Ngā Tae, Tō Tātou Ao

Overview

Across ten 30-minute sessions, ākonga learn and repeatedly use kupu for colours through movement, sorting, waiata, art and simple oral language. Learning connects colours with identity, whānau, local places and the natural world, while revisiting greetings and selected kupu from pepeha and mihi.

Learning intentions

• WALT recognise and say common colour words in te reo Māori.
• WALT listen and respond to simple instructions and questions.
• WALT use colour kupu in short phrases.
• WALT participate respectfully in ngā mihi and pepeha/mihi.
• WALT connect te reo Māori with people, place and the natural world.

Success criteria

• I can say at least five colours in te reo Māori.
• I can match a spoken colour kupu to the correct object or picture.
• I can say a phrase such as “He whero tēnei.”
• I can greet someone and share one prepared line from my pepeha or mihi.
• I can listen, take turns and encourage others.

Curriculum links

• Te Reo Māori introduction: te reo Māori as a living expression of identity, community and connection.
• Te Reo Māori introduction: building connections between language and cultural values.
• Te Reo Māori introduction: connecting with identity, culture, tikanga and the Māori worldview.
• Te Reo Māori introduction: communication that reflects collective values and respect for others’ perspectives.

Lesson structure (10 × 30 minutes)

Use the same visual deck throughout the sequence: the Ngā Tae learning deck. Keep the pace lively and repeat the same language routines. Pronounce kupu accurately and use local names, places and mātauranga where appropriate.

1. He mihi me ngā tae

• 0–5 min · Welcome. Greet each child with “Tēnā koe”; students respond “Tēnā koe” or “Kia ora”, then practise “Ko wai au?” using a name gesture.
• 5–12 min · Introduce kupu. Show the colour images in the colour introduction slides and model: whero (red), kōwhai (yellow), kākāriki (green), kikorangi (blue), pango (black), mā (white).
• 12–24 min · Colour hunt. Say “Kimihia te mea ___” and students find and touch an object of that colour in the room, repeating the kupu together.
• 24–30 min · Review. Hold up six colour cards on the deck and invite individuals to say one colour; finish with “Ka pai!”

2. Whakarongo, tohu mai

• 0–5 min · Retrieval. Revisit the greeting routine and sing or chant the six colour kupu with actions.
• 5–10 min · Teacher modelling. Model “He whero tēnei” and “He aha tēnei?” using the question-and-answer slides; students echo with actions.
• 10–23 min · Point and move. Place coloured objects around the room. Students point, step or freeze beside the colour named, then say “He ___ tēnei.”
• 23–30 min · Pair check. Partners take turns pointing to an object while the other names its colour.

3. Kōwhai and the natural world

• 0–5 min · Connect. Show a kōwhai flower or local yellow object. Ask, “He aha te tae?” and accept choral responses.
• 5–12 min · Talk and model. Discuss how colours can be noticed in atua, plants, whenua and everyday places. Practise “He kōwhai tēnei.”
• 12–24 min · Sort and create. In groups of four, students collect or receive safe classroom items and make a kōwhai collection, saying the kupu each time.
• 24–30 min · Share. Each group shows one item and says “He kōwhai tēnei.”

4. Ngā tae me ngā āhua

• 0–5 min · Warm-up. Revisit colours with “Ki te rongo koe i te whero, pakipaki.”
• 5–10 min · Model. Introduce “He ___ tēnei” with familiar shapes and colours shown in the shape-and-colour slides.
• 10–24 min · Hands-on matching. Pairs match coloured shapes or classroom objects, saying the full phrase after each match.
• 24–30 min · Quick quiz. Hide one item and ask, “He aha te tae?” Students answer together, then independently where ready.

5. Ngā mihi and colour names

• 0–5 min · Greeting circle. Practise “Tēnā koutou katoa” and “Ko wai koe?” with a supported response: “Ko ___ ahau.”
• 5–12 min · Model. Teacher introduces “Ko ___ ahau” and “He ___ taku tae tino pai” as an optional favourite-colour phrase.
• 12–24 min · Colour greeting game. Students move around the circle, greet a partner and say “Tēnā koe. He ___ taku tae tino pai.”
• 24–30 min · Reflect. Invite volunteers to share; classmates respond “Ka pai!”

