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Noho Marae. Noho Marae Planning Before, During and After. Prepared by Graduate Diploma of Teaching Students 2011 at Tangatarua Marae. Noho Marae Initial Preparation. Prepared by Kelly, Anna, Emily, Sarah, Hayley, Helena and Nic. Initial Planning.

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Noho marae
Noho Marae

Noho Marae Planning

Before, During and After

Prepared by Graduate Diploma of Teaching Students 2011 at TangataruaMarae

Noho marae initial preparation

Noho Marae Initial Preparation

Prepared by

Kelly, Anna, Emily, Sarah, Hayley, Helena and Nic

Initial planning
Initial Planning

  • Check school long term plan with the Marae

  • Noho Marae event proposal and approval from school

  • Start with the end in mind. What is the ‘Big Idea’ – Follow with Unit Plan

  • Letter sent to Marae for booking. Consider size of Marae and numbers we cater for?

  • Consider back up plan

Planning and preparation
Planning and Preparation

  • Know the tikanga and kawa of the Marae

  • Information/letters/invitation to parents/whānau/caregivers

  • Arrange face-to-face meeting

  • Organise fundraising efforts.


    • deposit

    • buses/transport

    • food

    • resources

Planning and preparation1
Planning and Preparation

  • Risk Analysis Management (RAM) forms to be completed and submitted

  • Permission slips to be distributed

  • Book transport

Pre event planning for classroom
Pre-event planning for classroom

  • Kaumatua to present stories of whenua and Marae

  • Teach children kawa and tikanga

  • Children could learn mihi and waiata to be sung

  • Practice pōwhiri protocol in classroom

  • Plan and teach appropriate classroom activities

Pre event planning requirements
Pre-event Planning requirements

  • Information letter explaining expectations, gear list, appropriate dress

  • Collect information of medical, cultural, dietary requirements and emergency details

  • Follow up non returned slips – phone call, face-to-face

  • Ensure correct parent to child ratios

  • Plan menu, roster, activities, itinerary

  • Collate resources for visit

Days prior
Days Prior

  • Reminder of medical requirements

  • Organise attendees into groups to stay together – children:adults

  • Nomination of first aider

  • Elect a kaikaranga and kaikōrero (from staff or parents/whānau)

  • Collection of koha

P whiri
Pōwhiri Lisa

  • Te huihuinga ki waho – gather and wait at the gate

    • teachers and parent helpers organise children in groups

    • check all parent helpers and teachers know waiata tautoko (song)

    • check and organise kaikaranga, kaikōrero and koha

    • ensure all mobile phones are switched off!!!!!

P whiri continued
Pōwhiri continued Lisa

Wait for kaikaranga to call

  • Karanga – tangata whenua starts, manuhiri replies (state of tapu applies from now to all involved)

  • Group advances silently in a close group according to tikanga; tangata whenua has last call

P whiri continued1
Pōwhiri continued Lisa

Move to allocated seats according to tikanga (usually males at the front) – wait to sit until invited

Tangata whenua kaikōrero starts talking and initiates the speech, followed by waiata to embellish the speech

Manuhiri kaikōrero responds, again followed by waiata

P whiri continued2
Pōwhiri continued Lisa

  • Hongi and harirū

    (teachers/parent helpers lead and supervise their own group in this)

  • Kai

    Karakia to be conducted prior to eating

    eat together: this is very important as it breaks the tapu (teachers/parent helpers take their groups to this)

Setting up and housekeeping
Setting up and housekeeping Lisa

Regroup in appropriate location

Remind of housekeeping and rules/tikanga, e.g.:

  • Pillows are for heads

  • Walk around people and beds

  • Walk inside the Marae

  • Walk around harakeke

Setting up and housekeeping1
Setting up and housekeeping Lisa

  • Take the roll

  • Identify the first aider

  • Run through emergency evacuation procedure

  • Familiarise the group with Marae layout (incl. toilets)

Setting up the marae
Setting up the Marae Lisa

One job per group:

Bring in food to wharekai

Bring in bags to wharenui

Set up beds (if applicable)

Clean and set up wharekai

Daytime learning
Daytime learning Lisa

Gather all children in Marae to say karakia and/or introduce a whakataukī

Facilitate the planned learning activities as per programme

Ensure adequate breaks are provided and children are supervised by adults at all times

Period of free time for children whilst parents prepare dinner meal

Ideas for activities and learning
Ideas for activities and learning Lisa

Exploring and learning the group’s needs in the context of the learning environment of the Marae, select for example from:

  • History of the Marae and the area

  • Māori culture and arts

  • Conservation and environment

  • Myths and legends

  • Understanding whakapapa, learning mihimihi

  • Maths & literacy (e.g. Measuring Marae elements, stories inspired by the pou)

  • Visual art

  • Leadership

  • Group cooking

    Select appropriate topics that would integrate with other learning beyond the noho marae experience.

Evening Lisa

Take roll

Karakia mō te kai (meal karakia)

Dinner meal according to organised roster

Follow planned programme e.g. performances, group games, waiata etc

Toiletries- send off in groups

Bed time - parents in charge of an area within the wharenui to get children to sleep (allow at least one hour for settling)

Morning Lisa

Send off in groups with parents assistance

Karakia timatanga (starting karakia)


Pack up

Take roll

Karakia mō te kai (meal karakia)

Breakfast according to organised roster

Make packed lunches

Marae clean up

Final activities


Karakia whakamutunga (closing karakia)

Organise into transit groups and leave Marae

After the noho marae


By Deb, Colleen, Nar, Poonam, Bridget, Farida, Rick, Jess, Vannessa and Kat

What you can do with the children
What you can do with the children? Lisa

Children share their experiences

Expanding their mihi (waka, maunga, awa…). Find stories from their whānau

Integrate into maths (tukutuku panel patterns), literacy (story writing), art (design a panel)

Children put together their pukapuka of the pōwhiri (3 parts: before, during, after)

Children make a koha for the helpers e.g: harakeke/putiputi/kete

Noho marae

What you can do with the children Lisa- continued

Children research a carving (from photo’s). Myth, iwi, ancestor

Design their own carving based on their whakapapa, histories etc

Make a model of a Marae

Put together a power point presentation of their noho marae

(Present at assembly (invite parents and include photos etc))

Noho marae

What you can do with the children Lisa- continued

Write their own waiata

World cup – learning about how to host/look after overseas manuhiri

How to treat your manuhiri e.g: when a new student comes into their classroom

- Make them feel welcome. What have you learnt from the pōwhiri? (kai, mihi, waiata, respect, etc). Children understand the importance for why we have a pōwhiri

What can you do with the children continued
What can you do with the children - continued Lisa

  • Learn waiata

  • Children share myths and legends that they learnt on the noho marae

  • Children research hāngi (what to do, what food is used, how to prepare etc)

Useful patai
Useful Patai Lisa

Explain the difference between tapu and noa?

Explain the significance of giving a koha

Explain karakia, whakataukī, hongi, manuhiri, tangata whenua etc

What would someone need to know before going on a noho marae?

What is the tikanga for being on a Marae?