity, Culture, and Organisation: Understand how cultural identity shapes participation in society ā€” whakapapa, tikanga, and mana as foundations of Māori identity in Aotearoa New Zealand.

šŸ“‹ Kaiako Planning Snapshot

Teacher planning support for this resource ā€” learning intentions, success criteria, and inclusive practice guidance are summarised below.

Inclusion Guidance

  • ESOL / ELL learners: Pre-teach key vocabulary (haka, cultural, expression) using visual word walls or bilingual glossaries before the lesson. Reduce language load with diagrams and visual models. Partner-share and think-pair-share strategies encouraged.
  • Neurodiverse learners / ADHD: Break the lesson into clear segments with visual checkpoints. UDL principle: offer ākonga a choice in how they demonstrate understanding (verbal, written, visual/drawn). Provide anchor charts or reference cards for unit 1 lesson 3 concepts throughout.
  • Dyslexia: Provide audio-text alternatives for written materials. Use high-contrast fonts and generous line spacing. Allow voice recording as an alternative to written responses where possible.