What to do
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
You will construct a short sequence which incorporates a range of key features of Te Ao Haka to demonstrate your understanding.
You may present this sequence by either performing it yourself or directing others to perform it.
Your sequence must be accompanied with a written or verbal submission that explains what the key features are, what makes them unique, and how you have used them to create your sequence. This should also explain the whakapapa of each key feature and discuss any tribal variations in the key features.
Part 1
Decide what kind of sequence you want to create. Your kaiako may help with this. You do not need to create a new composition.
Research existing compositions to help and inspire you.
Your kaiako may provide you with scripts and/or music to base your sequence on, or you may find your own.
You will select a range of three or more key features of Te Ao Haka for your presentation. Research each of your chosen key features using these questions to help guide your thinking:
- What is the key feature and what makes it identifiable?
- What is the whakapapa of the key feature — how has its history or development contributed to its distinctiveness?
- Discuss tribal variations of the key features. How do different hapū or iwi show tribal variation in the way they perform key features?
- Why might they do it differently?
Part 2
Design your sequence. You may wish to do this by drawing diagrams or pictures, writing notes, or working out the sequence physically. Find a way that works for you.
Practise your sequence in front of a trusted friend, whānau member, kaumātua, or your kaiako for feedback on what stands out to them, or what you could think more about. You can also record your rehearsals for your own review. Refine your sequence based on the feedback.
Part 3
Present your sequence. You can do this by performing the sequence yourself, or you can also choose to teach the sequence to someone else or a group of others to perform. You can present your kōrero and demonstration in front of your class or in front of your kaiako. Ensure that your sequence is recorded.
Part 4
Your sequence must also be accompanied by a written or verbal submission that may include:
- a description of your sequence, where your features appear in your sequence, and how they can be identified
- an explanation of the whakapapa of each key feature, including how its history or development shapes its uniqueness
- a discussion of iwi, hapū, or rohe variation that occurs in each key feature, how you used this in your sequence, and why?
You will construct a short sequence which incorporates a range of key features of Te Ao Haka to demonstrate your understanding.
You may present this sequence by either performing it yourself or directing others to perform it.
Your sequence must be accompanied with a written or verbal submission that explains what the key features are, what makes them unique, and how you have used them to create your sequence. This should also explain the whakapapa of each key feature and discuss any tribal variations in the key features.
Part 1
Decide what kind of sequence you want to create. Your kaiako may help with this. You do not need to create a new composition.
Research existing compositions to help and inspire you.
Your kaiako may provide you with scripts and/or music to base your sequence on, or you may find your own.
You will select a range of three or more key features of Te Ao Haka for your presentation. Research each of your chosen key features using these questions to help guide your thinking:
- What is the key feature and what makes it identifiable?
- What is the whakapapa of the key feature — how has its history or development contributed to its distinctiveness?
- Discuss tribal variations of the key features. How do different hapū or iwi show tribal variation in the way they perform key features?
- Why might they do it differently?
Part 2
Design your sequence. You may wish to do this by drawing diagrams or pictures, writing notes, or working out the sequence physically. Find a way that works for you.
Practise your sequence in front of a trusted friend, whānau member, kaumātua, or your kaiako for feedback on what stands out to them, or what you could think more about. You can also record your rehearsals for your own review. Refine your sequence based on the feedback.
Part 3
Present your sequence. You can do this by performing the sequence yourself, or you can also choose to teach the sequence to someone else or a group of others to perform. You can present your kōrero and demonstration in front of your class or in front of your kaiako. Ensure that your sequence is recorded.
Part 4
Your sequence must also be accompanied by a written or verbal submission that may include:
- a description of your sequence, where your features appear in your sequence, and how they can be identified
- an explanation of the whakapapa of each key feature, including how its history or development shapes its uniqueness
- a discussion of iwi, hapū, or rohe variation that occurs in each key feature, how you used this in your sequence, and why?
How to present your learning
Perform a sequence of approximately 30 seconds accompanied by a written or verbal submission of approximately 350 words (2 minutes). The evidence must be captured on a video recording.
These guidelines are indicative only. A student may be able to demonstrate sufficient evidence for this Achievement Standard with a smaller volume of evidence. Equally, some students may require more time and words to produce sufficient evidence.
