Te Marae

Overview

In this lesson students begin learning about te marae and how people use it respectfully. Students practise giving short, clear instructions and preparing/writing a short text that explains a marae feature and correct behaviour.

Learning intentions

• WALT identify key features of te marae (e.g., wharenui, wharekai, ātea) using simple te reo Māori support where appropriate.
• WALT use polite, culturally appropriate language when giving instructions (e.g., how to greet, where to stand, how to listen).
• WALT prepare and write a short text on a familiar marae topic.
• WALT respect tikanga by acting appropriately during class activities connected to a marae.

Success criteria

• I can name at least two marae places/features and say what they are used for.
• I can give one respectful instruction using a polite tone (with teacher support if needed).
• I can write 3–5 sentences that explain a marae feature and describe correct behaviour.
• I can follow class tikanga during role-play (listening, turn-taking, respectful body language).

Curriculum links

• Te Mātaiaho Learning Languages — During Emergent 1 During Emergent 2 / Cultural and sociolinguistic knowledge: respect tikanga, polite language, clarity, and acknowledging relationships and place.
• Te Mātaiaho Learning Languages — During Emergent 1 During Emergent 2 / Giving instructions in te reo Māori requires culturally appropriate language: reflect respect, relationships, and collective responsibility.
• Te Mātaiaho Learning Languages — During Emergent 2 / Productive skills Kōrero ā tuhi: prepare and write short texts on familiar topics.
• Te Mātaiaho Learning Languages — During Emergent 1 During Emergent 2 / The tone, formality, and directness of the instructions: shape tone/directness by context and roles.

Lesson structure (60 minutes)

1. 0–5 min · Welcome and set tikanga. Teacher sets up a calm “marae-ready” space and models respectful body language; students sit where they can see and follow instructions silently.

2. 5–12 min · Hook: what is te marae? Teacher shows images (or a short teacher narration) of marae spaces and points to ātea, wharenui, and wharekai; students use a quick think–pair–share: “What might people do there?”

3. 12–22 min · Direct teach: marae places and respectful behaviour. Teacher introduces simple key phrases and actions (teacher models first). Students repeat chorally and then practise with a partner:

• Identify places: wharenui, ātea, wharekai (teacher-led pronunciation and pointing).
• Model behaviours: listen, walk respectfully, use polite voice, follow cues, wait your turn.

4. 22–35 min · Practise: giving instructions with the right tone. Teacher explains: instructions should be clear and respectful, shaped by context. Students work in small groups for a “marae mini role-play” (no performance pressure):

• Group task: choose one situation (e.g., “You enter the ātea”, “You sit for a karakia/meeting”, “You move to the wharekai”).
• Each student must say one instruction sentence (supported with sentence starters on the board). Teacher circulates, checking tone (polite, calm, respectful) and clarity (students can follow each instruction).

5. 35–47 min · Reading support: collect ideas for writing. Teacher provides a simple planning sheet with a model paragraph frame:

• Sentence 1: I am learning about…
• Sentence 2: One place on a marae is…
• Sentence 3: People use it to…
• Sentence 4: When we are there, we should… Students fill in key words first (not full sentences yet), using the class word bank.

6. 47–56 min · Write: short text about te marae. Teacher reminds students they are preparing and writing a short text on a familiar topic. Students write 3–5 sentences using their plan. Teacher supports by conferencing and checking that instructions/behaviour statements are respectful and clear.

7. 56–60 min · Exit ticket: can I explain and act respectfully? Students answer one prompt on an exit card: “Name one marae feature and one tikanga behaviour.” Teacher collects quickly.

Resources

• Images of marae spaces (printed or displayed) labelled: ātea, wharenui, wharekai
• Marae tikanga picture cards (listening, walking respectfully, taking turns)
• Sentence starter strip for instructions (teacher to display)
• Planning sheet for writing (3–5 sentence frame)
• Exit ticket cards and pens
• “Quiet corner” or calmer seating arrangement for role-play

Assessment

• Teacher observation during role-play: tone, clarity, and whether students follow respectful instructions.
• Teacher conference during writing: students include at least two marae features and one tikanga/behaviour statement.
• Exit ticket: checks accurate naming of a marae feature and a tikanga behaviour.

Differentiation

• Support: provide sentence starters, a word bank, and allow choral rehearsal before role-play; accept first attempts with partial te reo Māori accuracy.
• Support for writing: allow students to use key words to begin, then teacher prompts them to extend to full sentences.
• Extension: challenge students to add a second instruction (e.g., “Before we move…” plus “When we are seated…”), using polite wording.
• EAL/SEN: offer visual supports (arrow cards, gesture cues), structured roles in group work (speaker, time-keeper, place-pointer).