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Lesson 1 - Learning the Ka Mate Haka

Cultural Expression and Choreographic Creativity Through the Haka

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Year 6

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Dance

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Big Question

How can we use our bodies and voices to express cultural stories and emotions through the powerful movements of the Haka?

Learning Objectives

To understand the cultural significance and origins of the Haka
To learn and perform the actions and words of the Ka Mate Haka
To demonstrate agility, balance, coordination and precision in dance movements

Key Outcomes

Students will perform the Ka Mate Haka with correct actions and timing
Students will demonstrate understanding of Maori culture and traditions
Students will work collaboratively to give constructive feedback on performances

Equipment & Resources Required

Tunnel Systems

Position for clear audio throughout hall

Alternative: Portable speaker, tablet with speakers

Projector

Ensure all students can see Haka words clearly

Alternative: Large screen TV, printed lyric sheets

Science Videos

Queue video to appropriate starting point

Alternative: Live demonstration by teacher or experienced student

Score Sheets

One per student for reference during practice

Alternative: Digital display, student tablets

Markers Cones

Mark performance areas and group spaces

Alternative: Tape marks, spot markers

Cones

Place in each corner for warm-up quiz game

Alternative: Coloured cones, numbered cards

Key Vocabulary

Haka

A traditional Maori war dance from New Zealand, used to intimidate enemies or celebrate important occasions

Ka Mate

The most famous Haka, meaning 'It is death', traditionally performed by New Zealand's All Blacks rugby team

Motif

A repeated movement sequence that forms the basis of a dance

Unison

Performing movements at exactly the same time as a group

Maori

The indigenous people of New Zealand with rich cultural traditions

Precision

Exact and accurate movement with clear definition

Skill Progression Pathway

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

Prior Learning

Basic understanding of rhythm and timing in dance
Experience with group movement and choreography
Knowledge of different cultures and traditions

Current Skills

Learning specific Haka movements and gestures
Developing cultural awareness and respect
Practising unison performance and timing

Next Steps

Creating own cultural dance sequences
Exploring other traditional dances from around the world
Developing leadership skills in group performances

Milestone Indicators

Students can perform basic Haka stance and arm movements

Students show respect for Maori culture throughout the lesson

Students demonstrate improved coordination and timing

Key Teaching Points

Maintain deep respect for Maori culture throughout the entire lesson
Emphasise that the Haka is a cultural tradition, not just a dance or performance
Focus on unison and timing to create the power of group performance
Ensure all students understand the cultural significance before learning movements
Connect movements to meaning and story rather than just copying actions
Encourage full commitment while maintaining cultural sensitivity
Use positive reinforcement to build confidence in cultural learning

Common Misconceptions

Thinking the Haka is just about being aggressive rather than cultural expression - explain it's about strength, unity and respect
Believing it's just a dance rather than a cultural tradition - emphasise the deeper meaning and significance
Assuming it's only for rugby - explain the many contexts in which Haka is performed
Not understanding the importance of pronunciation - stress respect for the Maori language
Thinking individual performance is most important - emphasise group unity and coordination
Believing louder is always better - focus on controlled power and precision

SEN Adaptations

ADHD

Regular movement breaks, clear role definition, extra support for sustained attention

dyspraxia

Slower movement teaching, extra practice time, simplified sequences, peer buddy support

autism spectrum

Clear routine structure, advance warning of loud music, quiet observation option available

visual impairment

Audio descriptions of movements, tactile guidance for positioning, verbal cues for spatial awareness

hearing impairment

Visual demonstrations of rhythm, vibration feedback for music, clear visual cues for timing

physical disability

Adapted movements from seated position, alternative hand/arm gestures, focus on facial expressions

Cross-Curricular Links

English

Speaking and listening skills, pronunciation, vocabulary development and storytelling traditions

Drama

Performance skills, expression, audience awareness and traditional theatre forms

Geography

Learning about New Zealand, Pacific region, indigenous peoples and their territories

History

Understanding Maori culture, colonisation, cultural preservation and respect for indigenous traditions

Music

Rhythm, timing, traditional songs, cultural music and chanting techniques

PSHE

Respect for diversity, cultural awareness, teamwork, leadership and giving constructive feedback

Teacher Guidance

Positioning

Move between groups during practice, central position for demonstrations, clear view of all students during performances

Observation Focus

Monitor cultural respect, group dynamics, individual participation, and physical safety

Intervention Points

Step in if cultural respect is compromised, if students are struggling with movements, or if group dynamics need support

Demonstration Notes

Model respect for Maori culture throughout, demonstrate movements with full commitment, show how to give constructive feedback

Verbal Cues

•'Strong warrior stance!'
•'Remember the cultural respect!'
•'Together in time!'
•'Show the power of unity!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or gymnasium with minimum 15m x 15m clear area

Surface Check

Non-slip floor surface, clear of obstacles and hazards

Equipment Safety

Safety Checks

•Audio system securely positioned and volume controlled
•All corner markers and signs safely placed
•Display screen stable and positioned safely

Risk Management

Key Risks

•Overexertion during energetic movements
•Collisions during group work
•Cultural insensitivity or inappropriate behaviour
•Slips or falls during dynamic movements

Risk Mitigation

•Clear boundaries for movement activities
•Adequate warm-up and cool-down procedures
•Strong emphasis on cultural respect throughout
•Teacher monitoring of energy levels and behaviour

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all groups during practice
•Monitor for appropriate cultural respect
•Watch for signs of overexertion or distress

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid or support, maintain cultural sensitivity