6. Pepeha and place

• 0–5 min · Reconnect. Use a local image or familiar place and ask which colours students can see.
• 5–12 min · Model a short pepeha/mihi. Teacher shares selected prepared lines, such as “Ko ___ te maunga” or “Ko ___ te awa,” then adds “He kikorangi te wai.”
• 12–24 min · Picture talk. Students choose a local place, whenua or natural feature image and identify one colour with a partner.
• 24–30 min · Share safely. Students may say “Ko ___ te maunga/awa” or simply “He ___ tēnei”; no child is required to disclose personal whakapapa.

7. Ka rongo au, ka kite au

• 0–5 min · Retrieval chant. Students say each colour while making a matching action.
• 5–10 min · Listening instructions. Model “Whakaarahia te mea kākāriki” and “Tukua te mea mā ki raro.”
• 10–24 min · Team challenge. Groups follow two-step instructions using coloured hoops, blocks or fabric, repeating each colour aloud.
• 24–30 min · Check understanding. Give individual children one instruction and note who responds accurately.

8. Te toi me ngā tae

• 0–5 min · Observe. Show natural or culturally respectful patterns and ask what colours students notice.
• 5–10 min · Language model. Rehearse “He ___ tēnei” and “Kei konei te ___” with the pattern-observation slides.
• 10–24 min · Collaborative artwork. Groups create a simple colour pattern using paper shapes, saying the colour before placing each piece.
• 24–30 min · Gallery talk. Students point to one part and say “He ___ tēnei”; peers respond respectfully.

9. Te kēmu whakahoki kupu

• 0–5 min · Greetings. Complete the familiar mihi routine with a partner.
• 5–10 min · Review game. Display the question-and-answer sequence in the review game slides.
• 10–24 min · Colour bingo or memory. Use teacher-made colour objects or images. When a match is found, the student must say the colour and “He ___ tēnei.”
• 24–30 min · Celebrate progress. Repeat the whole colour chant, inviting students to lead one kupu.

10. Ka taea e au!

• 0–5 min · Retrieval. Students greet a partner and name a colour they remember.
• 5–10 min · Revisit intentions. Use the final review slides to practise all colours, “He aha tēnei?” and “He ___ tēnei.”
• 10–22 min · Demonstration stations. At three stations, students sort colours, respond to spoken instructions and share a prepared mihi or pepeha line.
• 22–27 min · Individual check. Teacher shows three colours and asks each child one brief question, recording recognition and spoken use.
• 27–30 min · Exit reflection. Students point to their favourite colour and say the kupu, or repeat it with a buddy if they are not yet ready to speak alone.

Resources

• the Ngā Tae learning deck
• the Ngā Tae practice sheet
• Coloured classroom objects, blocks, hoops or fabric
• Colour cards and picture cards
• Paper, glue sticks and coloured shapes
• Natural or local images and objects
• Teacher observation checklist
• Safe display space for group artwork

Assessment

• Listen for accurate recognition and pronunciation during chants, hunts, matching and partner talk.
• Use a simple checklist for each child: recognises colours, follows a colour instruction, uses “He ___ tēnei”, participates in greetings and shares safely.
• On the final session, record each child’s response to three colours and one oral phrase; accept gesture, choral response or supported repetition as meaningful participation.

Differentiation

• Support with gestures, real objects, colour swatches, repeated modelling, buddy talk and sentence frames: “He ___ tēnei” and “Ko ___ ahau.”
• Introduce only three colours at first for learners needing reduced cognitive load, then add others gradually.
• Provide visual pronunciation support and allow students to point, echo or respond with a partner before speaking independently.
• Extend confident speakers with “He aha te tae o ___?” and “Ko ___ taku tae tino pai”; invite them to lead a chant or model respectful turn-taking.