Manaakitanga at Kai

Overview

In this lesson (Lesson 9 of 10) in “Healthy Growth and Safety”, students learn about cultural tapu practices that show respect during food times. They identify simple, safe behaviours (such as not sitting on tables) that support whānau, wairua, and wellbeing.

Learning intentions

• WALT recognise that kai (food) and food places have cultural importance and tapu.
• WALT explain, in our own words, how respect and manaakitanga look during kai time.
• WALT practise expected behaviours during food times, including not sitting on tables.
• WALT show safe, caring ways to use shared spaces and items.

Success criteria

• I can name one way we show respect during kai time.
• I can say why we don’t sit on tables.
• I can follow the class kai rules and wait for instructions.
• I can use kind words and actions that support others’ wellbeing.

Curriculum links

• Waiora — wellbeing as holistic care across tinana, hinengaro, whānau, and wairua, especially through respectful routines and safe practices.
• Waiora — relationships and belonging through manaakitanga during everyday school practices.
• Te Marautanga o Aotearoa health and wellbeing focus within Waiora: personal and group behaviours that protect wellbeing in everyday contexts.
• Values in action (Kotahitanga, Manaakitanga, Whakamana): students practise respectful participation and safe choices.

Lesson structure (30 minutes)

1. 0–4 min · Whai kōrero opening (Hook). Teacher greets in both languages and briefly recalls last lesson “food safety and hygiene”; then asks: “What places do we treat with respect at school?” Students share quick ideas using thumbs-up/down.
2. 4–10 min · Cultural story and teach. Teacher tells a short, age-appropriate story about kai and why some places and items are treated with respect (tapu), including the rule “we don’t sit on tables.” Students listen, then repeat key sentence stems: “We don’t…” “Because it shows…” “It helps…”
3. 10–16 min · Think-Pair-Share: Respect actions. Teacher shows 4 picture prompts (e.g., sitting on a table, hands on lap, using kai space carefully, waiting for a tuakana/teacher). Students turn-and-talk: “Is this respectful? What should we do instead?”
4. 16–22 min · Practice stations (role-play). Teacher sets up two mini-role plays: “Kai time setup” and “Clearing the space safely.” Students rotate in pairs to practise correct behaviours: carry items carefully, keep feet off tables, speak politely, and follow turn-taking.
5. 22–27 min · Whole-class agreement (Kotahitanga). Teacher records class “Kai Respect Rules” on a chart in simple bilingual phrases. Students help choose 3 rules and mime them together.
6. 27–30 min · Exit ticket (Aromatawai). Teacher gives each student one quick check: point to the correct picture and say one sentence starter (“We don’t sit on tables because…”). Teacher collects to review understanding.

Resources

• 4 large picture prompts showing respectful vs disrespectful kai behaviours
• Simple sentence starters cards (English + Te Reo Māori)
• Chart paper and marker
• Role-play props: pretend plate/bowl, soft table place-mat, wipes/napkins
• Name tags, pair grouping slips
• Small laminated “Kai Respect Rules” cards for each student

Assessment

• Observation during pair-share: can students sort respectful behaviours and justify simply?
• Teacher checklist during role-play: feet off tables, careful handling, respectful language, turn-taking.
• Exit ticket: student can state a reason linked to respect/tapu (not just the rule).

Differentiation

• Provide sentence starters and act-it-out options for students who need extra support.
• For learners needing extension, ask: “How does this help others’ wellbeing?” and “What does manaakitanga look like here?”
• Use bilingual modelling frequently: key phrases repeated in Te Reo Māori and English (e.g., “kai”, “tapu/respect”, “manaakitanga”, “we don’t sit on tables”).
• Group students strategically so a confident peer can support safe participation without taking over.