Wharekai Care

Overview

In this final stretch of the unit, students practise respectful clearing and maintenance routines that keep the wharekai clean, safe, and ready for the next group. They also reflect on how good practices show manaakitanga (care for people and place).

Learning intentions

• Students will learn and apply clear, step-by-step procedures for clearing tables after service.
• Students will identify cleanliness and safety checks needed to maintain the wharekai.
• Students will practise respectful communication with team members during end-of-service routines.
• Students will reflect on how hospitality practices affect customer experience and community trust.

Success criteria

• I can describe a complete clearing routine from tables to waiata/area reset signals (as used in our context).
• I can demonstrate correct hygiene and waste-handling practices while maintaining surfaces and equipment.
• I can explain why each step matters for safety, cleanliness, and respect for the kai and space.
• I can contribute to a team checklist and perform my role during a simulation.

Curriculum links

• NCEA Business achievement standards for hospitality/human resources: demonstrating workplace procedures, planning/implementation, and reflecting on quality of service (in line with senior secondary expectations).
• Key ideas from the NZ Curriculum Refresh: learner agency, authentic contexts, and wellbeing through safe, responsible practices.
• Curriculum competency focus: managing self, relating to others, and participating and contributing in teams.

Lesson structure (45 minutes)

1. 0–5: Starter discussion + purpose

• Prompt: “What does a clean wharekai communicate about the people who use it?”
• Quick class gather: connect clearing and maintenance to manaakitanga, safety, and respect for kai.

2. 5–15: Teach model procedures (end-of-service routine)

• Teacher models a clear sequence: survey the table, remove items, sort waste/recycling correctly, wipe and sanitise to the required standard, reset settings, and check high-touch areas.
• Students watch a “think-aloud” for decision points: what to do with leftover kai, how to handle crockery/cutlery safely, and when to pause and ask for help.

3. 15–25: Group checklist planning (20 students → 5 teams)

• Each team receives a short role card (e.g., clearing lead, hygiene checker, waste sorter, equipment reset, quality observer).
• Teams complete a checklist draft: at least 8 steps, including hygiene, waste handling, and a final “wharekai ready” sign-off statement.
• Teacher circulates, asking: “What’s the purpose of this step?” and “How will we know it’s done well?”

4. 25–38: Practical simulation rotation

• Set up three stations with simple equipment: table setting examples, wiping/sanitising materials, and waste bins labelled for sorting.
• Students rotate every 4 minutes while following their team checklist and roles.
• Teacher observes using a brief rubric: correct order of tasks, cleanliness outcomes, safe handling, and respectful teamwork.

5. 38–45: Reflection + verbal quick exit

• Students answer two prompts in writing:
• “Which step best shows respect for the space and kai, and why?”
• “What would you improve if you were training a new worker?”
• 2–3 students share one improvement idea to normalise continuous improvement.

Resources

• Teacher-made end-of-service checklist (for modelling)
• Role cards for each group member (clearing lead, hygiene checker, waste sorter, equipment reset, quality observer)
• Tables and sample table settings (plates/cups/cutlery placeholders)
• Cleaning kit: gloves (if used in school practice), cloths, sanitiser/wipes, paper towels, safe-bin liners
• Waste/recycling bins with clear labels matching your school system
• Timer for station rotations
• Observation sheet (teacher) with simple “met/not yet” notes and one comment line
• Student reflection slips or mini-worksheet (2 prompts)

Assessment

• Formative: checklist quality and team contribution during simulation (teacher observation).
• Formative: reflection responses focusing on reasoning (“why” each step matters).
• Summative readiness for next lesson assessment: students demonstrate consistent routines and can articulate improvement suggestions.

Differentiation

• Support:
• Provide a partially completed checklist template with step prompts (e.g., “Remove items → Sort → Wipe → Sanitise → Reset → Final check”).
• Offer a guided role card with sentence starters for respectful communication.
• Extension:
• Challenge teams to add a “problem-solving” step (e.g., what to do if bins are full, if spill occurs, or if kai handling rules are unclear).
• Ask students to propose one system improvement to reduce time while maintaining safety standards.
• EAL:
• Use visuals on role cards and a step-word bank (clear, sort, wipe, sanitise, reset, check, report).
• Allow oral rehearsal before writing reflections.
• SEN:
• Reduce complexity by assigning single clear responsibilities per student within the station rotation.
• Provide a colour-coded sequence strip for the routine order.