Te Ara Whakamua

Curriculum Context

Learning Area: Te Reo Māori
Curriculum Document: Te Marautanga o Aotearoa
Level: Level 2 – Reo ā-Waha (Speaking), Reo ā-Tuhi (Writing), Pānui (Reading), Mōhiotanga (Language Knowledge)
Year Group: Year 4
Focus Context: Preparing for a noho marae – learning about the different parts of a marae using Te Reo Māori with strong visual support.

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Wāhanga Ako (Learning Outcomes)

By the end of this lesson, ākonga (students) will be able to:

• Recognise and name at least five key parts of a marae in Te Reo Māori.
• Match images of marae parts to their kupu Māori (Māori words).
• Use simple sentences to describe the function of each part of the marae verbally.
• Demonstrate cultural understanding of marae protocol through short explanations, increasing readiness for their noho marae visit.

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Resources Needed

• A large poster or slide presentation of a generic marae layout (can be printed or shown on screen)
• Image flashcards of marae parts – wharenui, waharoa, wharekai, ātea, urupā, etc
• Kupu Māori labels for each flashcard
• Reusable adhesive/tape for matching activity
• Cue cards with short mihi or descriptions
• Mini whiteboards and markers
• Speakers for playing appropriate background waiata during transition times

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Time Allocation: 50 minutes

Time	Activity	Purpose
0–5 mins	Karakia & Waiata Timatanga	Begin the lesson with a short karakia for focus and a waiata to settle the class. Tie in the significance of waiata on the marae.
5–10 mins	Whakataki – Introduction	Use the marae poster to introduce and name key parts of the marae in Te Reo Māori. Keep it interactive by asking ākonga questions: "Ko tēnei te aha?"
10–20 mins	Visual Matching Activity	Ākonga work in small groups of 5 (6 groups in total). Each group receives images and label cards – they must match each marae part with the correct kupu Māori on a large sheet of paper.
20–30 mins	He Pānui Poto – Listening Activity	Teacher or confident ākonga reads aloud short descriptions of each marae part (with cue cards), and the rest of the class points to the area on the marae poster or flashcard they think it refers to.
30–40 mins	Pēhea ai? – Speaking Task	Pair-up activity: Ākonga practise 1–2 sentence responses such as “Ko te wharenui te wāhi moe” or “Kei te kai mātou i te wharekai”. Encourage tamariki to personalise examples (e.g. “Ka moe ahau i te wharenui i te pō”).
40–45 mins	Quick Quiz – Kupu Hopu	Mini whiteboard game: teacher calls out the function – e.g. "He wāhi kai" – and tamariki write which building it is in Māori: wharekai! Build excitement through timed rounds.
45–50 mins	Whakaaroaro – Reflection Circle	Sit in a whāriki-style circle. Prompt: "He aha te wāhi pai ki te marae mōu, ā, he aha ai?" Encourage each student to say one part they remember and why it interests them. Close with a short karakia whakamutunga (ending karakia).

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He Kōrero Anō (Teacher Notes)

• Differentiation: Support learners who are new to Te Reo Māori by assigning them to mixed-ability groups or buddying with confident speakers. Have visuals labelled bilingually if needed.
• Extension: Encourage fast finishers to write and illustrate their own “mini marae guide” booklet for the noho marae.
• Cultural Responsiveness: Be mindful of the local iwi’s marae layout and tikanga – this lesson features a generic overview, so encourage connections to the specific marae they will visit.

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Assessment for Learning

Formative assessment throughout:

• Observation of participation and oral language during speaking tasks
• Accuracy in matching kupu Māori to images
• Quiz responses indicate grasp of vocabulary comprehension
• Oral reflection shows personal connection and readiness for noho marae

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Next Steps / Follow-up Learning

• Prepare for the noho marae by practising simple mihi and karakia
• Explore whakataukī related to marae or whanaungatanga
• Create personal pepeha for use during their marae stay
• Integrate this learning into cross-curricular contexts like Art (design a class wharenui), Drama (role-play pohiri), and Social Sciences (exploring whanaungatanga and community).

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whakataukī o te rā:

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.

Use this ōhākī as a tool to centre whanaungatanga and respect as they prepare for their noho marae – a significant moment of connection, identity, and learning.