Te Reo Māori Foundations · Years 7–8 beginner pathway
Learning Languages is organised by proficiency, not learner age. This beginner Years 7–8 unit therefore uses audited statements from Emergent 1 and selected Novice knowledge that is explicitly taught in the lesson body. The wording below is retained exactly from the repository's gold-verified Learning Languages corpus. The evidence notes are teacher interpretation, clearly separated from the quotations.
Learning Languages · Novice 1 · Pāhekoheko — Practices
Te reo Māori has five vowels (a, e, i, o, u), each with a short and long form.
Taught through: Lesson 1 listening discrimination, mouth-position rehearsal, vowel-length comparison and repeated greeting practice.
Learning Languages · Emergent 1 · Pāhekoheko — Practices
Pepeha follow a specific structure made up of key elements that each serve a purpose in expressing identity, belonging, and whakapapa.
Taught through: Lesson 2 deconstructs a model, identifies the purpose of each element, then supports a locally appropriate draft and oral delivery.
Learning Languages · Emergent 1 · Pāhekoheko — Practices
Pepeha are a way of upholding the values of manaakitanga and whanaungatanga.
Taught through: Lesson 3 makes care visible in host-and-guest exchanges, listening, body language and feedback rather than treating the values as vocabulary definitions.
Learning Languages · Novice 2 · Pāhekoheko — Practices
The tuakana–teina relationship guides how knowledge, care, and leadership are shared and plays an important role in interpreting and upholding whakapapa connections.
Taught through: Lesson 4 uses paired coaching, relationship-specific whānau terms and respectful address; confident speakers then host and support others in Lesson 5.
Learning Languages · Emergent 1 · Pāhekoheko — Practices · Statement 17139
Communicating likes and dislikes within a Māori context includes understanding and respecting the perspectives of others, acknowledging collective values, and upholding tikanga. This is essential for nurturing whanaungatanga.
Taught through: Lesson 5 asks and answers preference pātai, requires a respectful response to difference, and carries those exchanges into the final conversation.
| Lesson | Language and cultural focus | Observable evidence | Primary statement |
|---|---|---|---|
| 1 · He Tīmatanga | Vowels, macrons, greetings and classroom reo | Ākonga distinguish and produce short and long vowels in familiar exchanges. | Novice 1 vowel statement |
| 2 · Ko Wai Au? | Purpose and structure of pepeha | A locally appropriate draft identifies the purpose of chosen elements and is spoken to a partner. | Emergent 1 pepeha structure |
| 3 · Tikanga in Kōrerorero | Manaakitanga and whanaungatanga in exchange | Role-play shows a clear welcome, attentive response and feedback that protects the speaker's mana. | Emergent 1 pepeha values |
| 4 · Whānau Connections | Whānau relationships and respectful address | Ākonga ask about a relationship, answer accurately and choose an appropriate form of address. | Novice 2 tuakana–teina |
| 5 · Kōrerorero o Ia Rā | Preferences, sustained conversation and revision | A complete recorded or live kōrerorero responds respectfully to a different answer and improves after feedback. | Emergent 1 statement 17139 |
Entry: Keep the same short phrase set across several contexts; let ākonga echo, read, point and record privately before performing live.
On-level: Expect a locally safe identity introduction and a paired conversation with clear opening, pātai, response and close.
Extension: Remove phrase prompts, extend the pātai chain, adapt register for a new audience or host a station as tuakana.
Use echoing, visible phrase cards and stable pair roles before asking for independent recall. Accept live, paired or private recorded evidence. Let ākonga point, sequence cards or co-present while confidence grows. Give one precise pronunciation target at a time and never make public performance the price of participation.
The quoted statements do not create one universal pepeha script or dialect. Mana whenua, iwi, hapū, whānau and local reo speakers hold authority for local pronunciation, kawa and forms. Check the unit's scaffolds against that guidance before teaching. Never require an ākonga to claim whakapapa, disclose sensitive identity information or perform publicly.
The Kōrerorero Evidence Record collects the Lesson 5 plan, live or recorded exchange, feedback, revision and reflection. It assesses language in use and relational practice, not isolated recall.