Kōrero mō te Pepeha

Overview

Lesson 3 of 4 in Discovering Our Pepeha. Students listen to, read and discuss the school pepeha, identifying its components and considering how the places named connect with their own pepeha and sense of belonging.

Learning intentions

• WALT understand the school pepeha and why it is important.
• WALT identify the main components of a pepeha.
• WALT make connections between the school pepeha and our own pepeha.
• WALT listen respectfully and share ideas in te reo Māori and English where appropriate.

Success criteria

• I can name or point to important components in our school pepeha.
• I can explain why a place, mountain, awa or tupuna is important to the school.
• I can make one connection between the school pepeha and my own pepeha.
• I can listen respectfully when others share.

Curriculum links

• Listening, speaking, reading and viewing in te reo Māori through familiar language and meaningful contexts.
• Understanding how language, culture and identity are connected.
• Participating in collaborative conversations, taking turns and responding appropriately.
• Building knowledge of local places, relationships and belonging, consistent with the refreshed New Zealand Curriculum emphasis on identity, belonging and local curriculum.

Lesson structure (60 minutes)

1. 0–5 minutes – Welcome and learning focus Greet students and ask: “He aha ngā wāhi nui ki a tātou?” (What places are important to us?). Share the WALT and success criteria simply.

2. 5–12 minutes – Review key words Say and show words like maunga (mountain), awa (river), moana (sea), kura (school), whānau (family). Use actions and repeat together.

3. 12–25 minutes – Hear the school pepeha Show the school pepeha. Read it twice: first listen, then join in on familiar parts. Talk about each part and explain new words.

4. 25–38 minutes – Talk about the pepeha Ask simple questions about the pepeha, like “Ko wai te maunga?” (Who is the mountain?). Help students answer with words, drawings, or gestures.

5. 38–50 minutes – Pair activity In pairs, students draw or write one part of the pepeha and one important place or person. They take turns saying, “He mea nui a ___ ki ahau nā te mea ___.”

6. 50–56 minutes – Share and listen Some pairs share their ideas. Everyone listens quietly and says “Tēnā koe” or “He pai tō whakaaro.” Write common ideas on the board.

7. 56–60 minutes – Reflection and exit Students complete a quick exit slip about what they learned. Collect slips to help plan the next lesson.

Resources

• the school pepeha discussion slide deck
• the school pepeha noticing and connection worksheet
• Printed or digital copy of the school pepeha, checked for correct local names and pronunciation
• Whiteboard and markers
• Pencils, crayons and clipboards if working on the floor
• Word cards or picture prompts for maunga, awa, moana, kura, wāhi and whānau
• the success criteria exit ticket slips

Assessment

• Listen for students correctly identifying at least two school pepeha components during discussion.
• Check the worksheet for a clear explanation, drawing or oral account of one school connection and one personal connection.
• Use exit slips and observation notes to identify students needing further vocabulary, pronunciation or confidence support before the final lesson.

Differentiation

• Support learners with pictures, gestures, repeated oral language, sentence frames and a partner model. Allow drawing, pointing or a home-language explanation before recasting key ideas in te reo Māori.
• Provide a quiet rehearsal opportunity or adult support for students who are reluctant to speak in front of the class.
• For students with dyslexia, visual stress or fine-motor needs, offer a large-print worksheet, scribing, oral responses or speech-to-text.
• Extend confident learners by asking them to explain how two places are connected, use an additional phrase such as “Ko ___ te wāhi e ako ai mātou,” or lead a respectful question to a classmate.