Noho MaraeNoho Marae

Noho Marae Planning

Before, During and AfterPrepared by Graduate

Diploma of Teaching Students 2011 at Tangatarua Marae

Noho Marae Noho Marae Initial PreparationInitial Preparation

Prepared by Prepared by Kelly, Anna, Emily, Sarah, Hayley, Kelly, Anna, Emily, Sarah, Hayley,

Helena and NicHelena and Nic

Initial PlanningInitial Planning

Check school long term plan with the Check school long term plan with the MaraeMarae

Noho Marae event proposal and approval Noho Marae event proposal and approval from schoolfrom school

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

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

Consider back up planConsider back up plan

Planning and PreparationPlanning and Preparation

Know the tikanga and kawa of the MaraeKnow the tikanga and kawa of the Marae Information/letters/invitation to Information/letters/invitation to

parents/whānau/caregiversparents/whānau/caregivers Arrange face-to-face meetingArrange face-to-face meeting Organise fundraising efforts. Organise fundraising efforts.

Consider;Consider;– deposit deposit – buses/transportbuses/transport– foodfood– resourcesresources

Planning and PreparationPlanning and Preparation

Risk Analysis Management (RAM) Risk Analysis Management (RAM) forms to be completed and forms to be completed and submittedsubmitted

Permission slips to be distributedPermission slips to be distributed Book transportBook transport

Pre-event planning for classroomPre-event planning for classroom

Kaumatua to present stories of Kaumatua to present stories of whenua and Maraewhenua and Marae

Teach children kawa and tikangaTeach children kawa and tikanga Children could learn mihi and waiata Children could learn mihi and waiata

to be sungto be sung Practice pōwhiri protocol in classroomPractice pōwhiri protocol in classroom Plan and teach appropriate classroom Plan and teach appropriate classroom

activitiesactivities

Pre-event Planning requirementsPre-event Planning requirements

Information letter explaining expectations, Information letter explaining expectations, gear list, appropriate dressgear list, appropriate dress

Collect information of medical, cultural, Collect information of medical, cultural, dietary requirements and emergency dietary requirements and emergency detailsdetails

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

Ensure correct parent to child ratiosEnsure correct parent to child ratios Plan menu, roster, activities, itineraryPlan menu, roster, activities, itinerary Collate resources for visitCollate resources for visit

Days PriorDays Prior

Reminder of medical requirementsReminder of medical requirements Organise attendees into groups to Organise attendees into groups to

stay together – children:adultsstay together – children:adults Nomination of first aiderNomination of first aider Elect a kaikaranga and kaikōrero Elect a kaikaranga and kaikōrero

(from staff or parents/whānau)(from staff or parents/whānau) Collection of kohaCollection of koha

Presented by: Lyz, Aimee, Presented by: Lyz, Aimee, Frances, Jo, Michelle, Frances, Jo, Michelle,

Miranda, LisaMiranda, Lisa

During Marae Stay During Marae Stay

PōwhiriPōwhiri• Te huihuinga ki waho – gather and wait Te huihuinga ki waho – gather and wait

at the gateat the gate• teachers and parent helpers organise teachers and parent helpers organise

children in groupschildren in groups• check all parent helpers and teachers check all parent helpers and teachers

know waiata tautoko (song)know waiata tautoko (song)• check and organise kaikaranga, kaikōrero check and organise kaikaranga, kaikōrero

and kohaand koha• ensure all mobile phones are switched ensure all mobile phones are switched

off!!!!!off!!!!!

