Kawa and Tikanga

Overview

In this second lesson of the unit “Manaaki Kai: Hospitality Practices”, students explore how kawa (protocols) and tikanga (practices) shape respectful hosting and service, particularly in marae contexts. They apply their learning to practical scenarios and refine their understanding of manaaki kai.

Learning intentions

• WALT explain the meaning of kawa and tikanga and identify examples connected to manaaki kai.
• WALT describe how kawa and tikanga guide behaviour before, during, and after kai is shared.
• WALT analyse how respectful service supports relationships, safety, and wellbeing for manuhiri (visitors) and hosts.
• WALT communicate hospitality expectations clearly using a simple kaupapa-led checklist.

Success criteria

• I can distinguish kawa (protocols) from tikanga (practices) using manaaki kai examples.
• I can explain at least three ways kawa and tikanga influence hosting and service in a marae context.
• I can apply tikanga to a scenario and justify my choices with clear reasons.
• I can create a short service checklist that shows respectful, consistent practices for hospitality.

Curriculum links

• NCEA Business: demonstrates understanding of how customer/guest needs and expectations influence business decisions and service.
• Communication in business: uses clear, respectful language to explain decisions and procedures.
• Social and ethical responsibility: considers impacts of actions on people’s wellbeing and relationships.
• Cultural responsiveness: recognises and values tikanga as guiding practice in community contexts.

Lesson structure (45 minutes)

1. 3 min – Welcome and lesson focus Teacher explains that this lesson builds practical understanding of how kawa and tikanga guide manaaki kai. Students note the lesson intentions and keep them visible.

2. 7 min – Kawa vs tikanga mini-input Teacher uses examples from hosting and sharing kai (e.g., greetings, where people stand/sit, food handling, speaking respectfully, caring for people’s comfort). Students complete a quick “sort it” task: mark statements as kawa, tikanga, or both, then check with a partner.

3. 10 min – Guided discussion: What does respectful hosting look like? In pairs, students answer two prompts:

• What behaviours show respect to manuhiri before kai is served?
• How should service change during and after the meal? Whole-class debrief: teacher captures key ideas on the board using neutral, respectful language and emphasises that tikanga can vary by community, so students describe principles rather than claiming one “universal” marae way.

4. 15 min – Scenario application (small groups) Groups of 4 work through 3 short scenarios printed on cards (e.g., arriving guests need seating guidance; someone speaks loudly while kai is being served; a guest has dietary needs). For each scenario students:

• Identify one relevant kawa/tikanga principle.
• Choose an appropriate hosting/service action.
• Write a one-sentence justification linking the action to respect, safety, and relationship-building. Teacher circulates, prompting students to use “because…” reasoning rather than opinions.

5. 8 min – Create a “Manaaki Kai Service Checklist” Individually, students turn their best ideas into a checklist for staff/hosts (6–8 items). Items must be phrased as actions (e.g., “Guide guests respectfully to the right place before kai is served.”). Students then swap with a partner for quick feedback: “Is it clear? Does it reflect kawa/tikanga? Does it show respectful service?”

6. 2 min – Exit ticket Students answer: “One kawa/tikanga idea I will apply in hospitality is…” and “One reason it matters is…”. Teacher quickly checks understanding.

Resources

• Scenario cards (3 per group) with clear, age-appropriate events linked to hosting/service
• Worksheet template for sorting task (kawa/waswo not used; kawa vs tikanga only) and checklist
• Board/slide with definitions in student-friendly language
• Timer for group work
• Highlighters or sticky notes for identifying key actions in scenarios
• Reference quote cards (teacher-provided) about respect, hospitality, and relationships
• Pens/pencils and student notebooks
• Seating plan that supports pairs/groups and reduces noise during discussion

Assessment

• Formative checks: sort-it task accuracy and partner explanations during debrief
• Scenario justification quality: students link actions to kawa/tikanga principles using “because…”
• Exit ticket: verifies individual understanding and ability to explain why tikanga/kawa matters

Differentiation

• Support: provide sentence starters for justifications (“This matters because…”, “A respectful action is…”); allow students to underline the key part of each scenario before responding
• Support: offer a partially completed checklist for students who need structure (students add 2–3 more items)
• Extension: ask students to compare two scenarios and explain how the “same principle” may lead to different actions depending on context
• EAL/SEN: allow oral responses recorded by teacher or peer; provide simplified wording on scenario sheets and a word bank for respectful hosting language