Kīwaha me Pepeha

Overview

This one-minute micro-session is a focused rehearsal before a longer Pepeha learning sequence. Students practise speaking clearly and confidently while using one local kīwaha or phrase in a respectful classroom interaction. It supports te reo Māori as a living expression of identity, community and connection, while recognising that local language use may vary across iwi.

Learning intentions

• We are learning to recite one line of our Pepeha clearly and loudly.
• We are learning to use a local reo Māori phrase in a daily interaction.
• We are learning to listen respectfully and encourage our hoa.

Success criteria

• I can say one Pepeha line clearly and loudly.
• I can use the target phrase, “Ka rere a Waipaoa”, in a sentence or response.
• I can listen with manaakitanga while another student speaks.

Curriculum links

• Te Reo Māori introduction: connecting language learning with identity, culture and community.
• Te Reo Māori introduction: noticing how language varies across iwi and how manaakitanga and whanaungatanga shape relationships.
• Te Reo Māori introduction: weaving cultural knowledge into everyday learning.
• Te Reo Māori introduction: using kīwaha to express cultural values, emotion and social meaning in everyday conversation.

Lesson structure (1 minute)

1. 0–10 seconds · Welcome and intention. Teacher greets students with “Tēnā koutou” and displays the learning intention on the opening and learning-intention slide. Students face the speaker, listen, and prepare their Pepeha voice.

2. 10–25 seconds · Model the phrase. Teacher says “Ka rere a Waipaoa” clearly, explains that it is a local phrase to be used respectfully, and models an appropriate gesture or movement. Students repeat the phrase once as a whole class, matching the teacher’s pronunciation and volume.

3. 25–40 seconds · Pepeha echo. Teacher models one familiar Pepeha line, such as “Ko ___ tōku maunga”, using the pronunciation and Pepeha model slide. Students echo the line to a partner, with the speaker using a clear voice and the listener showing encouragement through “Ka pai”.

4. 40–52 seconds · Rapid pair-share. Teacher prompts, “Kōrero ki tō hoa: Ko ___ tōku maunga,” and reminds students to use the target phrase if they finish early. Students take turns saying one line of their Pepeha; partners listen for clarity, volume and pronunciation.

5. 52–60 seconds · Share and assess. Teacher invites one confident volunteer, or selects a willing student, to say one Pepeha line followed by “Ka rere a Waipaoa”. Students respond respectfully with “Ka pai”; teacher records a quick observation and notes students needing further pronunciation support.

Resources

• the one-minute Pepeha and kīwaha deck
• Teacher’s local Pepeha model
• Visual prompt cards already used by the class
• Phrase mats with “Ka rere a Waipaoa” and “Ka pai”
• Teacher observation checklist
• Audio recording device or tablet for the volunteer, if available
• Quiet, welcoming space for speaking and listening

Assessment

• During the echo and pair-share, listen for clear pronunciation, audible volume and accurate use of one Pepeha line.
• Use a three-column checklist: clarity, volume and pronunciation. Record “secure”, “developing” or “needs support” rather than interrupting the flow.
• If time and technology allow, make a short voice recording of the volunteer’s Pepeha line. Use this evidence to group students for the next 15-minute practice: Groups 1–2 rehearse core lines with visual sentence strips and buddy echo-reading; Groups 3–5 practise the full Pepeha with a buddy; Groups 6–7 recite without prompts and add a local kīwaha.

Differentiation

• Support emerging speakers with a visual sentence strip, teacher echo, partner rehearsal and permission to say only one core line: “Ko ___ tōku maunga” or “Ko ___ tōku awa”.
• Give developing speakers the complete Pepeha prompt mat and allow them to rehearse quietly before speaking aloud.
• Challenge confident speakers to recite without a prompt and use “Ka rere a Waipaoa” naturally in an introduction or response.
• For students who are anxious, have speech-language needs or are learning English, accept pointing, choral repetition, a recording, or a quieter partner share as valid participation. Pronounce local place names carefully and check local iwi usage with whānau or mana whenua where appropriate.