Marae Language And Tikanga

Overview

In this eleventh lesson of Language, Identity, Connection, students learn key words connected with a marae and consider how respectful behaviour supports manaakitanga, whanaungatanga and shared responsibility. They use a labelled map, sequence cards and a carefully framed visitor scenario; this is classroom learning, not a pōwhiri, and students do not claim marae roles.

Learning intentions

• WALT identify language connected with a marae.
• WALT sequence broad stages of a pōwhiri using approved learning materials.
• WALT describe respectful behaviour when visiting a marae.
• WALT recognise that protocols vary between iwi, whānau and communities.

Success criteria

• I can name pōwhiri, wharenui, wharekai, manuhiri and tangata whenua.
• I can locate the wharenui and wharekai on a labelled map.
• I can put the learning sequence in a sensible order.
• I can describe one respectful behaviour and explain why it matters.

Curriculum links

• Learning Languages — classroom language, including Haere mai/tomo mai, E tū and Kaua e haere mai.
• Learning Languages — giving instructions in te reo Māori requires culturally appropriate language that reflects respect, relationships and collective responsibility.
• Learning Languages — the tone, formality and directness of instructions are shaped by context, roles and tikanga Māori.
• Te Mātaiaho learning-focused competencies — participating respectfully, relating to others and making meaning from language and cultural contexts.

Lesson structure (45 minutes)

1. 0–5 min · Welcome and careful framing. Teacher welcomes students with Haere mai/tomo mai, displays the opening question and learning intention and asks, “How might a visitor show care and respect in a place that is important to a community?” Explain that marae protocols differ and are taught by local iwi, whānau or kaiako Māori; today’s activity uses neutral classroom narration and does not recreate or conduct a pōwhiri. Students listen, turn-and-talk, and share one idea about respectful visiting.

2. 5–13 min · Introduce key language. Teacher uses the marae vocabulary and visual map slides to introduce pōwhiri (welcoming process), wharenui (meeting house), wharekai (dining house), manuhiri (visitors) and tangata whenua (people of the place). Pronounce each word clearly, invite choral repetition without forcing individual performance, and connect each term to an approved local visual. Students match words to images orally and identify the wharenui and wharekai on the map.

3. 13–21 min · Map investigation. Teacher distributes the marae map and respectful-visitor recording sheet and models how to label or trace the two buildings without adding unverified details. Discuss why people may move, wait, listen or sit in particular ways according to local teaching. Students work in pairs to label the map, then record one respectful behaviour, such as listening carefully, waiting for guidance or caring for shared spaces.

4. 21–31 min · Sequence the learning. Teacher displays the sequence-task instructions and provides prepared, locally approved sequence cards. Explain that the cards show a broad learning sequence only, not a complete or universal pōwhiri. In groups of four or five, students arrange the cards and justify their order using neutral language such as, “First, visitors wait for guidance,” rather than acting out the event. One student may be the reader, one the organiser, one the checker and others observers. Groups compare choices and identify where local protocols could differ.

5. 31–40 min · Guided visitor scenario. Teacher narrates a fictional classroom scenario: “A class has been invited to learn at a marae. The visitors wait, listen to instructions, care for the space and show thanks.” Using the scenario and discussion prompts, students take observation roles only; they do not pretend to conduct a pōwhiri, use ceremonial speech, imitate a wero or claim to be manuhiri or tangata whenua. Pairs discuss which behaviour demonstrates manaakitanga or whanaungatanga and complete the explanation box on the marae map and respectful-visitor recording sheet.

6. 40–45 min · Compare and check learning. Teacher briefly introduces the Spanish comparison: greetings and welcoming customs also vary by region and community, so no single practice should be treated as universal. Ask students to compare the value of hospitality, care or respect without equating the practices. Students complete the final worksheet prompt: “One respectful behaviour is ___ because ___,” then share one vocabulary word or question they still have.

Resources

• Marae language and tikanga teaching deck
• Marae map and respectful-visitor recording sheet
• Local-approved marae photographs, diagrams or illustrations
• Local iwi, whānau or kaiako Māori consultation notes
• Teacher-prepared, locally approved pōwhiri sequence cards
• Whiteboard and markers
• Word cards with macrons and pronunciation guidance
• Group role labels or table signs

Assessment

• Listen for accurate pronunciation and appropriate use of the five key terms during map work and partner talk.
• Check each group’s sequence and ask, “What makes this order a respectful learning sequence, and where might local guidance differ?”
• Collect the worksheet or photograph completed responses, checking for two correctly labelled buildings and a behaviour linked to manaakitanga, whanaungatanga or respect.

Differentiation

• Provide the visual map, colour-coded word cards, gestures and audio narration; read all instructions aloud and avoid requiring students to read dense text independently.
• Offer dyslexia-friendly access through a clear sans-serif font, large print, strong contrast, generous spacing, macrons shown consistently, paired reading and oral rather than written responses where appropriate.
• Allow students to observe, point, match, draw or dictate their explanation instead of speaking in front of the group. Do not require Māori, Spanish or English learners to perform unfamiliar language publicly.
• Give confident learners the challenge of comparing hospitality values in marae and Spanish-speaking community contexts, identifying similarities without equating practices or generalising about either culture.

Extension

• Students write two respectful questions they could ask a local iwi representative, whānau member or kaiako Māori before visiting a marae.
• Students create a small “visitor reminder” using three principles—listen, wait for guidance and care for the space—and explain why each matters.