Case study: Kī-o-rahi
Learners from Te Ākau ki Pāpāmoa School, driven by a strong personal and cultural interest in the game kī-o-rahi, led an inquiry that integrated mātauranga Māori, historical inquiry, scientific thinking and future-focused design.
The learning centred on the pūrākau of kī-o-rahi, which tells the story of Rahi and the rescue of his wife Tiara. According to the pūrākau, the game originated as a way for Rahi and his supporters to devise strategies and movements connected to the journey and encounters described in the story.
Kī-o-rahi inquiry
Ākonga and kaiako share experiences of inquiry learning about kī-o-rahi, a popular traditional Māori game played across Aotearoa.
Select here to view video transcript, kupu Māori, questions for discussion and copyright information.
Kī-o-rahi is a fast-paced game played on a circular field. Traditional play used a kī – a small, round flax ball.
Inquiry focus
Ākonga framed their inquiry around three key pātai:
What did kī-o-rahi look like in the past?
What does it look like now?
What could it look like in the future and how can it go global?
These pātai allowed learners to explore kī-o-rahi across time as both a traditional cultural practice and an evolving popular game played in schools and communities today.
Engaging with pūrākau as knowledge
Ākonga began by researching the pūrākau associated with kī-o-rahi and quickly discovered that there were variations in detail and interpretation of the story that existed within iwi and hapū around the motu. Rather than seeing this as a problem, it became an opportunity to understand how knowledge is held and transmitted in different ways.
Ākonga were guided to examine one source at a time, noting key ideas before moving to another. They compared similarities and differences across various accounts and considered which element appeared most consistently. This led them to recognise pūrākau as knowledge systems rather than simple stories as they evaluated sources and perspectives. They were then able to form reasoned conclusions while respecting variations from different sources.
Kī-o-rahi pūrākau
Ākonga from Te Akau ki Pāpāmoa retell the pūrākau of Rahitukahahina and Taiakurapakewai with visual interpretations and voiceovers.
Select here to view video transcript, kupu Māori and copyright information.
They also recognised that, like scientific knowledge, cultural knowledge can include multiple perspectives.
Learning through exploration and practice
Historical investigations led students to explore how kī-o-rahi taputapu (equipment) was traditionally made. They learned the earlier version of the ball was made from harakeke and was hard and heavy compared to modern day foam or synthetic balls.
With guidance from kaiako, students created their own harakeke ball to replicate the historical design. Playing with the traditional ball gave them insight into how materials affect gameplay, movement and strategy. This practical exploration and experimental learning supported understanding the cultural knowledge of materials and physical science concepts such as weight, force and motion.
The learning had purpose and really increased the motivation. They were going home and doing more learning.
Student agency and action
For these ākonga, kī-o-rahi is more than a sport – it is something they live and breathe. Motivated by their passion for the kēmu (game), they moved beyond research to action. They organised a local kī-o-rahi tournament and presented their learning publicly. They expressed a strong desire to see the game recognised internationally and imagined global tournaments in the future.
Pūrākau and researching knowledge systems
Kaiako and ākonga describe learning through pūrākau as a form of knowledge, not just stories. Pūrākau are explored as intergenerational, observation-based understandings of the taiao and how our tīpuna lived.
Select here to view video transcript, kupu Māori, questions for discussion and copyright information.
Their goal was not only to share the rules of the game but to communicate its cultural significance and the pūrākau from which it was derived. They recognised that people from different places might interpret and connect with the game in their own ways – another reflection of co-existing perspectives.
Outcomes and benefits
Through this inquiry, ākonga developed a deeper understanding of kī-o-rahi as a traditional cultural practice and a popular, evolving sport played today. They also developed critical research and comparison skills during this inquiry and have an appreciation for how materials and technologies influence design.
This case study shows how culturally grounded contexts such as kī-o-rahi can support rich learning across co-existing knowledge systems. By positioning pūrākau as knowledge, integrating hands-on learning and encouraging future-focused thinking, the inquiry enabled learners to see tradition and innovation not as opposites but as valid learning processes.
Examples of using co-existing knowledge systems
These articles show how kaiako and ākonga have used co-existing knowledge systems in their classrooms.
Teaching from multiple knowledge systems recognises and values the richness of different ways of knowing, enabling ākonga to engage with learning from cultural, scientific, historical and lived perspectives.
Learning from bicultural design describes how Simone Marsters used a serendipitous, breakthrough moment to explore a karakia waiata of an ao Māori creation narrative alongside the Big Bang theory. The activity Using dual knowledge systems – the Big Bang and Te Kore provides the simple hands-on activities Simone used to explore how the universe came into being.
Case study: Nature to the rescue! Wetland fibres versus oil! details how ākonga from Pāpāmoa Primary School were inspired to investigate repo plants – using mātauranga Māori as a source of scientific insight.
Case study: Te hauora o Te Ara o Wairākei explores a student-led science inquiry into the health of Te Ara o Wairākei, a local kōawa. Ākonga from Pāpāmoa Primary School investigated the environmental, cultural and ecological wellbeing of the waterway through mātauranga Māori and scientific practices.
Case study: Ngā tohu o te maramataka – exploring lunar signs explains how ākonga from Te Ākau ki Pāpāmoa School in Tauranga inquired into the maramataka tohu (signs), focusing on how they are observed and used in the present day.
Related content
Explore how Mātauranga Māori and science are complementary knowledge systems, each with their own ways of explaining the world.
Investigating in science provides kaiako and ākonga with a variety of ways to investigate, which supports understanding and gaining knowledge. The interactive Ways of investigating in science highlights a range of approaches and includes examples of kairangahau Māori using the approaches as part of their research.
Useful links
Rangatahi Tū Rangatira has a detailed game description and video on how to play kī-o-rahi, along with other ngā taonga tākaro (traditional Māori games).
Visit kī-o-rahi for additional information about the sport and a calendar of events.
Visit the Bay Science website to find out about Te Tūkohu Ngāwhā | Mātauranga Māori Science and Design Fair. It is a 3-day event for ākonga from years 0–13.