Our Waka Connections

Overview

Students explore the school pepeha as a shared way of naming connections to whenua, awa, maunga, rohe and people. They practise respectful formulaic language and then create a labelled waka artwork showing how our school community travels and belongs together. The lesson builds on greetings, listening and simple sentence patterns.

Learning intentions

• WALT understand that a pepeha expresses connections to place and people.
• WALT listen to and use simple pepeha language respectfully.
• WALT explain how our school community is connected.
• WALT create and share a labelled waka artwork.

Success criteria

• I can identify whenua, awa, maunga, rohe and people in our school pepeha.
• I can use a sentence starter to share one connection.
• I can show people and connections in a labelled waka.
• I can listen respectfully and avoid claiming whakapapa or places that are not mine.

Curriculum links

• Te Mātaiaho Te Reo Māori Emergent 1 Pepeha: expressing identity and connections through pepeha language.
• Te Mātaiaho Te Reo Māori Emergent 1 Pāhekoheko: communicating relevant information and using formulaic language in meaningful interactions.
• Te Mātaiaho Te Reo Māori Emergent 1 Kōrero ā waha: presenting about matters of immediate personal relevance.
• Cultural and sociolinguistic knowledge: giving and following instructions clearly, politely and in ways that acknowledge relationships and place.

Key language and pronunciation support

• pepeha — a way of sharing important connections to people and place; pronounce peh-peh-ha.
• whenua — land; feh-noo-ah (the “wh” is often like f).
• awa — river; ah-wah.
• maunga — mountain; mow-ngah.
• rohe — area or region; roh-heh.
• tūrangawaewae — a place where one stands and belongs; too-rung-ah-why-why.
• tātou — we/us together; taa-toh.
• Ko ___ te maunga/awa. — ___ is the mountain/river.
• He hononga tō tātou ki ___. — We have a connection to ___.
• Kei roto i tō tātou waka ko ___. — In our waka are ___.

Model macrons carefully and accept local dialect differences, such as ahau/au/awau or tīpuna/tūpuna, where appropriate.

Lesson structure (60 minutes)

1. 0–5 min · Welcome and hook. Teacher greets students with “Tēnā koutou katoa” and shows a picture or quick drawing of a waka. Students silently notice who or what is travelling together in the waka. Teacher briefly introduces that today we will learn how the school pepeha connects people.

2. 5–15 min · Introduce the school pepeha. Teacher opens the school pepeha introduction slides and reads the school pepeha slowly, pointing to images or a simple map of the school’s whenua, awa, maunga and rohe. Explain that the pepeha shares connections to the places and people important to our school; it helps us understand belonging and relationships. Clarify that students do not need to claim whakapapa, ancestry or a place that is not theirs. Students listen, repeat selected words, and show a thumbs-up when they hear whenua, awa, maunga, rohe or tāngata.

3. 15–25 min · Explicit teaching and modelling. Teacher uses the pepeha language and pronunciation slides to model the sentence starters, pausing for pronunciation practice and explaining that tātou includes us together. Model a respectful statement: “He hononga tō tātou ki tō tātou kura. We have a connection to our school.” Students echo-read, practise the gestures for each key word, and identify which part of the school pepeha each sentence names.

4. 25–33 min · Guided practice. Teacher displays the guided practice slides and gives pairs picture prompts or points to the school pepeha images. Ask, “He aha tēnei?” and support the response, “Ko ___ te maunga/awa.” Pairs practise one sentence each, then swap roles as speaker and listener. Invite volunteers to share; the class responds, “Tēnā koe,” or “Ka pai.”

5. 33–50 min · Waka connection artwork. Teacher demonstrates the task using the waka artwork instruction slides and distributes the labelled waka planning worksheet. Students draw a large waka and add people or groups from the school community—ākonga, kaiako, whānau, friends and support staff—travelling together. They label at least three connections, such as whenua, awa, maunga, rohe, kura, whānau or tātou, and draw lines, paddles or ropes to show relationships. Steps: draw the waka; add people; add a place or feature named in the school pepeha; label each part; add one sentence using “He hononga tō tātou ki ___”; colour and check labels with a partner. Teacher circulates, rehearsing pronunciation and checking that students describe school connections rather than inventing personal whakapapa. Example prompt: “Draw our school waka. Who is travelling with us, and what places help guide our journey?”

6. 50–56 min · Sharing circle. Teacher uses the sharing prompts and invites pairs to show their artwork. Students say, “Kei roto i tō tātou waka ko ___,” or read their sentence, then listen for one connection in another student’s artwork. Remind students that every learner may belong in the shared school waka in different ways.

7. 56–60 min · Plenary and evidence. Teacher revisits the WALT on the plenary slides and asks, “What does our school pepeha help us understand?” Students complete an oral exit response: “I can see a connection to ___ because ___.” Record students who identify a pepeha element, use a sentence starter, and explain belonging respectfully.

Resources

• the school pepeha and waka connection slide deck
• the labelled waka planning worksheet
• the Think Pair Share Poster
• School pepeha, read-aloud copy and pronunciation notes
• Images or simple map of the school’s whenua, awa, maunga and rohe
• Pencils, crayons or coloured pencils, erasers and drawing paper
• Optional waka photographs or culturally appropriate illustrations

Assessment

• During listening and guided practice, check whether students identify pepeha elements and pronounce key words with support.
• During pair work, listen for respectful use of a sentence starter and note whether students understand the difference between school connections and personal whakapapa.
• Collect or photograph the waka artwork as evidence: three accurate labels, a visible connection between people and place, and an oral or written sentence explaining belonging.

Differentiation

• Provide picture cards, gestures, repeated choral practice, traced labels and the sentence frames “Ko ___ te ___” and “He hononga tō tātou ki ___”.
• Pair learners strategically; allow drawing, pointing, oral rehearsal or dictation instead of requiring independent writing.
• For EAL learners and students needing support, pre-teach two or three words only, use a bilingual word bank where available, and keep the school pepeha visible.
• Advanced learners can add a second sentence explaining how a named place supports the school community, include several groups in the waka, or compare two ways people contribute to the waka while maintaining respectful language.

Culturally respectful teaching notes

Present the school pepeha accurately and acknowledge the people or community who gifted or approved it. Explain that pepeha structures and pronunciation can vary between iwi and regions; use the school’s preferred forms. Do not ask children to disclose whakapapa, iwi, whenua or whānau information publicly. Frame the waka as a shared school metaphor for relationships and belonging, not as a replacement for each learner’s own whakapapa. Pronounce names and local places carefully, invite correction respectfully, and avoid treating Māori cultural concepts as decoration.