Compact planning edition · Lesson 6 of 6 · 60 minutes
Whakapuāwai — review and chosen sharing
Consolidate learning through a private or chosen mode. The goal is accurate, respectful communication and reflection—not a compulsory class performance.
Learning intentions
- Use an agreed mode to demonstrate understanding of structure and purpose.
- Give feedback on accuracy, source care, and pronunciation growth.
- Choose what remains private and what, if anything, may be shared.
Success criteria | Paearu Angitu
A learner demonstrates structure, purpose, one source/permission decision, and a next language step through a private or otherwise chosen accessible mode.
Kawa haumaru — identity and knowledge boundary
- The final lesson does not transfer ownership: verified whakapapa remains the learner’s knowledge even when it is used as evidence of language learning.
- A polished delivery cannot repair an unsafe claim: fictional or still-learning text is preferable to an unverified personal line.
- Every evidence station has equal status: private conference, written annotation, supported reading, trusted pair, model analysis, and no personal sharing.
- Assessment stays within authority: the teacher judges taught language skills; whānau and local knowledge holders retain authority over whakapapa and kawa.
Teacher planning snapshot — before class
- Arrange private teacher-conference and quiet written routes alongside any opt-in pair sharing.
- Use the learning evidence guide; remove line-count, confidence, and eye-contact expectations.
- Do not plan a class recording, identity wall, portfolio upload, assembly item, or take-home copy.
60-minute run sheet
0–10 min · Reconfirm consent
Teacher move: Read the mode choices again and tell learners they may change their choice at any point.
Learner action: Select private conference, trusted pair, supported reading, written annotation, model-text demonstration, or no personal sharing.
Check: No learner is placed into a public speaking queue.
10–22 min · Warm-up with fictional text
Teacher move: Use the invented model for pronunciation and structure retrieval.
Learner action: Annotate, order, listen to, or read the model.
Check: The class can warm up without exposing identity.
22–45 min · Evidence stations
Teacher move: Run short conferences and stations. Accept analysis of the fictional model when a learner does not want personal work assessed.
Learner action: Demonstrate structure, explain one purpose, and show one accuracy/source decision in the chosen mode.
Check: Evidence is about learning, not courage, volume, gaze, memory, or personal depth.
45–54 min · Feedback that protects mana
Teacher move: Use ‘accurate’, ‘careful’, and ‘next language step’ prompts. Give feedback privately unless the learner opts in.
Learner action: Receive or write one strength and one next step; no peer is asked to comment on someone else’s identity.
Check: Feedback does not rank disclosure or performance style.
54–60 min · Close and return knowledge
Teacher move: Acknowledge learning, return all drafts directly, and confirm what should be kept, taken home, or securely destroyed.
Learner action: Make the final ownership decision for their work.
Check: No copy remains or is shared beyond the agreed audience.
Evidence to notice
- Identifies the purpose and structure of the chosen text.
- Shows a truthful source/permission decision.
- Demonstrates pronunciation or language growth in an accessible mode.
- States a next learning step without needing to disclose whakapapa.
Close the evidence cycle: record the learning indicator, then return or securely dispose of the underlying identity work as its owner directs.
Core resources
- Learning evidence guide — formative, accessible, privacy-safe
- Compact identity-form builder — return directly to the learner
Entry support, extension, and inclusion | Access, choice, and privacy
- Offer listening, supported reading, pointing/ordering cards, writing, or teacher conferencing; speaking to a group is never required.
- Design stations for writing, card ordering, listening, supported reading, and short private conferences; a whole-class presentation is not the default or the benchmark.
- No final-day recording, class photograph, identity wall, portfolio upload, assembly item, or take-home copy is created without separately agreed learner and whānau permission.
- The shared warm-up and any public feedback use the fictional model; personal work appears only in the mode and audience its owner selected.
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.”
Evidence note: Judge structure, purpose, source care, language growth, and reflection; never convert courage, gaze, memory, volume, or disclosure into attainment.