Karakia, Tikanga, Marae

Unit Context

This lesson is Lesson 4 of 8 from the unit Wairuatanga and Belief Systems designed for Year 9 students in New Zealand. It explores the practice of spirituality through karakia (prayers/incantations), tikanga (customs), and the marae as a spiritual hub.

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TEACHING STRATEGIES

• Interactive discussion to connect students with prior knowledge.
• Use of multimedia resources including videos and virtual tours.
• Group activities to encourage collaboration and practical application.
• Reflective questioning to deepen understanding.

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SKILLS NEEDED

• Basic understanding of Māori culture and spirituality.
• Ability to engage respectfully in group discussions.
• Listening and observation skills during virtual visits.
• Collaborative skills for group guideline creation.

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DO NOW

• Write down what you already know about karakia, tikanga, or marae.
• Share one example of a spiritual practice from your own experience or culture.

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Learning Objectives

By the end of this 60-minute lesson, students will be able to:

• Understand and explain the role of karakia as a continuous spiritual practice in Māori and Christian contexts, referring to 1 Thessalonians 5:17 (“Pray continually”).
• Identify and describe key tikanga (customary practices) associated with marae protocols.
• Demonstrate respectful engagement with marae customs through a virtual marae visit, practising appropriate karakia and tikanga.
• Collaboratively create a simple set of tikanga guidelines to practise spirituality respectfully.

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Curriculum Links

New Zealand Curriculum Levels and Key Competencies

• Level 4 - Religious Education (Appropriate for Year 9)
• Strand: Spirituality and Belief Systems Students will explore how spirituality is expressed in different belief systems, focusing on Māori spirituality.
• Key Competencies:
• Relating to others - Respecting and understanding tikanga and cultural customs.
• Participating and contributing - Engaging with spiritual practices respectfully in group activities.
• Thinking - Reflecting on the meaning of continuous prayer and spirituality in daily life.

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Materials and Resources

• Extracts from Tikanga Whakaaro by Cleve Barlow (prepared excerpts).
• Printed or digital copy of 1 Thessalonians 5:17 in clear English.
• Projector or large screen for a virtual marae tour (video or interactive resource).
• Chart paper or whiteboard for creating tikanga guidelines.
• Copies of common karakia used in daily life.

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Lesson Sequence and Timing

1. Introduction and Context Setting (10 minutes)

• Begin with a brief discussion on spiritual practices students may be familiar with.
• Reference the Bible verse 1 Thessalonians 5:17 - “Pray continually” — connect how this relates to karakia in Māori spirituality which is practiced daily.
• Present key vocabulary: karakia, tikanga, marae.
• Introduce the purpose and significance of the marae as a spiritual centre.

Teaching tip: Use a visual slide with the Bible verse and a simple explanation of karakia’s continuing practice.

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2. Exploring Karakia and Tikanga (15 minutes)

• Show selected excerpts from Tikanga Whakaaro explaining the role and meaning of karakia and tikanga in daily life.
• Read a simple karakia together as a class, practising pronunciation and understanding.
• Discuss how tikanga shapes behaviours on the marae — e.g., pōwhiri (welcome), noho marae (staying protocols), and respect for tapu (sacred things).

Interactive element: Invite students to share any karakia or prayers they know from their own family or cultural background (if comfortable).

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3. Virtual Marae Visit and Protocol Practice (20 minutes)

• Guide students through a virtual visit to a marae, focusing on the spiritual aspects.
• Pause to practise appropriate karakia for welcoming and closing.
• Highlight key tikanga observed during the tour (e.g., removal of shoes, sitting down in correct places).
• Encourage students to note behaviour that shows respect for wairuatanga (spirituality).

Active learning: Assign pairs or small groups to role-play simple marae protocol scenarios applying learnt tikanga and karakia.

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4. Creating Tikanga Guidelines (10 minutes)

• Groups create a simple poster or list of tikanga guidelines for practising spirituality in and outside the marae context.
• Encourage inclusion of both Māori and Christian elements to represent the unit’s learning.
• Share and discuss posters briefly in class.

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5. Reflective Conclusion and Assessment (5 minutes)

• Quick whole-class reflective question: “How does ‘praying continually’ help us connect to spiritual practices like karakia?”
• Collect students’ tikanga posters for informal assessment.
• Reinforce importance of living spirituality through respectful, daily customs.

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Assessment

• Formative assessment through participation in discussion, role-plays, and group work.
• Evaluation of tikanga guideline posters demonstrating understanding of karakia, tikanga, and marae protocols.
• Oral demonstration of correct karakia use during virtual marae activities.

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Differentiation

• Provide karakia text in simplified or bilingual Māori-English versions for students needing support.
• Encourage advanced students to research a karakia from a different iwi and share its context.
• Use visuals and videos extensively to cater to diverse learning needs.

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Reflection for Teachers

• Observe student engagement with spiritual practices and cultural protocols.
• Note how well students connect Christian prayer concept with Māori karakia.
• Adjust future lessons to deepen understanding of wairuatanga across diverse belief systems.

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This lesson embraces biculturalism through integration of Māori tikanga and Christian scripture, linking spirituality meaningfully with everyday life as emphasised in the New Zealand Curriculum and fostering competent, respectful global citizens.