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  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  Know the tikanga and kawa of the Marae  Information/letters/invitation to parents/whānau/caregivers  Arrange face-to-face meeting  Organise fundraising efforts. Consider; –deposit –buses/transport –food –resources

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  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  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  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

Presented by: Lyz, Aimee, Frances, Jo, Michelle, Miranda, Lisa During Marae Stay

Pōwhiri Te huihuinga ki waho – gather and wait at the gate Te huihuinga ki waho – gather and wait at the gate teachers and parent helpers organise children in groups teachers and parent helpers organise children in groups check all parent helpers and teachers know waiata tautoko (song) check all parent helpers and teachers know waiata tautoko (song) check and organise kaikaranga, kaikōrero and koha check and organise kaikaranga, kaikōrero and koha ensure all mobile phones are switched off!!!!! ensure all mobile phones are switched off!!!!!

Pōwhiri continued Wait for kaikaranga to call Karanga – tangata whenua starts, manuhiri replies (state of tapu applies from now to all involved) 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 Group advances silently in a close group according to tikanga; tangata whenua has last call

Pōwhiri continued  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

Pōwhiri continued  Hongi and harirū (teachers/parent helpers lead and supervise their own group in this) (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 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 housekeeping  Take the roll  Identify the first aider  Run through emergency evacuation procedure  Familiarise the group with Marae layout (incl. toilets)

Setting up the Marae 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  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 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 History of the Marae and the area Māori culture and arts Māori culture and arts Conservation and environment Conservation and environment Myths and legends Myths and legends Understanding whakapapa, learning mihimihi Understanding whakapapa, learning mihimihi Maths & literacy (e.g. Measuring Marae elements, stories inspired by the pou) Maths & literacy (e.g. Measuring Marae elements, stories inspired by the pou) Visual art Visual art Leadership Leadership Group cooking Group cooking Select appropriate topics that would integrate with other learning beyond the noho marae experience.

Evening  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  Karakia timatanga (starting karakia)  Toiletries  Pack up  Take roll  Karakia mō te kai (meal karakia)  Breakfast according to organised roster  Make packed lunches  Marae clean up  Final activities  Poroporoakī  Karakia whakamutunga (closing karakia)  Organise into transit groups and leave Marae Send off in groups with parents assistance

AFTER THE NOHO MARAE By Deb, Colleen, Nar, Poonam, Bridget, Farida, Rick, Jess, Vannessa and Kat

What you can do with the children?  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

What you can do with the children - 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)) (Present at assembly (invite parents and include photos etc))

What you can do with the children - 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  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  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?