Te Ao o te Marae

Overview

In this first lesson of Ngā Mahi i te Marae, ākonga explore a common sequence of activities and associated tikanga through images, a short pānui, teacher modelling, pronunciation practice and supported listening. They build on familiar greetings and classroom instructions, recognising that marae routines may differ between whānau, hapū and iwi.

Whakataukī: He aha te mea nui o te ao? He tangata, he tangata, he tangata. — “What is the most important thing in the world? It is people, it is people, it is people.” This highlights the importance of people, relationships and manaakitanga in the shared marae context.

Kiwaha: Ka mau te wehi! — “That’s awesome!” / “Well done!” Ākonga can use this expression to show enthusiasm or appreciation during learning about Te Ao o te Marae.

Learning intentions

• WALT identify the overall meaning and specific details in a short pānui about a marae visit.
• WALT recognise and pronounce words for common marae activities.
• WALT listen for and sequence activities in the order they hear them.
• WALT use spoken te reo Māori, gesture or pointing to communicate meaning respectfully.

Success criteria

• I can match at least five kupu to the correct image or action.
• I can read or listen to a short text and identify its main idea.
• I can place the marae activities in the correct sequence.
• I can say, point to or sign an activity using the provided model.

Curriculum links

• Receptive skills – Pānui: understanding overall meaning and specific detail in short written texts containing mainly familiar language, with some unfamiliar language.
• Cultural and sociolinguistic knowledge – Instructions: using clear, purposeful and polite language while acknowledging relationships and place.
• Productive skills – Kōrero ā waha: presenting about matters of immediate personal relevance and importance.
• Productive skills – Kōrero ā tuhi: using reference tools responsibly to support learning and extend vocabulary; supports the key competencies thinking, using language, symbols and texts, managing self and relating to others.

Lesson structure (60 minutes)

1. 0–6 min · Whakatau and visual hook. Open with the marae visit hook and learning intentions; welcome students, establish a calm routine, and show a visual sequence of a visit without labels. Students silently predict what might happen first, next and last, then share one idea with a partner or indicate an image.

2. 6–16 min · Kupu and tikanga introduction. Use the illustrated vocabulary and pronunciation slides to introduce ka tae mai, ka mihi, ka noho, ka kōrero, ka kai, ka horoi and ka poroporoaki. Explain that these phrases describe possible routines, not a fixed order for every marae, and model each phrase with an image and gesture. Students echo in short chunks, practise with a partner, or point to the matching image; allow processing and wait time.

3. 16–28 min · Pānui and matching. Distribute the marae routines reading and matching sheet and display the short pānui and reading prompts. Read the text aloud once while students follow, then read it again in short sections. Students match kupu to images and answer two questions: “He aha te mahi tuatahi?” and “He aha te mahi whakamutunga?” They may work independently or with a supportive partner.

Pānui for the worksheet: Ka tae mai a Mere ki te marae. Ka mihi ia. Ka noho ia. Ka kōrero te rōpū. Ka kai rātou. Ka horoi rātou i ngā ringa. Ka poroporoaki a Mere.

4. 28–38 min · Sequence and explain. In groups of three or four, students use the images on the cut-and-order activity to arrange the routine. Display the sequencing instructions and sentence frames. Students justify their order using Tuatahi…, Kātahi…, Whai muri… and Ka mutu…, or by pointing while a peer reads. Pause for a brief movement break between rounds, and invite groups to compare answers without assuming all marae follow one identical sequence.

5. 38–51 min · Supported listening and kōrero. Tell students they will hear the routine twice. Play or read the teacher script from the listening task and answer reveal at natural but supported speed. Students number the activities as they hear them and circle the activity that is not mentioned. Read it a second time, pausing between chunks. Pairs then rehearse one short exchange: “He aha te mahi?” — “Ka mihi / ka noho / ka kai…” Students may speak, read from the frame, point, gesture or record a scribed response.

Listening script: Ka tae mai koutou ki te marae. Ka mihi koutou. Ka noho koutou. Ka kōrero koutou. Ka kai koutou. Ka poroporoaki koutou.

6. 51–60 min · Hui whakakapi and evidence. Return to the recap and exit prompt. Students complete the final section of the self-check and vocabulary record, recording one new kupu and its meaning using a class glossary, dictionary or teacher model. Invite volunteers to sequence three actions orally; others may point or hold up numbered images. Close with: “He aha te mea i ako koe i tēnei rā?” and collect the sheets.

Resources

• the marae routines teaching deck
• the marae routines reading and matching sheet
• Projector or interactive board
• Printed routine images for group sequencing
• Teacher listening script
• Class glossary or age-appropriate Māori dictionary
• Pencils, highlighters and optional headphones
• Timer and a quiet space or sensory break option

Assessment

• During vocabulary teaching, note who matches kupu to images and who needs repeated modelling or visual support.
• Check worksheet matching, reading answers, sequence order and listening responses; ask students to explain one choice using a sentence frame.
• Use the final spoken, pointed or recorded response and vocabulary record as evidence of receptive understanding and developing oral production.

Differentiation

• Provide colour-coded kupu and images, gesture prompts, syllable chunking and sentence frames: “Tuatahi, ka ___.” Pair students strategically and read the pānui aloud before expecting independent reading.
• Offer enlarged text, reduced choices, extra processing time, repeated listening, a quiet seat and participation through pointing, signing, drawing or scribing. Do not require eye contact or public speaking.
• For students ready for challenge, ask them to create a plausible alternative sequence and explain why routines can vary between marae, using tērā pea or ki tōku whakaaro.
• Model respectful pronunciation without forcing accent imitation; invite students to use dictionaries or the class glossary responsibly and acknowledge students’ differing levels of cultural knowledge.