Kia mōhio ki ngā tikanga

Overview

In lesson 2 of the unit “Tikanga Marae: A Cultural Journey”, students build on their understanding of marae as a place of belonging and learning by focusing on customary protocols. They practise simple, respectful te reo Māori phrases used when greeting and moving through a marae setting.

Learning intentions

• WALT identify and explain key customary protocols for a marae visit using simple sentence starters.
• WALT recognise that giving and following instructions should be respectful, clear, purposeful, and acknowledge relationships and place.
• WALT practise and use a small set of te reo Māori phrases for greetings and basic ceremonial actions.
• WALT demonstrate manaakitanga and whanaungatanga by responding politely to instructions and others’ ideas.

Success criteria

• I can name at least two protocols for behaving on a marae (e.g., keeping voices low, following guidance from hosts).
• I can give a respectful response when someone gives instructions (e.g., “Āe” / “Kei te pai”).
• I can use at least three te reo Māori phrases appropriately during a role-play (e.g., greeting, asking permission, responding).
• I can explain why protocols help people feel welcome and respected.

Curriculum links

• Te reo Māori (Emergent/Progressing focus on cultural and sociolinguistic knowledge): respectful instructions that acknowledge relationships and place.
• Te reo Māori cultural and sociolinguistic knowledge: giving and following instructions with politeness, clarity, and purpose.
• Te reo Māori cultural and sociolinguistic knowledge: interactions guided by whanaungatanga, manaakitanga, and tikanga.
• Te reo Māori cultural and sociolinguistic knowledge: using culturally appropriate language that reflects respect, relationships, and collective responsibility.

Lesson structure (45 minutes)

1. 0–5 min · Wānanga hook. Teacher displays 3 marae behaviour pictures (listening, waiting, greeting) and asks students to chorally share what they notice; teacher records keywords: “whakarongo”, “pōwhiri/visit”, “tika/pono”.
2. 5–12 min · Direct teach: Tikanga protocols. Teacher explains three core protocols in age-appropriate, student-friendly language: follow instructions from hosts (tangata whenua), use polite tone/low voice, and move carefully (wait your turn); students repeat key phrases and gesture the actions.
3. 12–20 min · Te reo Māori phrase modelling (listening first). Teacher models a short “host–visitor” script twice, then students listen for the phrases and mark them on a simple class handout with a star next to each heard phrase.

• Possible phrases (chosen for Year 5 practicality):
• “Tēnā koutou katoa” (greeting)
• “Nau mai” (welcome)
• “Āe” (yes / I understand)
• “Kei te pai” (it is okay / that works)
• “Nō reira” (so then / therefore) or a simple permission phrase such as “Ka pai” (okay)

4. 20–30 min · Guided practice: “Protocol + phrase” stations. In small groups, students rotate through 3 stations with scenario cards:

• Station A: Greeting on arrival (students say “Tēnā koutou katoa” and “Nau mai” in order).
• Station B: Following instruction (student responds “Āe” and “Kei te pai” after hearing the instruction).
• Station C: Moving/waiting (students practise a short script: teacher prompts “Kei te pai?” and students respond, then everyone waits). Teacher circulates, correcting pronunciation gently and checking respectful delivery (eye contact, calm voice, polite tone).

5. 30–40 min · Role-play performance (teacher-led feedback). Whole class role-play: teacher acts as host, students as visitors. Each student contributes one response phrase when prompted. Teacher pauses to model “one thing you did well” and “one thing to improve” using positive, specific feedback.
6. 40–45 min · Exit ticket: “I can” reflection. Students complete a quick written or oral exit ticket:

• “One marae protocol I will follow is ____.”
• “One te reo Māori phrase I can use is ____.”

Resources

• Picture cards showing marae protocols (listening/waiting/greeting)
• Scenario cards for the three stations
• Teacher script for host–visitor role-play
• Student handout with space to star heard phrases and record exit ticket answers
• Simple classroom markers for station rotation
• Calm voice reminders posted visibly (e.g., “Kōrero iti”)
• Optional: cue cards with phrase headings for students who need visual support

Assessment

• Formative: teacher observation during station rotations (correct use of phrases and respectful responses).
• Formative: quick questioning during direct teach (“What should visitors do first? What does the host need from visitors?”).
• Summative for today: exit ticket checking both protocol knowledge and phrase use.

Differentiation

• Support: provide sentence starters on the handout (e.g., “I will follow ____ because ____.”) and phrase cue cards at stations.
• Support: allow students to practise with a partner first (one speaks, one models) before performing as a group.
• Extension: challenge students to add a reason for the protocol using an additional sentence frame (e.g., “This shows manaakitanga because ____.”).
• EAL/SEN considerations: accept participation through gestures or whisper rehearsal first; focus on respectful intent and clear, consistent responses over perfect pronunciation.