Wharekai Readiness

Overview

Students prepare a wharekai for service using safe, respectful hospitality practices. They plan and carry out a service-ready layout, practise presentation and service behaviours, and reflect on how these choices support manaakitanga.

Learning intentions

• Students will explain how presentation and service practices show respect for kai and guests.
• Students will apply health, safety, and hygiene steps while preparing spaces and food for service.
• Students will plan a simple wharekai layout that supports an inviting, welcoming atmosphere.
• Students will evaluate their preparation against agreed success criteria and improve it.

Success criteria

• I can describe at least three hospitality principles that guide how the wharekai is prepared and presented.
• I can demonstrate safe food handling and hygienic preparation during the set-up.
• I can justify a wharekai layout (e.g., flow, access, visibility) using respectful presentation language.
• I can reflect on what went well, what to improve, and why it matters to manaakitanga.

Curriculum links

• Hospitality and food-related practices: demonstrate knowledge of hygiene, safety, and preparation for serving kai.
• Designing and delivering value for customers/guests: make choices about presentation to support a welcoming experience.
• Literacy and communication: use clear, respectful language to explain decisions and reflect on outcomes.
• Personal learning and leadership: work effectively with others, follow instructions, and make improvements.

Lesson structure (45 minutes)

1. 5 min – Hook & purpose: Teacher shows a short scenario card: “Guests arrive in 10 minutes.” Students quickly brainstorm what a welcoming wharekai looks like and what could go wrong if preparation is rushed.
2. 8 min – Principles mini-talk: Teacher leads a discussion on manaakitanga through hospitality: respect for kai (handling carefully, keeping food covered), respect for people (accessibility, clarity of where to get items), and respect for space (clean, tidy, safe layout). Students record three key principles in their workbook.
3. 5 min – Safety and roles: Students check hygiene steps (handwashing, gloves/aprons where appropriate, clean utensils) and agree on roles within their group (set-up lead, hygiene lead, presentation lead). Teacher emphasises “stop and fix” behaviour if anything is unsafe.
4. 17 min – Hands-on set-up: In groups, students prepare the wharekai service area: set out dishes, check temperatures and covering, arrange items for easy access, and ensure waste/cleaning supplies are positioned safely. Teacher circulates, prompting: “How does this layout help guests?” and “What does respectful kai handling look like here?”
5. 7 min – Quick service simulation: One group hosts while another group acts as guests (with teacher guidance). Guests observe clarity, cleanliness, and welcome cues (greeting tone, where to find items). Host group adjusts one part of the setup based on feedback.
6. 3 min – Reflection exit: Students complete a brief reflection: one thing they will keep, one thing they improved, and one reason their choice supports manaakitanga and a positive hospitality experience.

Resources

• Wharekai space and equipment (tables, cloths, serving trays, utensils, coverings, waste bins)
• Handwashing supplies and hygiene stations (soap, paper towels, sanitiser)
• Cleaning products and cloths (labelled and used appropriately)
• Scenario cards for the hook and service simulation
• Group role cards (set-up lead, hygiene lead, presentation lead)
• Student workbook/worksheet (lines for principles, layout notes, reflection prompts)
• Timer and checklist template for set-up steps (teacher-provided)
• PPE as needed (aprons, gloves where appropriate)

Assessment

• Formative observation: teacher uses a simple checklist for hygiene/safety, organisation, and respectful handling during set-up.
• Short product check: teacher reviews whether each group’s layout supports clear access and a welcoming atmosphere.
• Learning evidence: students submit the 3-part reflection at the end to show understanding of principles and improvements made.

Differentiation

• Support: provide a visual layout example and a step-by-step safety checklist; assign structured roles with sentence starters for justification (e.g., “We placed ___ here because…”).
• Support for learners needing language scaffolds: offer a word bank for respectful hospitality language (e.g., welcoming, clearly signposted, covered and clean).
• Extension: challenge students to include one “access and equity” feature in the layout (e.g., height/accessibility considerations, allergen awareness signage if applicable in your unit).
• SEN/EAL: allow rehearsal time for simulation roles and provide bilingual support where possible; reduce writing load in reflection (bullet alternatives).