Tūhura i te Pepeha

Overview

This is lesson 1 of 4 in Discovering Our Pepeha. Students are introduced to the purpose and significance of a pepeha, explore common components, and create a labelled visual structure for their own pepeha. Students may use a fictional or chosen place if they do not wish to share personal whakapapa.

Learning intentions

• WALT understand what a pepeha is and why it is important in Māori culture.
• WALT identify some key components of a pepeha.
• WALT use pictures, symbols and words to show connections to people and places.
• WALT listen and respond respectfully when others share.

Success criteria

• I can explain that a pepeha introduces who I am and the people and places I connect with.
• I can identify whānau, iwi and maunga in a pepeha.
• I can add labels and pictures to my pepeha structure.
• I can listen respectfully and choose what I am comfortable sharing.

Curriculum links

• Te reo Māori: developing oral language, vocabulary, pronunciation and confidence in familiar contexts.
• Te ao Māori: understanding pepeha as a culturally grounded way of expressing identity, belonging and connections.
• Literacy: using speaking, listening, drawing and labels to communicate meaning.
• Key competencies: relating to others, participating and contributing, and managing self.

Lesson structure (60 minutes)

1. 0–5 minutes – Welcome and learning focus Greet students with “Tēnā koutou katoa” and introduce the unit. Open with the pepeha introduction deck and share the WALT and success criteria in child-friendly language. Explain that everyone has connections, and students can choose a safe example or an imaginary pepeha.

2. 5–15 minutes – What is a pepeha? Ask: “How might we tell someone about ourselves without saying our favourite food or colour?” Show a simple teacher model, such as: “Ko Maungatautari te maunga. Ko Waikato te awa. Ko Ngāti Raukawa te iwi. Ko tōku whānau…” Explain that a pepeha can name important relationships with people, places and groups. Emphasise that there are different pepeha traditions and that students should not guess or claim an iwi or whakapapa that is not theirs. Refer to the pepeha introduction deck for the model and discussion prompt.

3. 15–25 minutes – Explore the components Display and say the words slowly: maunga (mountain), awa (river), iwi (tribe or people), whānau (family), and ingoa (name). Students repeat each word with actions or picture clues. Invite pairs to discuss which people and places are important to them. Remind students that a connection might be to a local place, a special person, or a place their family comes from. Use the pepeha introduction deck to revisit the picture-and-word matching examples.

4. 25–40 minutes – Create a pepeha structure Distribute the pepeha drawing and labelling template. Model how to draw or write one component at a time: name, whānau, maunga, awa and iwi or community. Students may use labels, symbols or simple drawings. Circulate, support pronunciation and ask questions such as “Who is important to you?” and “What place helps you feel connected?” Students who are unsure may use the class examples or choose a fictional character and setting.

5. 40–52 minutes – Share with a partner Students practise showing their template to a partner. They may say one sentence, name the components, or simply point and explain their drawings. Partners listen without interrupting and respond with “Ka pai” or “He hononga pai.” Model respectful listening and remind students not to ask personal questions about whakapapa. Invite two or three volunteers to share with the class. Use the pepeha introduction deck for the sharing sentence starters.

6. 52–60 minutes – Review and close Return to the success criteria on the pepeha introduction deck. Ask students to turn and talk: “What is a pepeha?” and “Name one component.” Take responses and clarify that a pepeha shows identity, belonging and connections. Students point to or circle the component they feel most confident about on their template. Preview that later lessons will develop spoken pepeha sentences.

Resources

• Whiteboard and markers.
• the pepeha introduction deck.
• the pepeha drawing and labelling template.
• Picture cards or teacher-drawn icons for maunga, awa, whānau and iwi.
• Pencils, crayons and coloured pens.
• A teacher-prepared, culturally appropriate pepeha model.
• Optional local map or photographs of familiar places.

Assessment Strategies

• Formative assessment opportunities:

  • Teacher observation during pronunciation practice and sentence-frame use to monitor oral language development.
  • Questioning throughout the lesson to check understanding of pepeha vocabulary and tikanga.
  • Listening to partner and small group sharing to assess communication skills and respectful listening.

• Self and peer assessment:

  • Students complete a simple self-assessment checklist aligned to the success criteria, reflecting on their confidence with pepeha components.
  • Peer feedback using a structured approach such as "two stars and a wish" or one positive comment and one next step, promoting respectful and constructive feedback.

• Using assessment evidence to inform next steps:

  • Students needing additional support will revisit vocabulary, pronunciation, and sentence frames in small groups.
  • Confident students will be encouraged to extend their pepeha with additional connections and explanations.
  • Teacher observations and self/peer assessments will guide regrouping and planning for subsequent lessons to meet diverse learner needs.

Differentiation

• Provide picture-word cards, sentence starters and a completed example for students needing language support. Practise vocabulary through echo speaking and actions.
• Allow students to draw instead of write, work with a trusted partner, or use a fictional pepeha, local community connection or special place.
• For EAL learners, invite them to discuss ideas first in their strongest language, then add Māori labels and a short oral phrase.
• For advanced learners, add awa, rohe (region), hapū (sub-tribe) or a meaningful community connection, and explain why one connection matters. They can prepare two or three sentences to share in the next lesson.