Te Reo Māori in English-medium schools
4.3 Communicate about obligations and responsibilities.
At the end of this lesson, students can:
Whakaatu - Presenting: Communicate information, ideas, or narrative through texts in which visual and verbal features interact to produce particular meaning and effects.
Kōrero - Speaking
The teacher initiates a discussion with students about a planned marae visit.
Students develop a pakiwaituhi, a story board, about hui held on the marae, selecting and illustrating important processes and activities that occur on the marae, for example, pōwhiri, laying hāngi, and other roles carried out on the marae.
Brainstorm the activities that occur on marae: How do we behave on the marae? Why is it important to consider marae customs like taking your shoes off, not sitting on tables and supporting speeches with waiata? How is tikanga Māori practised in our homes?
Each student will:
Example of story board captions:
Ka karanga te kuia ki ngā manuhiri.
The elder woman calls to the visitors.
Ka eke mai ngā manuhiri.
The visitors come onto (the marae).
Ka whaikōrero te koroua.
The elder makes a formal speech.
Ka waiata te tangata whenua.
The home people sing.
Ka whaikōrero ngā manuhiri.
The visitors make a formal speech.
Kua hariru ngā manuhiri ki ngā tāngata whenua.
The visitors have shaken hands with the home people.
Students may wish to develop their story boards into posters or pānui.
Remind students that the roles that we play on marae have an important part in our learning
Discuss the concepts of learning that occur on the marae, from the work of ringawera to how we ‘graduate’ to other roles.
Harawira, W. (1997). Te kawa o te marae: a guide for all marae visitors. Auckland: Reed.
Tauroa, H. & P. (1993). Te marae: a guide to customs and protocol. Auckland: Heinemann.