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Unit 12: Kia kaha Aotearoa! – Go New Zealand!

Learning intentions

In this unit students will learn:

  • the words to the national anthem in Māori
  • some sentences to use when talking about sport
  • about tribal areas of New Zealand.

Success criteria

Before commencing the unit the teacher will discuss the learning intentions with the students and together agree on appropriate success criteria.



Unit 12 transcripts (PDF, 288 kB)

Lyrics for E Ihoa Atua (PDF, 288 kB)

Unit 12 Worksheet A (PDF, 285 kB)

Unit 12 Worksheet B (PDF, 331 kB)


Activity 1

The students will learn to sing the national anthem in Māori.

Watch Unit 12 Scene 1 where Jo and Hana sing along with the national anthem. Show the students the words of E Ihoa Atua (the New Zealand anthem) and have them sing along with Audio CD track 6 or The New Zealand national anthem CD. Ask the students to copy the words or place a photocopy of the words in their Wehi books.

Activity 2

The students will learn how to talk about someone’s ability.

Before showing Unit 12 Scene 2, explain that the scene shows Jo and Hana talking about the netball players’ skills. Ask the students, in pairs, to identify the adjectives the girls use to describe the players’ running and jumping abilities. Remind the students of the words oma – run, and peke – jump, if necessary.

When the students have identified the adjectives kaha – strong, and tere – fast, write the sentences from the script on the whiteboard and look at the sentence structure.

He kaitākaro pai ia. She is a good player.
He kaha ia ki te peke. He or she is strong at jumping.
He tere hoki ki te oma. He or she is also a fast runner.

Give students a copy of Worksheet A. Ask them to use the words provided to write at least four different sentences to describe someone’s ability. When they have finished get them to share their sentences with the rest of the class.

For students who are more confident in Māori, encourage them to use the dual personal pronoun, rāua – they (two persons), or the second person pronoun koe – you.

Activity 3

Students will learn about the tribal areas in New Zealand.

Watch Unit 12 Scene 3 where Hana and Jo’s father talks about the Māori netball player coming from Te Arawa, a tribal group in the Rotorua area in the North Island. Ask if any of the students identify themselves with an iwi – major tribe, or hapū – sub-tribe, and if so, which one. Ask the students if they can name any of the New Zealand tribal groups, and list these on the whiteboard. Then ask them if they know what regions they cover. Discuss how the iwi and hapū came about and how they got their names. You may like to refer to the tribal organisation section of Te Ara Encyclopedia of New Zealand. Show them Teacher Sheet A with tribal areas marked. Highlight any iwi or hapū that the students belong to.

Give the students a copy of Worksheet B, which has a map of Aotearoa. Have the students draw in the areas of the main iwi and hapū, plus any that they belong to. The students should place this map in their Wehi books.

Activity 4

The students will practise how to write about abilities and practise writing how to say where a person comes from.

Ask the students to think of a person they admire and the things that make that person special. This person could be a family member, a television personality, sportsperson or someone they know personally. Ask them to write the name of the person on a clean page in their Wehi books or on a piece of A4 paper.

Then ask them to think about that person’s strengths, and write them in Māori around the person’s name.

He reo tautoko – helpful language
He kaha a [person’s name] ki te ______. [Person’s name] is strong at ______.
He kaha ia ki te ______. S/he is strong at ______.
waiata singing
kanikani dancing
manaaki helping
mahi working
kauhoe swimming
tuhi kōrero writing stories
pānui pukapuka reading books
kōrero pakiwaitara story telling
Nō hea a [person’s name]? Where is [person’s name] from?

The students can work in groups of three of four. Ask them to write on a piece of A3 paper the name of a current national sports team, such as the All Blacks. Have students list all the players and find out where each one comes from. The team will have some members who are Māori, Pacific Island and non-Māori. The students can give the name of the island, town, city or tribal group for different players. When the groups have finished writing, ask them to share their findings with another group. Encourage every student to use as many new sentences as possible to talk about the players.

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