Kōrero 4: Tōku Pepeha
Ko wai ahau? Nō hea ahau? — Who am I? Where am I from?
"Hutia te rito o te harakeke, kei hea te kōmako e kō?"
If the heart of the flax is removed, where will the bellbird sing?
Pepeha connects us to our roots — our mountains, rivers, waka, iwi, and whānau. This unit teaches students to construct and deliver their pepeha, building confidence in te reo Māori while deepening their sense of identity and belonging.
📚 He Kupu Whakataki — Introduction
What is Pepeha?
Pepeha is a way of introducing yourself through sharing your connections to significant landmarks, whakapapa, and whenua. It answers the fundamental question: Ko wai koe? (Who are you?)
Why Learn Pepeha?
- Establishes whanaungatanga (connection)
- Honors manaakitanga and tikanga
- Connects you to place and people
- Is expected in formal Māori contexts
Pepeha vs Mihimihi
Pepeha focuses on geographical/ancestral connections (maunga, awa, waka, iwi).
Mihimihi is broader — acknowledging people and places in conversation. For non-Māori, mihimihi may be more appropriate than full pepeha.
🏔️ Te Hanganga o te Pepeha — Pepeha Structure
Pepeha follows a specific structure. Each line connects you to something significant:
[Mountain] is my mountain
[River] is my river
[Ancestral canoe] is my waka
[Tribe] is my iwi
[Sub-tribe] is my hapū
I am from [Place]
[Name] is my name
📖 Ngā Akoranga — Lessons
Ko tōku Maunga 🏔️
Introduction to pepeha. Identify your significant mountain. Learn the sentence pattern "Ko [X] tōku maunga."
Ko tōku Awa, Ko tōku Waka 🌊🛶
Extend pepeha with river and ancestral waka connections. Singular vs plural forms (tōku/ōku).
Ko tōku Iwi, Ko tōku Hapū 👥
Add iwi and hapū connections. Discuss what makes these connections meaningful.
I te Taha o Tōku Māmā/Pāpā 👪
Add parental lineage. Pattern: "I te taha o tōku māmā, nō [Country] ōku tīpuna."
Pepeha vs Mihimihi 🤝
When to use pepeha vs mihimihi. For non-Māori students: building an appropriate mihimihi.
Pepeha Presentation Day
Students present their pepeha to the class. Peer feedback using rubric. Celebration of identity!
📄 Ngā Rauemi — Resources
📝 Handouts
🌿 Ngā Kupu — Key Vocabulary
Master these words to build your pepeha with confidence.
🗣️ Ngā Rerekētanga — Dialectal Variations
Te reo Māori varies by region. Respect these differences:
Different forms of "I/me" across regions
Ancestors (i/u vowel variation)
"Kāi Tahu" instead of "Ngāi Tahu"
"Wanganui" for "Whanganui"
📋 Curriculum Alignment
NZC Learning Languages — Te Reo Māori Emergent 1
- Linguistic Knowledge: Possessive pronouns (tōku/ōku), sentence patterns (Ko X tōku Y), dialectal variations
- Cultural Knowledge: Pepeha as expression of identity, connection to whenua, whanaungatanga values
- Communication Modes: Kōrero ā waha (speaking), Pāhekoheko (interacting)
Key Competencies:
- Relating to Others: Building connections through pepeha exchange
- Using Language, Symbols, and Texts: Mastering pepeha structure
- Managing Self: Confidence in oral presentation
Success Criteria (WILF):
- Construct a pepeha with at least 5 lines
- Deliver pepeha orally with clear pronunciation
- Explain the significance of each connection
- Demonstrate understanding of when to use pepeha vs mihimihi
Kaiako Planning Snapshot
Ngā Whāinga Akoranga — Learning Intentions
- Use the sentence frames of pepeha to introduce maunga, awa, waka, iwi, hapū, and ingoa with increasing accuracy.
- Explain how pepeha expresses whakapapa, whenua, and whanaungatanga rather than acting as a generic speech script.
- Choose whether a full pepeha or a mihimihi is the culturally appropriate form for a given classroom or community context.
- Prepare and rehearse an oral pepeha that shows confident pronunciation, respectful tikanga, and clear personal connection.
Teacher Planning Snapshot
- Year level: Years 5-7 | Duration: 6 weeks / 6 lessons | Learning Languages — Te Reo Māori Emergent 1.
- Entry support: Start with a class exemplar built together on the board, then provide sentence strips and a bilingual scaffold so ākonga can sort each pepeha line before writing their own. Pre-load local place names and pronunciation practice before asking students to add whānau-specific detail.
- On-level: Most learners should move from identifying each pepeha element to drafting, revising, and orally presenting a short pepeha with explanation of why each connection matters. Build regular pair kōrero practice into each lesson so confidence grows before formal sharing.
- Extension: Ask confident students to compare regional or iwi variations in pepeha structure, prepare a short explanation of why those differences matter, and support tuakana-style coaching for classmates refining pronunciation and delivery.
Inclusion and Accessibility
- ESOL / ELL: Pre-teach core identity vocabulary with visuals and audio, and allow learners to draft first in a mix of English and te reo Māori before moving toward fuller Māori sentence patterns. Pair oral rehearsal with gesture, map prompts, and repeated listening so language load stays manageable.
- Accessibility: Offer printable templates with enlarged text, audio models for each line, and the option to present through recorded video, supported reading, or a shared slide if standing solo is a barrier. Keep exemplars visible throughout the unit so students can track structure without relying on memory.
- Neurodiverse learners: Break the task into one pepeha line at a time, use consistent lesson routines, and provide checklists that show what to finish before moving on. Build in rehearsal choice, quiet practice spaces, and explicit processing time before whole-class speaking tasks.