Set B · Compact planning edition · Years 4–6 · Six 60-minute lessons
Kōrero 4: Tōku Pepeha
This edition gives experienced kaiako concise, cold-teachable runsheets and three core learner tools. It complements the redesigned full-resource edition while holding the same standards for verified whakapapa, learner privacy, accessible evidence, and local authority.
Learning intentions | Ngā whāinga ako
- Use pepeha language to explain how structure expresses identity, belonging, and whakapapa.
- Distinguish verified whakapapa from residence, preference, acknowledgement, and local learning.
- Choose and revise a truthful language-learning pathway with appropriate source, permission, audience, and local guidance.
Success criteria | Paearu Angitu
Across the six lessons, ākonga show the purpose and order of key elements, make safe source-status decisions, improve taught language features, and choose an evidence mode without compulsory personal disclosure.
Kawa haumaru — read before teaching
- Pepeha is whakapapa: maunga, awa, waka, iwi, and hapū lines are used only when whānau or another trusted whakapapa source has confirmed the relationship.
- No borrowed identity: living near, admiring, or feeling connected to a landmark is not evidence that it is tōku. Regional waka and local mana whenua knowledge are not substitutes for personal whakapapa.
- Equal-status pathways: verified pepeha, a locally checked mihimihi, private planning, still-learning language, and fictional-model analysis can all demonstrate learning.
- Choice stays live: no compulsory interview, disclosure, public speaking, recording, display, upload, eye contact, memorisation, or minimum number of lines.
- Local authority: mana whenua, whānau, and approved local te reo Māori leads determine appropriate names, pronunciation, wording, kawa, and context.
Before the first lesson
Prepare
- One clearly labelled fictional model
- Private storage/return routines
- Identity-form pathway and evidence guide
- Sentence cards or enlarged print options
Confirm locally
- Approved local names and sources
- Pronunciation and dialect
- Mihimihi wording and intended setting
- Who may support whakapapa questions
Do not prepare
- A class speaking queue
- A pepeha wall or portfolio upload
- Regional identity “options”
- Compulsory whānau homework
Ngā Akoranga — six compact runsheets
Choose a safe identity form
Distinguish whakapapa from preference or location; use confirmed, ask privately, and leave blank.
Awa and waka: verify before wording
Learn local context without borrowing it; build a private evidence matrix.
Iwi and hapū: relationships, not guesses
Reject inference and plan only optional, permission-based whānau questions.
Truth, permission, and privacy
Audit each line for truth, source, permission, and intended audience.
Choose by purpose and local guidance
Compare pepeha and mihimihi without an ethnicity rule or universal script.
Review and chosen sharing
Demonstrate language learning privately or in another learner-chosen accessible mode.
Three core learner tools
🧭 Identity-form builder
Private source-status planning for verified pepeha, mihimihi, or still-learning routes.
Open builder🤝 Mihimihi pathway
A local-check-first planner using chosen factual information, not borrowed whakapapa.
Open pathway📋 Learning evidence guide
Formative evidence for purpose, source care, structure, language accuracy, and reflection.
Open guideKaiako planning snapshot
- Lesson rhythm: permission/boundary, explicit model, private thinking task, chosen language rehearsal, content-free exit status.
- Evidence: structure, purpose, source/permission care, word order, vocabulary, macrons, pronunciation growth, and reflection.
- Inclusion and access: listening, supported reading, writing, ordering cards, trusted pair, teacher conference, or fictional-model analysis.
- Privacy: identity work returns directly to the learner; no retention or redistribution beyond an explicitly agreed audience.
- Entry support, extension, and handoff: begin with model sorting or supported reading; extend through source/audience justification; each page states the next source/permission decision so a relief teacher can continue safely.
Curriculum alignment
- Learning Languages — Pāhekoheko: “Pepeha follow a specific structure made up of key elements that each serve a purpose in expressing identity, belonging, and whakapapa.”
The sequence teaches that structure and purpose while refusing to treat whakapapa as a generic fill-in script. Assessment does not depend on public delivery or personal disclosure.
Need the fuller teaching bank?
The redesigned Set A edition adds complete runsheets and ten companion resources. Use this compact edition when concise planning notes and three core tools better fit an experienced kaiako’s workflow.