The volume of evidence submitted for the Achievement Standard should allow the student to demonstrate the best of their ability and knowledge.
Perform a sequence of approximately 30 seconds accompanied by a written or verbal submission of approximately 350 words (2 minutes). The evidence must be captured on a video recording.
These guidelines are indicative only. A student may be able to demonstrate sufficient evidence for this Achievement Standard with a smaller volume of evidence. Equally, some students may require more time and words to produce sufficient evidence.
The volume of evidence submitted for the Achievement Standard should allow the student to demonstrate the best of their ability and knowledge.
Timeframe
Teacher to provide.
Teacher to provide.
Getting started
What key features of Te Ao Haka have you learnt about?
How did these key features develop?
What do these key features look like in performance?
How do these key features enhance a performance?
What do you know about the whakapapa of each key feature?
What variation, inclusive of iwi, hapū, or rohe variation, do you see in Te Ao Haka features?
What sort of sequence would you like to create? Think about Te Ao Haka disciplines:
- whakaeke
- mōteatea
- waiata ā-ringa
- poi
- haka, haka wahine
- whakawātea.
How will you ensure that you can incorporate your chosen range of key features into your sequence?
Kupu Māori
Hapū – kinship group, clan, tribe, subtribe - section of a large kinship group and the primary political unit in traditional Māori society.
Kaumātua – adult, elder, elderly man, elderly woman, old man - a person of status within the whānau.
What key features of Te Ao Haka have you learnt about?
How did these key features develop?
What do these key features look like in performance?
How do these key features enhance a performance?
What do you know about the whakapapa of each key feature?
What variation, inclusive of iwi, hapū, or rohe variation, do you see in Te Ao Haka features?
What sort of sequence would you like to create? Think about Te Ao Haka disciplines:
- whakaeke
- mōteatea
- waiata ā-ringa
- poi
- haka, haka wahine
- whakawātea.
How will you ensure that you can incorporate your chosen range of key features into your sequence?
Kupu Māori
Hapū – kinship group, clan, tribe, subtribe - section of a large kinship group and the primary political unit in traditional Māori society.
Kaumātua – adult, elder, elderly man, elderly woman, old man - a person of status within the whānau.
What to do
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
You will construct a short sequence which incorporates a range of key features of Te Ao Haka to demonstrate your understanding.
You may present this sequence by either performing it yourself or directing others to perform it.
Your sequence must be accompanied with a written or verbal submission that explains what the key features are, what makes them unique, and how you have used them to create your sequence. This should also explain the whakapapa of each key feature and discuss any tribal variations in the key features.
Part 1
Decide what kind of sequence you want to create. Your kaiako may help with this. You do not need to create a new composition.
Research existing compositions to help and inspire you.
Your kaiako may provide you with scripts and/or music to base your sequence on, or you may find your own.
You will select a range of three or more key features of Te Ao Haka for your presentation. Research each of your chosen key features using these questions to help guide your thinking:
- What is the key feature and what makes it identifiable?
- What is the whakapapa of the key feature — how has its history or development contributed to its distinctiveness?
- Discuss tribal variations of the key features. How do different hapū or iwi show tribal variation in the way they perform key features?
- Why might they do it differently?
Part 2
Design your sequence. You may wish to do this by drawing diagrams or pictures, writing notes, or working out the sequence physically. Find a way that works for you.
Practise your sequence in front of a trusted friend, whānau member, kaumātua, or your kaiako for feedback on what stands out to them, or what you could think more about. You can also record your rehearsals for your own review. Refine your sequence based on the feedback.
Part 3
Present your sequence. You can do this by performing the sequence yourself, or you can also choose to teach the sequence to someone else or a group of others to perform. You can present your kōrero and demonstration in front of your class or in front of your kaiako. Ensure that your sequence is recorded.
Part 4
Your sequence must also be accompanied by a written or verbal submission that may include:
- a description of your sequence, where your features appear in your sequence, and how they can be identified
- an explanation of the whakapapa of each key feature, including how its history or development shapes its uniqueness
- a discussion of iwi, hapū, or rohe variation that occurs in each key feature, how you used this in your sequence, and why?
You will construct a short sequence which incorporates a range of key features of Te Ao Haka to demonstrate your understanding.
You may present this sequence by either performing it yourself or directing others to perform it.
