Raina Kai Design

Year Levels

Year 0 – Year 2 Class size: 25 students Duration: 45 minutes

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Lesson 5 of 6: Raina Kai: Restaurant Design Challenge

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Learning Area

Learning Languages — Te Reo Māori (Aligned with New Zealand Curriculum Refresh)

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WALT (We Are Learning To)

Design and operate a restaurant experience using comprehensive food vocabulary and conversational exchanges in Te Reo Māori.

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Success Criteria

• I can collaborate in a team to create a detailed and visually clear menu in Te Reo Māori.
• I can participate confidently in realistic restaurant conversations, including greeting customers, taking orders, and serving food using Te Reo Māori.
• I can present my restaurant design and concept clearly to other groups using Te Reo Māori.

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Learning Objectives (Aligned to NZ Curriculum Refresh)

• Use oral language to communicate with others in familiar social contexts (Learning Languages, Year 0-2).
• Develop confidence in using vocabulary related to food, ordering, and restaurant scenarios in Te Reo Māori.
• Work collaboratively, negotiating roles and responsibilities within teams, strengthening the competency 'Relating to Others'.
• Use digital or physical tools to create meaningful texts (menus, posters) that communicate ideas clearly (Using Language, Symbols, and Texts).
• Develop narrative and descriptive language skills appropriate to the contexts of restaurant experiences (English strand integration),.

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Key Competencies Addressed

• Relating to Others: Collaborate and negotiate as part of a team restaurant experience.
• Using Language, Symbols, and Texts: Create menus and communicate orally using Te Reo Māori in authentic contexts.
• Thinking: Design menus, problem-solve restaurant flow, and respond to customer interactions.
• Managing Self: Take responsibility for assigned roles such as host, waiter, cook, or cashier.
• Participating and Contributing: Present restaurant concepts to an audience and participate in a peer voting activity.

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Resources

• Menu templates (laminated with visual cues and Māori vocabulary)
• Conversation scripts/prompts cards in Te Reo Māori (laminated)
• Digital devices or software for menu design (optional)
• Play money or props for ordering and serving
• Voting cards or tokens for interactive selection of the most creative restaurant
• Visual aids showing food vocabulary and phrases (posters or projected slides)

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Lesson Structure

1. Introduction (7 minutes)

• Recap previous lessons on kai (food) vocabulary and phrases in Te Reo Māori. Review key vocabulary needed for a restaurant (e.g., kai, inu, kaimahi, order, tēnā koe, kia ora, whakarongo).
• Explain today’s challenge: teams will create their own pop-up restaurants, design menus, take customer orders, and serve food — all using Te Reo Māori.
• Organise students into teams of 4-5 and assign initial roles (chef, host, server, cashier, menu designer). Emphasise that roles can be rotated during the session.

2. Team Planning & Menu Creation (15 minutes)

• Teams collaborate to design their restaurant menus using the templates or digital tools. Encourage inclusion of pictures and Te Reo Māori vocabulary for food items and drinks.
• Provide visual vocabulary support and conversation scripts to assist students with language use.
• Teacher circulates to support language, prompt vocabulary use, and scaffold conversations.
• Dyslexia-friendly support: laminated visual menus, opportunity to record audio menus if needed.

3. Restaurant Role Play Practice (10 minutes)

• Within teams, students practise greetings, taking orders, and serving food using prepared scripts and prompts in Te Reo Māori.
• Encourage use of full phrases such as:
• "Haere mai ki tō mātou wharekai." (Welcome to our restaurant.)
• "He aha tāu e hiahia ana?" (What would you like?)
• "Tēnā koe, tēnei tāu ota." (Thank you, here is your order.)
• Teacher models example dialogues and emphasises clear pronunciation and respectful interactions.

4. Presentation & Voting (10 minutes)

• Each team presents their restaurant concept and menu to the class using Te Reo Māori, explaining what kinds of kai they offer and their restaurant's theme.
• After presentations, students participate in an interactive vote by placing voting tokens next to their favourite restaurant based on creativity and effective use of language.
• Teacher facilitates reflections on what was learned about kai and communication in Māori.

5. Wrap-Up (3 minutes)

• Highlight the success criteria and celebrate achievements in vocabulary use, teamwork, and oral communication.
• Encourage students to think about what made a restaurant experience enjoyable and what phrases helped with smooth conversations.
• Briefly introduce the extension challenge for advanced learners (creating simple business plans and advertising in Te Reo Māori).

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Differentiation Strategies

• Support: Provide conversation prompt cards, visual vocabulary menus, and laminated templates with pictures. Use modelling and sentence frames to support oral language.
• Role Flexibility: Assign roles according to students’ confidence and language skills, allowing participation at different levels (e.g., order taker, menu reader, greeter).
• Digital Tools: Offer digital menu design for those who prefer technology; printable paper menus for others.
• Simplified Language: Use high-frequency, repetitive phrases and scaffold longer conversations in smaller chunks.
• Dyslexia-Friendly: Use large fonts, clear visuals, audio options for presentations, and allow paired talking or whisper reading.

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Extension Opportunities

• Create simple business plans including costs and profits using number concepts linked with kai pricing (aligned with Mathematics curriculum).
• Design advertising posters or digital campaigns in Te Reo Māori to promote their restaurant.
• Role-play customer complaints or special requests to practise problem-solving language skills.
• Record audio or video restaurant adverts in Te Reo Māori to share with the school community.

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This lesson embodies hands-on, collaborative learning that aligns strongly with the refreshed New Zealand Curriculum’s language learning objectives and key competencies. It provides authentic language practice, supports diverse learners with flexible access points, and offers creativity and agency for students to develop confidence in Te Reo Māori within a meaningful context of ‘kai’ and real-world communication.

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If you wish, I can also provide printable templates or digital resource suggestions to complement this lesson.