Marae Visit Prep

Overview

In this lesson you and your class prepare for an upcoming marae visit by discussing expected behaviours, shared responsibilities, and practical preparations. Students build a collaboratively created checklist of items to bring and tikanga to practise, so everyone knows what respectful participation looks like.

Learning intentions

• WALT describe tikanga expectations for a marae visit using respectful te reo Māori (at an appropriate novice level).
• WALT identify responsibilities we share as whānau whānui during the visit (such as listening, being ready, and caring for others and the space).
• WALT co-create a checklist of items and practices that support manaakitanga and whanaungatanga.

Success criteria

• I can name at least 3 respectful behaviours for the marae visit.
• I can contribute 3 items that we need to bring and explain why they matter.
• I can read our checklist with my group and follow it during role-play.

Curriculum links

• Cultural and sociolinguistic knowledge: interactions guided by whanaungatanga, manaakitanga, and tikanga.
• Cultural and sociolinguistic knowledge: kaumātua and whānau roles in nurturing identity, belonging, and collective responsibility through shared practice.
• Cultural and sociolinguistic knowledge: expectations for polite, culturally appropriate language and respectful instructions that acknowledge relationships and place.

Lesson structure (45 minutes)

1. 0–5 min · Opening wānanga. Teacher greets students, states the purpose of lesson 5, and asks: “What do we need to remember before we arrive at the marae?” Students turn and talk, then share one idea.

2. 5–12 min · Whanaungatanga & manaakitanga expectations. Teacher shows 4–5 “marae expectation” prompts on the board (e.g., respect people and place, listen when others speak, follow instructions, care for the space). Students quickly sort prompts into “behaviour” or “preparation” and justify one choice.

3. 12–20 min · Guided discussion + te reo Māori phrases. Teacher models short, usable phrases for role-play (e.g., “Nau mai,” “Ngā mihi,” “Tēnā koe/ koutou,” “Whakarongo mai,” “Āta haere,” “Ka pai”). Students practise in pairs using correct volume and respectful tone, then demonstrate one phrase in context with the teacher.

4. 20–32 min · Group co-create checklist. Teacher divides students into 6 groups of 5 and gives each group a checklist template with two sections: Items to bring and Practices to observe. Students brainstorm, then choose the best ideas supported by tikanga and reasons (why it matters for manaakitanga and collective responsibility). Teacher circulates, prompts for clarity, and ensures wording is positive and respectful.

5. 32–40 min · Share and refine (whole class). Each group reads one item and one practice from their draft. Teacher facilitates discussion to merge duplicates and refine wording into a final class checklist. Students vote on the final list using “thumbs” or quick show of hands, ensuring everyone understands what success looks like.

6. 40–45 min · Role-play check + exit ticket. Teacher runs a 1-minute micro role-play: “We arrive at the gate / greet / wait / get ready.” Students perform the checklist actions while reading the final version aloud once as a class. Exit ticket: “Write (or draw) one respectful behaviour and one item you will bring.”

Resources

• Checklist template for each group (Items / Practices)
• Large class chart or poster paper for final checklist
• Marker pens and sticky notes
• Scenario cards for quick role-play (arrive, greeting, waiting, moving carefully, listening)
• Student notebooks or exit ticket slips
• A display area for the class to post the final checklist

Assessment

• Teacher observation during pair practice of te reo Māori phrases (respectful tone, clear listening).
• Formative assessment during group work: does each group connect items/practices to tikanga and shared responsibility?
• Exit ticket: identify one behaviour and one item; check that responses align with the class checklist and respectful tikanga.

Differentiation

• Support: sentence starters on templates (e.g., “We will bring… because…”, “We will practise… so that…”). Provide a word bank of the class phrase set.
• Support: allow drawing for the exit ticket, then teacher prompts for the spoken answer.
• Challenge: ask groups to add “why” explanations linked to manaakitanga and whanaungatanga, and to rewrite one checklist item to be more respectful and clear.
• EAL/SEN: pair students strategically; provide visual cues (icons for listening, greetings, waiting, caring for place) and rehearse the micro role-play steps before the assessment.

Extension (optional)

• Not included.