Our Whare Ako Charter

Overview

Students explore how tikanga, relationships and local guidance shape the way people use a whare ako. They listen, discuss and co-construct a draft charter that reflects manaakitanga, whanaungatanga, ako, rangatiratanga and care for the space, ready for endorsement by mana whenua, kaumātua, whānau and school leadership.

Learning intentions

• We are learning to listen respectfully and strengthen whanaungatanga.
• We are learning to use key kupu about tikanga and relationships.
• We are learning to suggest clear, caring protocols for our whare ako.
• We are learning to recognise that local mana whenua, kaumātua, whānau and school leadership guide and confirm tikanga.

Success criteria

• I can explain at least three key kupu and use one in context.
• I can listen, build on another person’s whakaaro and disagree respectfully.
• I can suggest a practical protocol that shows manaakitanga, ako or rangatiratanga.
• I can explain why our draft charter must be checked and endorsed locally.

Curriculum links

• Te Reo Māori — cultural and sociolinguistic knowledge: instructions and interactions reflect context, roles, relationships and tikanga Māori.
• Te Reo Māori — giving and following instructions: language is polite, clear, purposeful and acknowledges relationships and place.
• Te Reo Māori — cultural and sociolinguistic knowledge: interactions are guided by whanaungatanga, manaakitanga and tikanga.
• New Zealand Curriculum key competencies: relating to others; participating and contributing; managing self; thinking; using language, symbols and texts.

Lesson structure (60 minutes)

1. 0–5 min · Respectful opening. Teacher welcomes students using the school’s established practice, explains that no karakia, pōwhiri or other ceremony will be introduced without local confirmation, and states that tikanga will be guided by mana whenua, kaumātua, whānau and leadership. Students enter calmly, acknowledge others and share one hope for the new whare ako with a partner. Open with the opening and local-guidance slides.

2. 5–13 min · Whakawhanaungatanga. Teacher displays the prompt, “He aha te mea e āwhina ai i a tātou kia ako pai ai i konei?” and models a short response using “Ki ahau nei…”. Students think quietly, then share in pairs and introduce their partner’s idea to another pair. Emphasise that listening is a form of manaakitanga and that students are contributing ideas, not declaring final tikanga. Use the whakawhanaungatanga prompt.

3. 13–23 min · Explicit teaching of kupu. Teacher introduces and orally rehearses: tikanga (appropriate practices and ways of behaving), manaakitanga (care, respect and hospitality), whanaungatanga (relationships and belonging), ako (reciprocal learning and teaching), rangatiratanga (responsible leadership and self-determination), taonga (something valued or treasured), whakatika (repair or put right), and whakaaro (idea or view). Give a brief classroom example for each and clarify that meanings and practices may vary between iwi and hapū. Students match kupu to examples on the kupu and protocol planning sheet, then use one sentence frame: “He tikanga tēnei nā te mea…”.

4. 23–33 min · Scenario discussion. Teacher presents four scenarios: a student enters noisily while others are learning; someone laughs at a pronunciation error; a resource or taonga is damaged; and two students disagree about a group decision. Groups of four discuss: What is happening? Which value or kupu applies? What could someone say or do? Students record one response and use a respectful stem such as “Ka tāpiri au…” or “He pātai tāku…”. Invite two groups to share, reinforcing that conflict repair restores relationships rather than humiliates people. Refer to the scenario discussion slides.

5. 33–47 min · Small-group co-construction. Teacher forms five groups and assigns each two charter categories: entering/leaving; speaking/listening; use of te reo; care of taonga/resources; food/drink; visitors; conflict repair; digital devices. Model a protocol: “Ka kuhu mai tātou mā te whakaute, ka waiho ngā taputapu ki te wāhi tika.” Students propose two or three clear, observable protocols per category, identify the value behind each, and distinguish “we suggest” from “this is confirmed tikanga”. Groups record ideas on the charter planning sections. Provide roles of facilitator, recorder, reporter and kaitiaki of time.

6. 47–56 min · Consensus and draft charter. Teacher collects one proposal from each category, clusters similar ideas, checks wording for clarity and respectful tone, and asks: “Ka taea e tēnei te tiaki i te mana o te katoa?” Students use thumbs/sideways/down to indicate support, ask clarifying questions, and help agree on a draft titled “Tikanga mō tō tātou Whare Ako”. Record unresolved matters in a “needs local guidance” column rather than voting them into existence. Students copy or photograph the agreed draft if appropriate. Use the consensus and charter slides.

7. 56–60 min · Closing and exit check. Teacher closes according to established school practice, thanks students for their listening and reminds them that the draft will be shared for endorsement. Students complete the final section of the reflection and exit response: one kupu I can explain, one protocol I support, and one question for mana whenua, kaumātua, whānau or leadership.

Resources

• the whare ako introduction and discussion deck
• the kupu, scenarios, planning and reflection worksheet
• Whiteboard or large paper for the draft charter
• Markers and sticky notes
• Timer
• Visible seating plan for five groups of five
• School-approved pronunciation and local tikanga guidance, if available

Assessment

• Listen for accurate use of kupu, respectful turn-taking and students’ ability to connect a protocol to manaakitanga, whanaungatanga, ako or rangatiratanga.
• Check group proposals for clear, practical actions and note whether students identify matters requiring local confirmation.
• Use the exit response to identify vocabulary gaps, misconceptions and students needing support before the charter is revised.

Differentiation

• Provide a dyslexia-friendly worksheet: clear sans-serif font, left-aligned text, generous spacing, short instructions, uncluttered boxes and the option to listen to instructions or respond orally. Offer printed kupu with pronunciation support and allow speech-to-text, drawing or a scribe.
• Support learners with bilingual word banks, sentence starters, mixed-ability grouping, rehearsal with a partner and the choice to report a group idea rather than speak spontaneously.
• For students developing confidence in te reo Māori, accept an English explanation alongside the target kupu, then recast it naturally in te reo Māori without public correction or embarrassment.
• Extend advanced learners by asking them to refine a protocol for tone, audience and context, identify where iwi or hapū variation may affect it, and draft a respectful question seeking endorsement.

Teacher caution: do not present a generic list as universally correct tikanga, ask students to imitate sacred practices, or use Māori concepts as decoration. Follow local iwi variation and school guidance, and seek confirmation before displaying or teaching any protocol as established practice. After the lesson, share the draft with mana whenua, kaumātua, whānau and school leadership for feedback and endorsement; revise it and display the agreed charter in the whare ako.