Reading the Marae

Overview

Students investigate the meaning of “structure” in English, then apply the idea to the structure of a marae. They examine the purpose of the waharoa and other key spaces, consider how design reflects tikanga, relationships and place, and create an annotated marae plan. Learning is supported through Google Classroom so absent students can follow the same sequence.

Learning intentions

Students will:

• explain what “structure” means and apply the concept to a marae.
• identify broad features of a marae and describe their purposes.
• explain why a waharoa is constructed and how it marks an entrance and transition.
• use information from short written and visual texts to design and present an annotated marae plan.
• use respectful language when discussing tikanga, whānau, manaakitanga and place.

Success criteria

I can:

• define “structure” in my own words and give a relevant example.
• identify and explain the purpose of at least four marae features.
• explain that a waharoa is more than a physical gateway: it can mark entry, welcome, protection, identity and transition.
• draw a clear marae plan with labels, a key and explanations connected to tikanga, relationships and place.

Curriculum links

• Te Reo Māori Emergent 1 teaching sequence — Receptive skills: Pānui: understanding overall meaning and specific detail in short, familiar written texts.
• Te Reo Māori Emergent 1 teaching sequence — Productive skills: Kōrero ā waha: presenting matters of immediate personal relevance and importance.
• Te Reo Māori Emergent 1 teaching sequence — Cultural and sociolinguistic knowledge: giving and following instructions respectfully, clearly and purposefully.
• Te Reo Māori cultural and sociolinguistic knowledge: using language that reflects respect, relationships and collective responsibility when giving instructions.

Lesson structure (80 minutes)

1. 0–8 min · Provocation and prior knowledge. Open with the waharoa image and opening question and ask: “What might this entrance communicate before anyone speaks?” Students independently record three observations in Google Classroom, then share with a partner. Clarify that marae layouts differ between iwi, hapū and places; today’s plan is a learning model, not a blueprint for every marae.

2. 8–20 min · What does structure mean? Use the structure definition and examples to teach that “structure” means the way parts are arranged and connected to create a whole. Discuss physical structure, such as a building, and organisational structure, such as the order of a speech or a school day. Students complete the first section of the marae structure investigation worksheet, writing an English definition and one example of each type of structure.

3. 20–34 min · Reading and information gathering. Display the marae feature overview and model reading a short paragraph about the waharoa. Explain that a waharoa is an entrance gateway, often marking a transition between ordinary space and the marae ātea. Its design and placement may communicate welcome, identity, protection, history and connection to place. In pairs, students read the short text in the worksheet and identify details about the waharoa, marae ātea, wharenui, wharekai and other relevant spaces. They add a purpose for each feature, noting that meanings and arrangements vary.

4. 34–47 min · Think broadly and discuss. Use the discussion prompts to guide groups of five. Prompt: “What does an entrance do physically, socially and symbolically?” Students discuss how a waharoa can control movement, signal arrival, acknowledge visitors, represent whakapapa or local identity, and support tikanga. Each group records two ideas and one question in Google Classroom. The teacher checks that students distinguish evidence from assumptions and use respectful language.

5. 47–62 min · Design briefing and planning. Show the design task and success criteria. Model a simple top-down plan, including a title, labels, directional arrow, key and short purpose statements. Students use the worksheet planning box to decide which spaces to include and how movement through the marae might occur. They must include a waharoa and explain its purpose in English, while adding relevant Māori names accurately where known. Students may work on paper or in Google Drawings and submit a photograph or digital file through Google Classroom.

6. 62–74 min · Independent creation and peer response. Students draw their own marae structure and add at least five labelled features, including the waharoa. They write a short explanation of how the arrangement supports welcome, relationships, collective responsibility and place. Partners use the success criteria to give one specific strength and one useful question; students make a quick improvement before submitting.

7. 74–80 min · Plenary and assessment. Return to the final reflection and submission slide. Students complete the worksheet exit response: “Structure means…”, “A waharoa is constructed to…”, and “One design choice I made because of tikanga, relationships or place was…”. Students submit their work and exit response in Google Classroom. Invite two students to briefly explain different design choices, reinforcing that there is not one universal marae layout.

Resources

• the marae structure investigation slide deck
• the marae structure investigation worksheet
• Projector or interactive display
• Google Classroom assignment
• Google Docs or Google Drawings
• A3 paper, pencils, rulers and coloured pencils
• Optional headphones and text-to-speech tools
• Short teacher-prepared reading text about marae features and the waharoa

Assessment

• During discussion and reading, listen for accurate understanding of “structure”, waharoa and marae features; question students about evidence and purpose.
• Check worksheet responses and planning decisions before students begin drawing, reteaching vocabulary or cultural concepts where needed.
• Assess the final plan for clear organisation, at least five accurate labels, an explanation of the waharoa’s purpose, and connections to tikanga, relationships and place.

Differentiation

• Provide a dyslexia-friendly worksheet and reading version using a clear sans-serif font, increased spacing, short paragraphs, bold key terms, optional audio reading and text-to-speech. Allow students to respond orally or by voice recording.
• Support learners with a partially completed plan, a word bank containing waharoa, marae ātea, wharenui, wharekai, entrance, welcome, protection, identity and place, plus sentence starters such as “The waharoa is important because…” and “This space is arranged here to…”.
• Allow students to work with a trusted partner, use Google voice typing, or submit a labelled digital diagram instead of a handwritten plan. Read instructions aloud and provide them in Google Classroom.
• Extend advanced learners by requiring a written comparison between two possible layouts, explaining how each arrangement could influence movement, pōwhiri, manaakitanga and relationships. They may also research, with teacher-approved sources, how local marae features reflect their iwi or hapū context.