Your sequence must be accompanied with a written or verbal submission that explains what the key features are, what makes them unique, and how you have used them to create your sequence. This should also explain the whakapapa of each key feature and discuss any tribal variations in the key features.
Part 1
Decide what kind of sequence you want to create. Your kaiako may help with this. You do not need to create a new composition.
Research existing compositions to help and inspire you.
Your kaiako may provide you with scripts and/or music to base your sequence on, or you may find your own.
You will select a range of three or more key features of Te Ao Haka for your presentation. Research each of your chosen key features using these questions to help guide your thinking:
- What is the key feature and what makes it identifiable?
- What is the whakapapa of the key feature — how has its history or development contributed to its distinctiveness?
- Discuss tribal variations of the key features. How do different hapū or iwi show tribal variation in the way they perform key features?
- Why might they do it differently?
Part 2
Design your sequence. You may wish to do this by drawing diagrams or pictures, writing notes, or working out the sequence physically. Find a way that works for you.
Practise your sequence in front of a trusted friend, whānau member, kaumātua, or your kaiako for feedback on what stands out to them, or what you could think more about. You can also record your rehearsals for your own review. Refine your sequence based on the feedback.
Part 3
Present your sequence. You can do this by performing the sequence yourself, or you can also choose to teach the sequence to someone else or a group of others to perform. You can present your kōrero and demonstration in front of your class or in front of your kaiako. Ensure that your sequence is recorded.
Part 4
Your sequence must also be accompanied by a written or verbal submission that may include:
- a description of your sequence, where your features appear in your sequence, and how they can be identified
- an explanation of the whakapapa of each key feature, including how its history or development shapes its uniqueness
- a discussion of iwi, hapū, or rohe variation that occurs in each key feature, how you used this in your sequence, and why?
How to present your learning
Perform a sequence of approximately 30 seconds accompanied by a written or verbal submission of approximately 350 words (2 minutes). The evidence must be captured on a video recording.
These guidelines are indicative only. A student may be able to demonstrate sufficient evidence for this Achievement Standard with a smaller volume of evidence. Equally, some students may require more time and words to produce sufficient evidence.
The volume of evidence submitted for the Achievement Standard should allow the student to demonstrate the best of their ability and knowledge.
Perform a sequence of approximately 30 seconds accompanied by a written or verbal submission of approximately 350 words (2 minutes). The evidence must be captured on a video recording.
These guidelines are indicative only. A student may be able to demonstrate sufficient evidence for this Achievement Standard with a smaller volume of evidence. Equally, some students may require more time and words to produce sufficient evidence.
The volume of evidence submitted for the Achievement Standard should allow the student to demonstrate the best of their ability and knowledge.
Timeframe
Teacher to provide.
Teacher to provide.
Getting started
What key features of Te Ao Haka have you learnt about?
How did these key features develop?
What do these key features look like in performance?
How do these key features enhance a performance?
What do you know about the whakapapa of each key feature?
What variation, inclusive of iwi, hapū, or rohe variation, do you see in Te Ao Haka features?
What sort of sequence would you like to create? Think about Te Ao Haka disciplines:
- whakaeke
- mōteatea
- waiata ā-ringa
- poi
- haka, haka wahine
- whakawātea.
How will you ensure that you can incorporate your chosen range of key features into your sequence?
Kupu Māori
Hapū – kinship group, clan, tribe, subtribe - section of a large kinship group and the primary political unit in traditional Māori society.
Kaumātua – adult, elder, elderly man, elderly woman, old man - a person of status within the whānau.
What key features of Te Ao Haka have you learnt about?
How did these key features develop?
What do these key features look like in performance?
How do these key features enhance a performance?
What do you know about the whakapapa of each key feature?
What variation, inclusive of iwi, hapū, or rohe variation, do you see in Te Ao Haka features?
What sort of sequence would you like to create? Think about Te Ao Haka disciplines:
- whakaeke
- mōteatea
- waiata ā-ringa
- poi
- haka, haka wahine
- whakawātea.
How will you ensure that you can incorporate your chosen range of key features into your sequence?
Kupu Māori
Hapū – kinship group, clan, tribe, subtribe - section of a large kinship group and the primary political unit in traditional Māori society.
Kaumātua – adult, elder, elderly man, elderly woman, old man - a person of status within the whānau.