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Lesson 1 - Learning the Ka Mate Haka

Cultural Expression Through Haka-Inspired Dance

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Year 5

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Dance

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45 min

Big Question

How can we use our bodies and voices to express cultural identity and tell stories through traditional Maori dance?

Learning Objectives

To develop cultural awareness and understanding of the Haka's significance in Maori culture
To learn and perform the Ka Mate Haka with correct actions, timing, and pronunciation
To demonstrate agility, balance, coordination and precision in movement motifs

Key Outcomes

Students will perform the Ka Mate Haka with appropriate cultural respect and understanding
Students will demonstrate improved timing and unison when performing as a group
Students will be able to translate words and ideas into physical actions and movement

Equipment & Resources Required

Score Sheets

1 per student (30)

Distribute at start of main activity

Alternative: Display words on projector or smartboard

Music Player

Test audio/video quality before lesson

Alternative: Tablet/laptop with speakers

Science Videos

Queue up appropriate cultural and educational video

Alternative: Online video resources or demonstration by teacher

Cones

Mark clear group areas around the space

Alternative: Spots or natural boundaries

Music Tracks

Prepare playlist with warm-up and Haka music

Alternative: Any rhythmic music with clear beat

Key Vocabulary

Haka

A traditional Maori war dance from New Zealand, performed to show strength, pride and unity

Ka Mate

The most famous Haka, meaning 'I die, I die, I live, I live' - telling the story of triumph over adversity

Motif

A sequence of movements that can be repeated and developed in dance

Unison

Performing movements at exactly the same time as everyone else in the group

Maori

The indigenous people of New Zealand, with rich cultural traditions including the Haka

Pronunciation

The correct way to say words, especially important when learning words from other languages

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic understanding of different cultures and traditions
Experience with simple dance movements and rhythms
Ability to follow instructions and copy movements

Current Skills

Learning traditional Maori Haka movements and their cultural significance
Developing coordination between voice and movement
Practising precision and timing in group performances

Next Steps

Creating own cultural dance motifs
Exploring other traditional dances from around the world
Developing choreographic skills and leadership roles

Milestone Indicators

Students can explain the cultural significance of the Haka

Students demonstrate improved timing and unison in group work

Students show respect and understanding for Maori culture

Key Teaching Points

Emphasise cultural respect and understanding throughout the lesson
Focus on unison and timing rather than individual perfection
Build confidence through supportive group work and peer encouragement
Connect movements to their cultural meaning and significance
Ensure every student participates fully regardless of initial confidence
Use positive reinforcement to celebrate effort and improvement
Maintain high energy while respecting the serious cultural aspects

Common Misconceptions

The Haka is just about being 'scary' or aggressive - correct by explaining cultural pride and unity
Only rugby players perform the Haka - explain its broader cultural significance in Maori life
The words don't matter, only the movements - emphasise the importance of the story being told
Everyone needs to be perfect - focus on group effort and respect rather than individual perfection
It's okay to laugh at mistakes - emphasise cultural sensitivity and supportive learning environment

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries, offer leadership roles for engagement

dyspraxia

Slow down movement teaching, break into smaller components, provide extra practice time and support

autism spectrum

Provide clear structure and routine, offer quiet observation role initially, use visual schedules

visual impairment

Use clear verbal descriptions of movements, provide tactile guidance, ensure audio instructions are very clear

hearing impairment

Use visual demonstrations extensively, provide written word sheets, use visual cues for timing

physical disability

Adapt movements to seated or supported positions, focus on upper body or achievable movements

Cross-Curricular Links

English

Pronunciation skills, learning vocabulary from other languages, speaking clearly

Art

Understanding cultural expression through movement and performance

Geography

Exploring New Zealand as a country, understanding cultural geography

History

Learning about Maori culture and traditions, understanding New Zealand's indigenous people

Music

Rhythm, timing, chanting and vocal expression in different cultures

PSHE

Respect for different cultures, working together, building confidence through performance

Teacher Guidance

Positioning

Central position during instruction, circulating during group work, leading from front during performances

Observation Focus

Cultural sensitivity, timing and unison, full participation, peer support behaviours

Intervention Points

Step in if cultural insensitivity occurs, support struggling groups, encourage full participation

Demonstration Notes

Show full commitment and cultural respect in your own performance, model correct pronunciation and movements

Verbal Cues

•'Strong and proud!'
•'Together in time!'
•'Respect the culture!'
•'Full voice - let me hear you!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space (hall/gymnasium) minimum 15m x 12m, clear of obstacles

Surface Check

Non-slip floor surface, free from water or debris, adequate for dynamic movement

Equipment Safety

Safety Checks

•Video/audio equipment positioned safely away from movement area
•Cones and markers with no sharp edges
•Ensure adequate volume without causing hearing damage

Risk Management

Key Risks

•Collisions during dynamic warm-up activities
•Slips during energetic movements
•Cultural insensitivity leading to upset or conflict
•Overexertion during powerful Haka movements

Risk Mitigation

•Clear boundaries and spacing established for all activities
•Emphasise cultural respect and appropriate behaviour throughout
•Monitor exertion levels during intense Haka practice
•Ensure adequate warm-up and cool-down

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility during all activities
•Monitor group dynamics for inclusive participation
•Watch for signs of cultural insensitivity or mockery
•Observe for overexertion during powerful movements

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate support or first aid, contact school office if needed