Belonging Through Te Reo

Overview

In this first lesson of Kōrero, Tikanga, Whānau, ākonga begin building confidence in te reo Māori through names, local place names and respectful listening. They explore vowel sounds and the Māori alphabet, then create a choice-based identity map that allows them to participate through speaking, drawing, movement or recording.

Learning intentions

• WALT pronounce the five te reo Māori vowels clearly.
• WALT recognise and use the Māori alphabet.
• WALT introduce an aspect of our identity using a name or local place name.
• WALT participate in ways that show manaakitanga, respect and active listening.

Success criteria

• I can pronounce the five vowels in te reo Māori.
• I can listen respectfully and respond appropriately to another speaker.
• I can contribute to a mihi circle in a way that feels safe and authentic.
• I can create an identity map using words, drawings, movement or a recorded response.

Curriculum links

• Classroom language: using kōrero to participate in classroom interactions.
• Linguistic knowledge: communicating about whānau and identity uses a familiar sentence pattern, including the pattern used to say your name.
• Cultural and sociolinguistic knowledge: introducing whānau and place helps people understand who we are and builds respectful connections.
• Learning Languages capabilities: communication, participation, collaboration and manaakitanga.

Lesson structure (60 minutes)

1. 0–5 min · Belonging hook. Teacher welcomes the class with “Tēnā koutou katoa” and displays the opening image and belonging question: “What helps people feel they belong in a place or group?” Students silently choose a response mode—speaking, drawing, moving or recording—and share an initial idea with a partner.

2. 5–15 min · Collaborative mihi circle. Teacher models a short, optional introduction: “Tēnā koutou. Ko [name] ahau. Nō [place] ahau. Ngā mihi.” Explain that students may use their name, a local place name, or a drawing/recording instead of sharing personal whānau information. Establish that names and places are pronounced carefully, and that passing is always acceptable. Students sit in a circle and contribute one prepared element, while the group practises the respectful response “Tēnā koe” to one speaker and “Tēnā koutou” to the group.

3. 15–25 min · Vowels and mouth positions. Teacher uses the vowel teaching slides and models the five vowels: a, e, i, o, u, explaining that each has a consistent sound. Use visual mouth-position cards on the slides or board, exaggerating the mouth shape and keeping the pace slow. Students listen, watch, and repeat first as a whole class, then in pairs. Avoid framing pronunciation through English sound comparisons; instead, model the sound and let students notice the mouth position.

4. 25–33 min · Māori alphabet and respectful pronunciation. Teacher displays the alphabet and listening slides and introduces the Māori alphabet: a, e, i, o, u, h, k, m, n, ng, p, r, t, w, wh. Model examples using familiar names and local place names, including the separate sounds represented by ng and wh. Play or provide short teacher-recorded audio repetitions. Students echo, identify the vowel they hear, and practise one name or place name quietly with a partner.

5. 33–38 min · Class pronunciation agreement. Teacher invites the class to co-construct three or four agreements, recording them on the pronunciation agreement slide. Prompt with: “How do we show respect when someone is learning a sound?” Students suggest actions such as listening without laughing, asking before correcting, trying again, and valuing every contribution. The class practises the response, “Ka pai tō whakamātau” (“Good effort”).

6. 38–53 min · Choice-based identity map. Teacher models a simple example, then distributes the choice-based identity map. Students select two or three safe identity connections: their name, a local place, a favourite activity, a language they hear, a valued person or group, or a symbol/drawing. They may write the sentence pattern “Ko ___ ahau” or “Nō ___ ahau”, draw and label, rehearse a spoken response, use movement, or make a short audio recording. Teacher circulates, checks pronunciation individually and supports students to prepare one contribution for sharing.

7. 53–60 min · Share, assess and close. Teacher invites volunteers or pairs to share one element, revisits the success criteria and closing prompt, and conducts the individual vowel check. Each student says one vowel sound to the teacher or records it. Students finish by responding respectfully to a peer with “Tēnā koe”, “Ka pai”, or a quiet thumbs-up, then show fingers one to three for confidence with vowel pronunciation.

Resources

• the complete belonging, pronunciation and reflection slide deck
• the choice-based identity map
• Māori alphabet and vowel display
• Visual mouth-position cards
• Teacher-recorded vowel and alphabet audio
• Whiteboard and markers
• Devices or audio-recording tool, if available
• Seating arranged in a circle

Assessment

• During modelling and pair practice, listen for accurate vowel sounds, particularly e, i, o and u, and provide brief, respectful recasts.
• During the mihi circle and identity-map sharing, observe whether students listen, wait, respond respectfully and select a participation mode safely.
• Record each student’s vowel check and note one next step, such as practising a particular vowel, ng, wh, or the sentence pattern.

Differentiation

• Provide repeated teacher modelling, visual mouth-position cues, gesture cues and private rehearsal before any public contribution. Accept drawing, movement or recording as equivalent entry points.
• Offer sentence frames, a personal word bank and pre-selected local place names for students who need language support. Do not require students to disclose whakapapa, home language or family details.
• Pair students thoughtfully for pronunciation practice and allow a trusted partner, teacher or device to support recording.
• Extend confident ākonga by combining two sentence patterns, introducing a local place name accurately, or respectfully helping a partner rehearse without taking over.