🎵

Lesson 1 - Haka: Unison & Culture

Cultural Expression to Creative Choreography

•

Year 7

•

Dance

•

Big Question

How can we use our bodies to express cultural stories and demonstrate unity through movement?

Learning Objectives

To develop an understanding of unison in dance and demonstrate this with peers during a Haka performance
To explore the cultural significance of Haka and its role in Māori tradition
To perform traditional Haka movements with appropriate intensity and timing

Key Outcomes

Students will perform Haka movements in unison with their group
Students will understand the cultural context and significance of Haka
Students will demonstrate fierce expression and unity through movement
Students will provide constructive peer feedback using assessment criteria

Equipment & Resources Required

Cards

1 set of 4 cards per group (8 sets for 32 students)

Place cards at four corners of the room before lesson

Alternative: Printed sheets with movement descriptions and images

Assessment Matrix

1 per student (32 copies)

Have copies ready for plenary section

Alternative: Digital version on tablets/phones

Projector

Position for clear visibility from all areas of room

Alternative: Large monitor or interactive whiteboard

Tunnel Systems

Test volume levels and audio quality before lesson

Alternative: Bluetooth speaker with phone/tablet connection

Science Videos

Cue video to start point, test internet connection

Alternative: Downloaded MP4 file as backup

Background Music

1 track (approximately 3-4 minutes)

Have music ready for warm-up and performance sections

Alternative: Traditional Māori music or drumbeat track

Key Vocabulary

Unison

When all dancers perform the same movement at exactly the same time

Haka

Traditional Māori war dance from New Zealand expressing pride, strength and unity

Motif

A short sequence of movement that forms the basis of a dance

Gesture

Expressive movement of the body, especially hands and arms

Levels

The height of movement - high (jumping), medium (standing), low (crouching)

Aesthetic

The visual and artistic quality of a dance performance

Synchronized

Moving together at exactly the same time and speed

Tempo

The speed of the music or movement

Skill Progression Pathway

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

Prior Learning

Basic understanding of rhythm and timing
Experience working in small groups
Awareness of different cultural forms of expression

Current Skills

Performing movements in unison
Understanding cultural significance of traditional dance
Coordinating group performances
Peer assessment and feedback skills

Next Steps

Exploring canon and other group formation techniques
Creating original dance sequences
Advanced expression and performance skills
Leadership in teaching dance to others

Milestone Indicators

Consistent timing with group members

Appropriate facial expressions and body tension

Confident performance without referring to cards

Constructive peer feedback delivery

Key Teaching Points

Cultural respect must be maintained throughout - Haka is not entertainment but meaningful tradition
Unison requires active listening and watching others, not just following music
Expression comes from understanding the cultural purpose and emotional connection
Teaching others requires clear demonstration and patient repetition
Performance confidence builds through supportive group environment
Assessment should celebrate cultural understanding alongside physical skills
Safety awareness during dynamic movements and group activities

Common Misconceptions

That Haka is just aggressive shouting - correct by emphasising cultural pride and unity
That perfect technique matters more than cultural respect - emphasise authenticity over perfection
That unison means everyone looks identical - clarify that it's about timing and shared intent
That performance is about individual skill - stress group unity and collective expression
That dance assessment is only about physical ability - include cultural understanding and respect

SEN Adaptations

ADHD

Short activity bursts, clear movement boundaries, regular positive feedback, physical outlet for energy through performance

dyspraxia

Simplified movement patterns, extra practice time, peer support, focus on expression over perfect technique

autism spectrum

Clear structure and routine, visual schedule of lesson sections, quiet space available if needed, consistent expectations

visual impairment

Use verbal descriptions of movements, partner support for spatial awareness, tactile guidance for movement positions

hearing impairment

Visual demonstrations of rhythm through movement, written instructions, vibration through floor for beat awareness

physical disability

Adapted movements for seated performers, upper body focus, modified intensity levels, alternative ways to show unity

Cross-Curricular Links

English

Vocabulary development, oral communication skills, cultural storytelling traditions

Art

Māori artistic traditions, symbolism in cultural expression, visual representation of movement

Geography

New Zealand location, Māori settlement patterns, Pacific island cultures

History

Study of Māori culture and New Zealand colonial history, understanding traditional purposes of war dances

Music

Traditional rhythms, call and response patterns, cultural music forms

PSHE

Cultural respect and diversity, teamwork and cooperation, confidence building through performance

Teacher Guidance

Positioning

Move dynamically between card stations during jigsaw learning, position at front corner during performances for full group visibility

Observation Focus

Watch for cultural respect, unison timing, group cooperation, and individual engagement with learning

Intervention Points

Step in if cultural content is not being treated respectfully, if groups struggle with jigsaw learning, or if safety concerns arise

Demonstration Notes

Demonstrate: Show contrast between weak and powerful movements, model cultural respect and appropriate intensity, support students who need confidence building

Verbal Cues

•'Sharp, powerful movements!'
•'Together - show your unity!'
•'Feel the strength in your body!'
•'Respect the culture through your performance!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 12m x 8m clear space for group movements, additional space for card stations

Surface Check

Dry, non-slip surface suitable for dynamic movement and stamping

Equipment Safety

Safety Checks

•Check sound system volume levels to prevent hearing damage
•Ensure projector and cables are positioned safely
•Resource cards securely positioned and visible

Risk Management

Key Risks

•Collisions during group movement
•Overexertion during intense performance
•Cultural insensitivity or inappropriate behaviour

Risk Mitigation

•Clear boundaries and adequate spacing for all activities
•Progressive building of intensity
•Emphasis on cultural respect throughout lesson
•Monitor for signs of overexertion or discomfort

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all groups during jigsaw learning
•Move between card stations to support learning
•Focus on performance area during group presentations

Emergency Procedures

Stop activity immediately if injury occurs, assess situation, apply appropriate first aid, ensure other students remain safe and calm