Pōwhiri continuedPōwhiri continued

Wait for kaikaranga to callWait for kaikaranga to call

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

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

Pōwhiri continuedPōwhiri continuedMove to allocated seats according to Move to allocated seats according to

tikanga (usually males at the front) – wait tikanga (usually males at the front) – wait to sit until invitedto sit until invited

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

Manuhiri kaikōrero responds, again followed Manuhiri kaikōrero responds, again followed by waiataby waiata

Pōwhiri continuedPōwhiri continued Hongi and harirūHongi and harirū

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

Kai Kai

Karakia to be conducted prior to eatingKarakia to be conducted prior to eating

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

Setting up and housekeepingSetting up and housekeeping

Regroup in appropriate locationRegroup in appropriate location

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

– Pillows are for headsPillows are for heads– Walk around people and bedsWalk around people and beds– Walk inside the MaraeWalk inside the Marae– Walk around harakekeWalk around harakeke

Setting up and housekeepingSetting up and housekeeping

Take the rollTake the roll

Identify the first aiderIdentify the first aider

Run through emergency evacuation Run through emergency evacuation procedureprocedure

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

Setting up the MaraeSetting up the Marae

One job per group:One job per group:

Bring in food to wharekaiBring in food to wharekai

Bring in bags to wharenuiBring in bags to wharenui

Set up beds (if applicable)Set up beds (if applicable)

Clean and set up wharekaiClean and set up wharekai

Daytime learningDaytime learning Gather all children in Marae to say karakia and/or Gather all children in Marae to say karakia and/or

introduce a whakataukīintroduce a whakataukī

Facilitate the planned learning activities as per Facilitate the planned learning activities as per programmeprogramme

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

Period of free time for children whilst parents Period of free time for children whilst parents prepare dinner mealprepare dinner meal

Ideas for activities and learningIdeas for activities and learningExploring and learning the group’s needs in the context of the Exploring and learning the group’s needs in the context of the

learning environment of the Marae, select for example from:learning environment of the Marae, select for example from:

• History of the Marae and the areaHistory of the Marae and the area• Māori culture and artsMāori culture and arts• Conservation and environmentConservation and environment• Myths and legendsMyths and legends• Understanding whakapapa, learning mihimihiUnderstanding whakapapa, learning mihimihi• Maths & literacy (e.g. Measuring Marae elements, stories Maths & literacy (e.g. Measuring Marae elements, stories

inspired by the pou)inspired by the pou)• Visual artVisual art• LeadershipLeadership• Group cookingGroup cooking

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

Evening Evening Take rollTake roll

Karakia mō te kai (meal karakia)Karakia mō te kai (meal karakia)

Dinner meal according to organised rosterDinner meal according to organised roster

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

Toiletries- send off in groupsToiletries- send off in groups

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

Morning Morning Karakia timatanga (starting karakia)Karakia timatanga (starting karakia) ToiletriesToiletries Pack upPack up Take rollTake roll Karakia mō te kai (meal karakia)Karakia mō te kai (meal karakia) Breakfast according to organised rosterBreakfast according to organised roster Make packed lunchesMake packed lunches Marae clean upMarae clean up Final activitiesFinal activities Poroporoakī Poroporoakī Karakia whakamutunga (closing karakia)Karakia whakamutunga (closing karakia) Organise into transit groups and leave MaraeOrganise into transit groups and leave Marae

Send off in groups with parents assistance

AFTER THE NOHO AFTER THE NOHO MARAEMARAE

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

Kat Kat

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

Children share their experiences Children share their experiences

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

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

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

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

What you can do with the childrenWhat you can do with the children - - continuedcontinued

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

Design their own carving based on their Design their own carving based on their whakapapa, histories etc whakapapa, histories etc

Make a model of a MaraeMake a model of a Marae

Put together a power point presentation of their Put together a power point presentation of their noho maraenoho marae

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

What you can do with the childrenWhat you can do with the children - - continuedcontinued

Write their own waiataWrite their own waiata

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

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

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

What can you do with the children - What can you do with the children - continuedcontinued

Learn waiataLearn waiata

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

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

Useful Patai Useful Patai Explain the difference between tapu and noa?Explain the difference between tapu and noa?

Explain the significance of giving a kohaExplain the significance of giving a koha

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

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

What is the tikanga for being on a Marae?What is the tikanga for being on a Marae?