Tō Tātou Marae

Overview

In this 250-minute workshop, six Year 7 students investigate the purpose and features of a marae, then design and construct a physical model of their own marae. They use Te reo Māori to describe place, people and functions, develop a short kōrero tuku iho, and compose a waiata that expresses the values of their marae. The teacher should connect examples to the local rohe and invite appropriate iwi or whānau knowledge where possible.

Learning intentions

• Students will describe a marae using familiar Te reo Māori words, sentence structures and location phrases.
• Students will use descriptive Te reo Māori to talk accurately and respectfully about whenua and place, including ngā āhuatanga o te whenua.
• Students will explain how marae spaces support relationships, tikanga and belonging.
• Students will create a physical marae model using purposeful design choices.
• Students will develop and present a short kōrero tuku iho and waiata for their marae.
• Students will work collaboratively, respectfully and safely.

Success criteria

• I can use Te reo Māori to describe what is at my marae, where it is and what the surrounding whenua is like.
• I can use descriptive kupu āhua and location phrases accurately, including nui, iti, teitei, tawhito, hou, ataahua, tapu and whakahirahira.
• I can explain the purpose of at least three marae spaces.
• I can contribute a design, kōrero tuku iho and waiata that represent our group’s values.
• I can present our marae clearly and show respect for tikanga, people and place.

Curriculum links

• Te Reo Māori, Emergent 1 Kōrero ā waha: presenting matters of immediate personal relevance and importance.
• Te Reo Māori, Emergent 1 Kōrero ā tuhi: preparing and writing short texts on familiar topics.
• Te Reo Māori, Emergent 1 Pāhekoheko: communicating information in contexts relevant to themselves, others and their immediate environment.
• Te Reo Māori, Emergent 1 Cultural and sociolinguistic knowledge: giving and following clear, purposeful instructions using polite language, respecting tikanga, relationships and place.

Lesson structure (250 minutes)

1. 0–20 min · Whakatau and hook. Welcome students with a short whakatau or karakia appropriate to the class, establish respectful expectations, and open with the marae visual hook and learning pathway. Students discuss: “He aha te mea e hanga ana i te marae?” and share what they already know, without treating one group’s experience as universal.

2. 20–55 min · Explore the marae. Use the marae spaces and tikanga slides to introduce the marae as a place of welcome, gathering, learning and connection. Discuss examples such as te waharoa, te marae ātea, te wharenui, te wharekai, ngā whare paku and the surrounding whenua, making clear that marae differ according to local tikanga. Students work in three pairs to match each space with a possible purpose and report back using polite listening and speaking behaviours.

3. 55–90 min · Te reo structures for whenua and place. Model and rehearse descriptive forms on the board and in the marae description and planning sheet. Introduce the vocabulary whenua, marae, awa, maunga, moana, ngahere, pā, wāhi and ngā āhuatanga o te whenua, along with kupu āhua such as nui, iti, teitei, tawhito, hou, ataahua, tapu and whakahirahira. Model:

• Ko ___ te ingoa o tō mātou marae.
• He wāhi ___ te marae.
• He wāhi ataahua, whakahirahira hoki tō mātou marae.
• Kei ___ te marae.
• Kei te taha o ___ te wharenui.
• Kei waenganui i ___ me ___ te marae.
• E tū ana te marae ki te taha o te awa.
• He maunga teitei kei muri i te marae. Students identify the whenua feature, descriptive kupu āhua and location phrase in each model, then substitute local or imagined place words orally before writing three accurate sentences. Practise pronunciation and macrons, and remind students to describe significant or tapu places respectfully and according to appropriate local knowledge. Support students to expand one sentence with nā te mea.

4. 90–105 min · Design brief and planning. Show the design brief, roles and safety slides. As a class, agree that the created marae must include a name, at least four spaces, a connection to the local environment, a welcoming feature and a clear purpose for each space. Students use the marae description and planning sheet to sketch a bird’s-eye plan, select materials, assign roles and record the values their marae will represent. Roles may include kaiwhakarite, kaituhi, kaihoahoa, kaiwhakairo, kairangahau and kaikōrero; students rotate roles.

5. 105–165 min · Mahi toi: construct the marae. Provide cardboard, recycled materials and art tools. Students create a cut-out physical display of their marae, including labelled buildings and significant environmental features. The teacher conferences with each pair, asking, “He aha te take o tēnei wāhi?” and “Me pēhea te whakaatu i te manaaki?” Students use polite instruction language such as Tēnā, tapahia…, Āta whakatakotoria…, Ka taea e koe te…? and Kia tūpato ki…. Pause halfway for a gallery check: each pair gives one positive observation and one useful question to another pair.

6. 165–205 min · Auaha: kōrero tukuiho and waiata. Explain that a kōrero tukuiho should be treated with care: students may create an original fictional origin story rather than borrow or imitate a sacred tribal narrative. Using the kōrero and waiata composition prompts, pairs write a 6–8 sentence story explaining how one feature of their marae came to be, using a beginning, important event and connection to the present. They then compose a short waiata or chant of 4–8 lines for their marae, including its name, one value and one repeated line. Students rehearse voice, rhythm, pronunciation and participation; percussion is optional and must support the words.

7. 205–250 min · Present, respond and reflect. Each pair presents its model, using at least four Te reo Māori sentences, including two descriptive whenua or place sentences with accurate kupu āhua and location phrases. Audience members listen respectfully and ask one prepared question, such as He aha te tikanga o tēnei wāhi? or He aha te kaupapa o tō koutou waiata? Finish with the reflection and self-assessment section. Students record one Te reo Māori form they used, one contribution they made, and one next step for improving their reo, art or collaboration. Close with thanks and an appropriate class whakataukī or karakia.

Resources

• the marae visual hook and learning pathway
• the marae description and planning sheet
• Large cardboard sheets and recycled boxes
• Coloured paper, card, fabric and natural materials gathered appropriately
• Pencils, rulers, scissors, glue, masking tape and felt pens
• Paint and brushes, if suitable
• Labels or small flags for marae spaces
• Whiteboard and markers
• Optional percussion instruments or body percussion

Assessment

• Listen during pair rehearsal for accurate descriptive structures, kupu āhua, location phrases, pronunciation and respectful interaction when discussing whenua and place.
• Use a quick assessment check before presentations: each student says or writes two sentences about Tō Tātou Marae or its surrounding whenua, including one descriptive kupu āhua and one location phrase; check that the reo is accurate and that references to significant or tapu places are respectful.
• Conference during construction and check that students can explain the purpose of spaces and justify design choices.
• Assess the presentation for clear Te reo Māori, including at least two accurate descriptive whenua or place sentences, a coherent original kōrero tukuiho, purposeful waiata, accurate labelling and collaborative participation.
• Use the final reflection to identify one language goal and one creative or interpersonal next step.

Differentiation

• Provide a word bank, picture prompts, sentence frames and modelled pronunciation for students needing support; allow oral rehearsal before writing.
• Pair students strategically and assign manageable roles, while ensuring every student has a speaking, creative and practical contribution.
• Extend confident speakers by requiring two connected sentences using nā te mea, engari or nō reira, and by adding a question-and-answer section to the presentation.
• Offer adapted scissors, pre-cut shapes, quiet rehearsal space, visual instructions and extra processing time for students with SEN. Accept labelled drawings or recorded kōrero as an alternative where fine-motor or writing needs make the full task inaccessible.