Opening Tikanga Marae

Overview

This is Lesson 1 of 9 in Tikanga Marae: A Cultural Journey. Students explore the meaning of tikanga marae and why marae practices matter for identity, relationships, and respect, while learning a small set of everyday te reo Māori related to the marae.

Learning intentions

Students will be able to:

• describe tikanga marae as “right ways to behave” on the marae
• identify key marae responsibilities (before, during, after arriving)
• practise respectful ways to greet and speak using basic te reo Māori
• explain how manaakitanga and whanaungatanga shape behaviour and relationships

Success criteria

Students can:

• use the words tikanga, marae, manaakitanga, and whanaungatanga in a sentence
• match 2–3 actions to “before you enter / while you are on the marae”
• perform a short respectful greeting using teacher models
• give one reason why tikanga marae shows respect for people and place

Curriculum links

• Te Reo Māori introduction: connect identity and culture through learning te reo Māori during novice/emergent sequences
• Te Reo Māori introduction: notice how values shape communication and relationships (manaakitanga, whanaungatanga)
• Te Reo Māori introduction: show how tikanga mātauranga Māori is reflected in everyday practice on the marae

Lesson structure (45 minutes)

1. 0–5 min · Welcoming prompt. Teacher greets students and shares a simple question on the board: “Why do we have rules for special places?” Students respond in pairs, then one or two share ideas.

2. 5–12 min · Hook with images and talk. Teacher shows 2–3 images of a marae (courtyard, wharenui exterior, meeting context) and asks students to notice what they see and feel. Students do a quick “See–Think–Feel” write (or draw) and share with a partner using sentence stems: “I notice… / I think… / I feel…”

3. 12–20 min · Direct teach: tikanga marae. Teacher defines tikanga marae as respectful ways of behaving on the marae, linked to Māori worldviews and community values. Teacher models 3 guiding ideas:

• manaakitanga: caring for people
• whanaungatanga: strengthening relationships
• actions show respect for tāngata and wāhi (people and place) Students repeat key words chorally, then sort 4 teacher statements into “tikanga” and “not tikanga” categories in groups.

4. 20–28 min · Te reo Māori mini-lesson (basic vocabulary). Teacher introduces and models a small set of words/phrases, using gestures:

• marae
• tikanga
• tēnā koe (teacher models for greeting one person)
• kia ora (general greeting) Students practise using a “line + echo” routine (teacher says, students repeat) and then do a quick partner greeting with a kind, respectful tone.

5. 28–37 min · Role-play: responsibilities (before arriving). Teacher sets up a scenario: a group is walking to a marae for a school visit. Teacher asks: “What should we do first to show manaakitanga?” Students in small groups role-play a sequence using teacher-provided action cards (e.g., walk calmly, listen to instructions, wait your turn, speak respectfully). Each group performs a 20–30 second role-play while other students watch for one success criterion: “Were they showing respect?”

6. 37–44 min · Whole-class tikanga circle + check for understanding. Teacher facilitates a brief discussion: “How do our words and actions connect?” Teacher charts student ideas under three headings: Words, Actions, Why it matters. Students add one contribution per person maximum.

7. 44–45 min · Exit ticket. Students complete a one-question exit ticket: “Write one tikanga marae action and one te reo Māori word you learned.” Teacher collects quickly for formative assessment.

Resources

• 2–3 printed or digital images of marae (no high-detail crowd photos needed)
• word cards: marae, tikanga, manaakitanga, whanaungatanga, kia ora, tēnā koe
• sentence stems on slips: “I notice… / I think… / I feel…”
• action cards for role-play (simple, observable behaviours)
• chart paper or whiteboard for “Words / Actions / Why it matters”
• exit ticket slips (one per student)
• teacher audio/voice model (optional) for greetings

Assessment

• Observation during partner greetings: correct pronunciation attempt and respectful tone
• Group sorting task: identify which statements reflect tikanga
• Exit ticket: use of at least one marae-related action + one te reo Māori word

Differentiation

• Support:
• provide sentence starters for discussion and a word bank for the exit ticket
• use gestures and choral repetition for students needing language scaffolds
• allow role-play cards with visuals so students can participate even if language is limited
• Extension:
• challenge students to add a “why” statement: “We do this to show manaakitanga because…”
• EAL/SEN considerations:
• pre-teach the meaning of “respect”, “care”, and “relationships” using examples students know
• give extra time and allow students to respond with drawing + one label if needed
• avoid requiring fluent production; focus on respectful participation and word recognition