Pepeha: Words to Images

Overview

Students explore how a pepeha connects people with whenua, awa, maunga, iwi or hapū, and whānau. They listen to and rehearse simple sentence patterns, then draft a personal pepeha using words and visual symbols for a later collage. Students may choose a whakapapa-safe connection, such as a place that is important to them.

Learning intentions

• We are learning to understand the purpose and structure of a pepeha.
• We are learning to use simple te reo Māori sentence patterns respectfully.
• We are learning to connect words with visual symbols and ideas.
• We are learning to rehearse, revise and independently record our ideas.

Success criteria

• I can identify whenua, awa, maunga, iwi or hapū, and whānau connections in a pepeha.
• I can say or complete at least two sentence patterns, such as “Ko ___ te awa.”
• I can choose safe connections and represent them with meaningful words or symbols.
• I can explain one idea to a partner using respectful listening and feedback.

Curriculum links

• The Arts — Visual Arts: developing ideas from personal and cultural contexts and communicating meaning through visual symbols.
• Learning Languages — using and responding to familiar te reo Māori words and sentence patterns in meaningful contexts.
• Te Mātaiaho: manaakitanga, identity, oral language, creativity and independent learning habits.
• Key competencies: managing self, relating to others, participating and contributing, and thinking.

Lesson structure (30 minutes)

1. 0–4 min · Welcome and visual hook. Teacher displays a striking image of a Waikato river, maunga and whānau connections through the opening image and wonder question. Ask, “What places and people help make someone who they are?” Students silently notice two details, then share one idea with a partner. Explain that a pepeha is a way of introducing connections, not a test of belonging or a demand to share private information.

2. 4–9 min · Model and listen. Teacher uses the pepeha model and labelled connections to model slowly: “Ko Waikato te awa” and “Ko ___ te maunga.” Point to each visual label and explain awa (river), maunga (mountain), whenua (land/place), iwi or hapū, and whānau. Pronounce each phrase clearly, invite an echo, and provide read-aloud or audio support. Students echo key kupu, gesture towards the matching image, and identify which connection each phrase names.

3. 9–13 min · Move, match and retrieve. Place five labelled signs around the room: whenua, awa, maunga, iwi/hapū and whānau. Teacher reads or shows example phrases using the movement-and-matching prompts. Students move to the matching sign, then explain their choice to a nearby classmate. Pause for a quick retrieval check: “Which word means river?” and “Which connection might include grandparents or caregivers?” Correct misconceptions immediately and respectfully.

4. 13–22 min · Independent pepeha draft. Teacher demonstrates how to complete the scaffolded pepeha drafting template one box at a time, using a fictional example before students begin. Students choose words or draw/select symbols for safe personal connections. They may name a place that matters to them, a favourite natural place, or a community connection instead of sharing whakapapa. Circulate, check understanding, and prompt students to use the word bank and sentence frames. Offer speech-to-text, scribing, copied phrases, drawing, or oral recording where needed.

5. 22–27 min · Partner rehearsal. Teacher displays the rehearsal steps and respectful listening prompts: choose what to share, read or say slowly, listen without correcting identity, and give one warm comment. Students rehearse two completed sentence patterns with a partner, using their draft or pointing to symbols. Partners respond with “I noticed…” or “Your image shows…” Students may practise privately with the teacher or audio recording instead.

6. 27–30 min · Retrieval and close. Teacher asks students to put pencils down and complete a whole-class retrieval routine from the final retrieval questions. Students answer: “What does ‘Ko ___ te awa’ tell us?” and “Name two connections a pepeha can include.” Finish with the retrieval practice exit ticket slips; students record one sentence pattern, one connection they represented, and a confidence rating. Collect drafts and explain that the next session will turn them into labelled collages, including whānau or family members drawn from memory if students choose.

Resources

• the complete visual agenda and teaching deck
• the scaffolded pepeha drafting template
• the retrieval practice exit ticket slips
• Five room signs: whenua, awa, maunga, iwi/hapū, whānau
• Images of a river, maunga, whenua and diverse whānau/community connections
• Te reo Māori word bank and sentence frames
• Device with audio, read-aloud or speech-to-text capability
• Pencils, coloured pencils and erasers

Assessment

• Listen for accurate identification of awa, maunga, whenua, iwi/hapū and whānau during the movement task; reteach with images and gestures as required.
• Confer briefly during drafting to check that students understand the sentence frame and have selected a safe, meaningful connection.
• Use partner rehearsal and the exit ticket to assess pronunciation attempts, understanding of two sentence patterns, and readiness for the collage session.

Differentiation

• Provide a visual agenda, one instruction at a time, colour-coded sentence frames, repeated modelling, enlarged print and a word bank. Keep the model visible throughout independent work.
• For ADHD, use the movement matching activity, short work chunks, a visible timer, choice of drawing or writing, and planned teacher check-ins.
• For APD and dyslexia, face students while speaking, reduce background noise, provide written and audio instructions, allow extra processing time, and avoid requiring public reading.
• Accept oral rehearsal, pointing, drawing, speech-to-text or scribing. Never require students to disclose iwi, hapū, whānau or whakapapa; affirm place-based and community alternatives.