Marae Experience

Overview

In Lesson 8 of 9, students work in groups to create and practise a short presentation that shares what they learned during the marae visit. They use te reo Māori to include waiata, a brief story, and one cultural practice, demonstrating respectful tikanga during instructions and speaking.

Learning intentions

• WALT create a short group presentation that includes waiata, a story, and a cultural practice.
• WALT use respectful, clear te reo Māori when giving and following instructions during group work.
• WALT present to an audience using confident voice, correct pacing, and appropriate tikanga (e.g., listening, turn-taking).
• WALT reflect on how well our group met shared success goals.

Success criteria

• I can include a waiata or waiata-like chant in our presentation.
• I can retell a short story we learned using key te reo Māori phrases.
• I can explain one cultural practice using polite, respectful language and clear steps.
• I can listen carefully and respond appropriately during group presentations.

Curriculum links

• Te Mātaiaho Te Reo Māori — Emergent 1 teaching sequence / Cultural and sociolinguistic knowledge (Instructions): respecting tikanga, using polite language, being clear and purposeful, acknowledging relationships and place when giving and following instructions.
• Te Mātaiaho Te Reo Māori — Giving instructions in te reo Māori requires culturally appropriate language which reflects respect, relationships, and collective responsibility.
• Te Mātaiaho Te Reo Māori — Productive skills - Kōrero ā waha (Emergent 1): presenting about matters of immediate personal relevance and importance (sharing what we learned from the marae visit).
• Te Tiriti o Waitangi/identity focus (as embedded in Te Reo Māori learning): learning about culture through tikanga-informed language and respectful communication.

Lesson structure (45 minutes)

1. 0–5 min · Opening tikanga & focus. Teacher reminds students of classroom tikanga for the day (listening, quiet attention, respectful voices). Students repeat the presentation purpose and key expectations in te reo Māori where they can.

2. 5–15 min · Group planning: presentation layout. Teacher shows a simple “presentation map”: greeting → waiata → story → cultural practice → thank you. Students in groups decide their roles (speaker 1–3, waiata lead, tikanga/timekeeper) and choose exact phrases they will use.

3. 15–25 min · Rehearsal rounds with instruction language. Teacher circulates and models sentence frames for respectful instruction (e.g., “Kātahi,” “Tēnā koa,” “Me whai i…,” “Hoki mai,” “Whakarongo”). Students practise giving short instructions to each other during rehearsal, then follow the instructions as a check.

4. 25–33 min · Prep of props/notes (fast). Teacher provides optional prompts: cue cards with picture symbols, short phrase strips, and a “tikanga reminder” card. Students create a cue card set for their presentation (no long scripts) and rehearse once more.

5. 33–41 min · Group presentations to class. Teacher sets a respectful audience routine (one group speaks, others listen, applause/thanks at the end). Students present in turn, including waiata, a brief story, and one cultural practice explained in te reo Māori with a clear step-by-step or “first/next/then” structure.

6. 41–45 min · Reflection & exit check. Teacher asks each student to complete an oral or quick written reflection: “One thing our group did well was…” and “One thing to improve next time is…” Students hand in or tell their reflection to the teacher.

Resources

• Presentation map template (greeting → waiata → story → cultural practice → mihi/thanks)
• Cue card strips with sentence starters in te reo Māori (greeting, thanking, “first/next/then”, polite instructions)
• Group role cards (speaker, waiata lead, timekeeper, tikanga listener)
• Optional picture props (marae-related images) for non-written support
• Assessment checklist for teacher (group-level)
• Student notebooks or reflection slips

Assessment

• Formative teacher observation during rehearsal: use of respectful instruction language, clarity of roles, and tikanga during talk.
• Checklist during presentations: waiata included, story elements included, cultural practice explained with clear language, audience behaviour.
• Quick exit reflection: one strength + one improvement goal related to te reo Māori use and tikanga.

Differentiation

• Support: provide sentence starters and cue cards; allow students to rehearse using “phrase-by-phrase” rather than full sentences.
• Support for EAL/SEN: permit additional non-verbal supports (gesture, pictures) and limit required te reo Māori to key words/phrases.
• Extension: groups add an extra cultural detail (e.g., why the practice matters) and include a brief call-and-response section for the waiata.
• Choice: students may select which cultural practice to explain (based on what they personally remember from the visit) to increase relevance and confidence.

Presentation success checklist (teacher use, quick)

• Waiata included (or agreed chant) and led with confidence.
• Short story shared with at least 2–4 key te reo Māori phrases.
• Cultural practice explained with clear steps and respectful language.
• Group uses polite instruction language during rehearsal and respects turn-taking during performances.
• Audience listens appropriately and shows respect at the end (mihi/thanks/applause as appropriate for your class tikanga).