Marae (Meeting place): Spiritual and social centre
Tipuna (Ancestor): Connection to the past
Personal name: Individual identity within collective
Part 3: Creating Adaptations (7 minutes)
For Those Without Māori Whakapapa
Pepeha can be adapted respectfully for all students:
Use geographical features from your area
Include cultural background respectfully
Connect to places that are meaningful to you
Honour your own ancestors and heritage
Example adaptation:
Ko Rangitoto te maunga, Ko Waitematā te moana, Ko Tāmaki-makau-rau tōku kāinga, Ko James ahau
🎨 Whakangātahi - Practice (10 minutes)
Build Your Pepeha - Worksheet Activity
Step 1: Fill in the template (5 minutes)
Ko _____________ te maunga
Ko _____________ te awa/moana
Ko _____________ te iwi/whenua
Ko _____________ te hapū/kāinga
Ko _____________ te marae/kura
Ko _____________ tōku tipuna/whānau
Ko _____________ ahau
Step 2: Practice pronunciation with partner (3 minutes)
Step 3: Add personal touches or artistic elements (2 minutes)
🌟 Whakaatu - Sharing (5 minutes)
Voluntary Presentations
Students can choose to:
Present their full pepeha to the class
Share just their name and one connection
Explain one interesting choice they made
Simply listen respectfully to others
Always voluntary - respecting that some information may be private or still being discovered.
📚 Rauemi - Resources Needed
Map of New Zealand showing major geographical features
Audio recordings of pepeha examples (if available)
Pepeha worksheet templates
Coloured pencils/pens for artistic additions
Cultural context information sheets
Pronunciation guide handouts
🎯 Differentiation - Rereketanga
🌟 Extension Activities:
Research the history and significance of their chosen geographical features
Create a visual/artistic representation of their pepeha
Interview whānau members about family connections to places
Learn about the iwi/hapū connected to their area
🤝 Support Strategies:
Provide completed examples from different cultural backgrounds
Allow use of English names for places if te reo names are unknown
Peer buddy system for pronunciation practice
Option to create shorter version focusing on key elements
🌍 Cultural Sensitivity:
Emphasise that this is about connection, not appropriation
Respect students who may not know their whakapapa
Include diverse cultural backgrounds respectfully
Provide alternatives for recent immigrants or adopted students
🏠 Homework - Mahi Kāinga
Whānau Connection Project
Option 1: Interview a family member about your family's connections to places. Add this information to your pepeha.
Option 2: Research the Māori names and histories of places in your pepeha.
Option 3: Create an artistic representation of your pepeha (drawing, collage, digital design).
Cultural Option: If you have Māori whakapapa, ask whānau to help you create a more detailed and accurate pepeha.
📊 Assessment - Aromatawai
Criteria
Achieved
Merit
Excellence
Cultural Understanding
Shows basic understanding of pepeha purpose
Good understanding with personal connections
Deep understanding with thoughtful, meaningful connections
Language Use
Follows basic pepeha structure
Good structure with clear pronunciation
Excellent structure, pronunciation, and confidence
Personal Connection
Makes basic personal connections
Meaningful personal connections evident
Deep, reflective personal connections with explanation
🔗 Curriculum Alignment — Cross-Curricular Links
Social Studies: Geography of New Zealand, cultural identity, migration patterns
English: Personal narrative, oral presentation skills, cultural literature
Art: Visual representation of identity, traditional and contemporary Māori art
History: Whakapapa, genealogy, family histories and migration stories
📋 Kaiako Planning Snapshot
Inclusion Guidance
ESOL / ELL learners: The pepeha template is highly scaffolded and visual,
making it accessible for students still building English. Encourage students to write their
pepeha in their home language first, then translate. The concept of place-based identity
(connecting to land, ancestors, community) resonates across many cultures — draw on this.
Neurodiverse learners / ADHD: The structured fill-in template reduces
cognitive load. Allow students to use images or drawings alongside text. UDL: accept an
audio recording or a visual poster as the presentation format rather than oral delivery.
Students without known whakapapa: Emphasise the respectful adaptation
section — connection to place of residence or schooling is valid. Sensitivity is key;
never pressure students to disclose family information.
📝 Teacher Notes - Kōrero a te Kaiako
Cultural Considerations:
Be prepared for students who don't know their whakapapa - this is common and sensitive
Some students may discover meaningful information about their heritage
Emphasise respect and understanding rather than performance
Consider inviting local kaumātua or Māori language experts to assist
🌟 Extension Activities for Future Lessons
Marae Visit: Visit local marae to understand the physical and spiritual significance
Guest Speakers: Invite kaumātua to share traditional pepeha
Art Integration: Create visual pepeha using traditional or contemporary Māori art forms
Technology: Record pepeha videos for digital portfolio
Community Connection: Share pepeha with local iwi education coordinators