Marae Visit Experience

Overview

In this lesson (Lesson 6 of 9) students practise marae protocols and use te reo Māori in real interactions during a guided marae visit. They apply learning from earlier lessons in the unit “Tikanga Marae: A Cultural Journey”, focusing on respect, tikanga, and polite instruction-giving.

Learning intentions

• WALT follow key marae visit protocols using respectful behaviour and safe, appropriate actions.
• WALT use simple te reo Māori phrases to greet hosts and respond during the visit.
• WALT give and follow instructions in te reo Māori using clear, polite language.
• WALT explain how tikanga supports relationships and collective responsibility during a community experience.

Success criteria

• I can greet and respond appropriately using taught te reo Māori phrases.
• I can follow instructions calmly and correctly during the visit, respecting tikanga.
• I can use polite language when asking for help or directions.
• I can describe one tikanga practice and say why it matters for people on the marae.

Curriculum links

• Te Reo Māori (Emergent/Developing): cultural and sociolinguistic knowledge—respecting tikanga, using polite language, being clear and purposeful, acknowledging relationships and place when giving and following instructions.
• Te Reo Māori (Cultural and sociolinguistic knowledge): giving instructions in te reo Māori using culturally appropriate language that reflects respect, relationships, and collective responsibility.
• Te Reo Māori (Interactions): interactions guided by whanaungatanga, manaakitanga, and tikanga.
• NZC refresh-aligned learning focus: language used purposefully in authentic contexts, with learners reflecting on how communication supports relationships and identity.

Lesson structure (45 minutes total)

1. 0–5 min · Whakawhanaungatanga hook. Teacher shows 3 key “visit focus” cards (e.g., greet, follow, be respectful) and asks students to silently read them, then turn-and-talk about how they will show respect on the marae. Students share one idea with a partner and hold up fingers showing how ready they feel (1–5).

2. 5–12 min · Rehearse protocols and te reo. Teacher leads a quick rehearsal: where to stand, how to move quietly, how to respond when spoken to, and phrase practice (teacher models; students repeat with gestures). Students practise in pairs: greeting a “host” (adult/peer), responding, and using one polite phrase for a request.

3. 12–20 min · Instruction focus mini-lessons. Teacher introduces a short set of respectful instruction frames in te reo Māori (model then choral practice):

• “Tēnā koa…” (please)
• “Mātaki mai…” (look/notice)
• “Whakarongo mai…” (listen)
• “Nōnahea…?” (when…?) or “Āwhinatia au…” (help me) Students practise giving and following two-step instructions with a timer: Speaker gives an instruction + polite opener; Listener performs and then says “I did it”/“Kua oti” equivalent taught response.

4. 20–35 min · Guided visit (in-class simulated version if needed). Teacher takes the class to the marae space (or uses a staged setting in the school hall if the marae visit is not possible today). Students observe first, then participate when invited, following host guidance and teacher support. Students: (a) wait for cues, (b) use the agreed phrases during greetings/responses, (c) practise calm respectful movement, and (d) take turns being the “protocol partner” who watches for correct actions.

5. 35–42 min · Reflection circle: tikanga and relationships. Teacher prompts with questions: “What tikanga did you notice?”, “How did the hosts show manaakitanga?”, “How did te reo help you follow instructions?” Students share one reflection sentence using a stem: “I noticed…”, “Te reo helped because…”, “Tikanga matters because…”

6. 42–45 min · Exit ticket (quick). Teacher distributes an exit card: students draw one protocol action and write one taught phrase they used or would use, plus one reason it shows respect. Students complete independently; teacher collects for next-step planning.

Resources

• Marae visit protocol cards (3–5 key reminders)
• Phrase practice cue sheet (student-friendly pictures + teacher read-aloud script)
• Two-step instruction prompt cards (speaker/listener roles)
• Exit ticket slips and pencils
• Teacher list of guided phrases and respectful instruction stems
• First-aid/medical plan information (if visiting off-site)
• Mobile speaker/quiet signal (e.g., bell or agreed cue) for attention during movement
• Class grouping plan for safe participation (stable groups of 4–5)

Assessment

• Observation checklist during rehearsals and simulated/real visit: correct protocol behaviour, respectful tone, appropriate phrase use.
• Formative questioning during reflection: “Which tikanga did you see?”, “How did the instruction help you know what to do?”
• Exit ticket: one phrase + one reason linked to respect, relationships, or place on the marae.

Differentiation

• Provide sentence starters and gesture supports for students who need extra scaffolding (e.g., pointing to the phrase card while speaking).
• Offer role options in the visit: “speaker,” “protocol partner,” “listener,” “observer” so every student can participate safely.
• For students who need challenge, ask them to add one extra detail in reflection: “I noticed manaakitanga when…”.
• For EAL learners: allow initial responses with gestures or single words, then build to short phrases; rehearse pronunciation and pacing as a class.
• Use stable groups and predictable cues so students can focus on tikanga and language rather than uncertainty.

Extension (optional)

• SKIP (not requested).