Who We Are: Building Our Classroom Marae

Overview

In this culturally sustaining Social Sciences and Mahi Toi lesson, ākonga explore how identity, belonging, iwi, whānau and shared responsibilities shape places of connection. They collaboratively design and build a respectful model of a classroom marae, using learner-created symbols for their values rather than copying iwi-specific or sacred designs.

Learning intentions

• WALT understand that marae are places of connection, welcome, learning and shared responsibility.
• WALT explore how identity and belonging are expressed through people, places, values and cultural practices.
• WALT work collaboratively to design and construct a model that represents our classroom community.
• WALT listen respectfully and make shared decisions.

Success criteria

• I can explain that marae are not all the same and are connected with particular communities.
• I can use the words iwi, hapū, whānau, marae, wharenui, wharekai, waharoa, marae ātea, manaakitanga and tūrangawaewae appropriately.
• I can contribute an original symbol or feature that represents belonging or a classroom value.
• I can show manaakitanga by listening, sharing resources and taking responsibility for our group’s work.

Key vocabulary

• iwi — a Māori tribal group
• hapū — a sub-tribe or community group
• whānau — extended family and close relational group
• marae — a place where people gather and connect
• wharenui — meeting house
• wharekai — dining or eating house
• waharoa — gateway or entrance
• marae ātea — open space in front of the wharenui
• manaakitanga — care, respect and hospitality
• tūrangawaewae — a place where one belongs and has standing

Curriculum links

• Social Sciences — Civics and Society: cultural practices, identity, belonging, and Māori homes and communities.
• Social Sciences — students explore how communities use places and practices to express belonging and shared responsibility.
• Mahi Toi/Visual Arts — developing and sharing ideas through design, construction and symbolic representation.
• Te Mātaiaho capabilities: relating to others, participating and contributing, managing self, and thinking.

Cultural safety and tikanga

Before teaching, seek local iwi, hapū, whānau or marae knowledge wherever possible. Explain that marae differ according to their people, history, tikanga and whenua; this model is a classroom learning representation, not a replica of any particular marae. Use correct pronunciation and invite local guidance about appropriate terms and practices.

Tell ākonga they must not copy sacred or iwi-specific whakairo, tukutuku, kōwhaiwhai, patterns, names or whakapapa without permission. Instead, they will create their own symbols for classroom values such as friendship, courage, fairness, care and learning. Emphasise respectful listening, no one being required to disclose personal whakapapa, and shared decision-making.

Lesson structure (60 minutes)

1. 0–8 min · Provocation and connection. Open with the provocation and vocabulary slides showing a welcoming entrance, gathering space and shared meal, then ask: “What makes a place feel welcoming, and who helps it feel that way?” Students think-pair-share and identify places where they feel they belong. Teacher introduces the vocabulary and explains that a marae is a place of connection, welcome, learning and responsibility, while acknowledging that marae are diverse.

2. 8–16 min · Explore and notice. Show the labelled marae features on the marae features slides. Students discuss what different spaces might be used for, including the wharenui, wharekai, waharoa and marae ātea. Ask: “What relationships and responsibilities might be important in these spaces?” Record ideas such as welcoming visitors, caring for others, listening and sharing kai.

3. 16–22 min · Design brief and roles. Explain the design brief using the design challenge slide: build a model of a classroom marae that shows who we are, how we belong and how we care for one another. In groups of five, students choose or rotate roles: kaiwhakahaere/planner, kaiwhakawhiti kōrero/communicator, kaiwhakanao/builder, kaitiaki rauemi/resource guardian, and kaiwhakamātau/checker. Distribute the group role cards and discuss how every role contributes.

4. 22–30 min · Plan together. Distribute the classroom marae design sheet. Groups sketch a top or side view, label possible spaces, select two or three classroom values, and design original symbols for those values. Teacher conferences with groups, checking that symbols are learner-created and not copied from protected or iwi-specific designs.

5. 30–49 min · Build and revise. Revisit the build steps and safety slide. Groups construct using cardboard boxes, paper tubes, fabric scraps, wool, craft sticks, clay or playdough, natural materials, loose parts, blocks, string, paper and paint. Students share materials, negotiate changes and test whether their model clearly shows belonging, manaakitanga and collective responsibility. Teacher asks: “Who is welcomed here?”, “How does your model show care?” and “Whose ideas have been heard?”

6. 49–56 min · Gallery walk and feedback. Groups place models for viewing. Students quietly observe two models and give feedback beginning, “I notice…” and “I wonder…”. Each group briefly explains one feature, one value and one shared responsibility represented in its model.

7. 56–60 min · Reflection and exit. Use the reflection and plenary slide. Students complete the final boxes on the classroom marae design sheet: “Who are we?”, “How do we show belonging?”, and “How can we practise manaakitanga every day?” Invite two or three responses and collect sheets.

Resources

• the complete classroom marae teaching deck
• the classroom marae design sheet
• the group role cards
• Cardboard boxes, paper tubes, paper and blocks
• Fabric scraps, wool, string and craft sticks
• Clay or playdough, paint and drawing tools
• Natural materials and loose parts
• Table coverings, wipes and labelled resource trays

Assessment

• Listen for accurate, respectful use of vocabulary during pair, group and whole-class talk.
• Observe whether students share resources, include ideas, negotiate respectfully and connect design choices to belonging or manaakitanga.
• Review plans, models and reflections for understanding of marae as diverse places of connection and shared responsibility.

Differentiation

• Provide picture-supported vocabulary, pronunciation practice, sentence starters (“Our symbol represents…”, “People might feel welcome when…”) and a partly labelled design sheet.
• Allow students to contribute through drawing, building, speaking, organising or demonstrating; provide pre-cut materials and a quieter workspace where needed.
• Pair EAL learners with supportive peers and model ideas visually. Do not require Māori or culturally diverse learners to speak for a whole group or disclose personal identity.
• Extend confident groups by adding an accessibility feature, explaining how visitors would move through the model, or proposing one classroom practice that strengthens manaakitanga.

Follow-up

In the next session, groups revise their models after feedback, add labels and prepare a short presentation. Invite whānau or a local knowledge holder, where appropriate and with permission, to view the models and discuss how the class can continue building a welcoming, responsible classroom community.