PEPEHA / MIHI! WHERE DO I BEGIN?

The difference between a pepeha and a mihi can be seen as:
 
                      The mihi is an acknowledgement,
 
                      The pepeha is the way to introduce yourself in Maori.
 
This is a general pepeha.  The format can be explained as:
 
             The Mountain was seen first from sea, another words land has been found.
             Then the Awa that landed the waka into land
             From the Waka came the Iwi
             From the Iwi came te Hapū
             From the Hāpu came te Marae
             From the Marae/Whare Karakia/Community Hall came te Whanau (you)

Tēnā koutou, tēnā koutou, tēnā tātou katoa

Ko_____________ te Maunga / Mauka
 
Ko_____________ te Awa / Roto / Moana (Water source)
 
Ko_____________ te Waka
 
Ko_____________ te Iwi
 
Ko_____________ te Hāpu
 
Ko_____________ te Marae (or your whare karakia / community hall)


Ko _______ rātou ko _______, ko _______, ko _______ ōku tūpuna.

Ko _______ rāua ko _______ ōku mātua.
 
Ko_____________ tōku ingoa / ikoa.

E __________ ōku tau. (This is the sentence structure you use if you are 2-9 y/o)
 __________ ōku tau. (This is the sentence structure you use if you are 10 - 13 y/o)

Nō reira, tēnā koutou, tēnā koutou, tēnā tātou katoa

NOTE:

Before you begin writing your pepeha, you need to sit down with your parents and/or grandparents to decide which family line you are going to follow.  Points to consider are:

1.   Do I have a parent/grandparent/great grandparent from NZ?

           If I do have a parent from NZ, do they have any Māori descent? 

           Are they from the North Island or the South Island?
   
           If my family origins are from another country what do I do?

           If one of your  parents/ancestors are of Māori descent, ALWAYS follow 

           the Māori bloodline regardless of how little it is.

           If you have one parent from NZ and another from overseas, follow the 

           NZ bloodline.  If the parent comes originates from the North Island, you 

           use 'Maunga' and 'Ingoa' for your mountain and name.. 

           If the parent you have chosen originates from the South Island, you 

           would use 'Mauka' for the mountain and you would use 'ikoa' for your 

           name. 

           

           If both your parents originate from other countries, you need to choose 
           which parent you would like to acknowledge and go with that country.  
           In this case, you will also need to acknowledge the Kai Tahu(South 
           Island tribe) dialect as you go to school in the South Island so for 
           mountain you would use 'Mauka' and for your name you would use 
           'ikoa'.

PLEASE DO NOT HESITATE TO EMAIL OR COME AND SEE ME SHOULD YOU REQUIRE ANY ASSISTANCE WITH YOUR PEPEHA, 

Maunga/Mauka:  
 This is the mountain or hill(Puke) where your ancestors of about 4-5 generations ago settled.  This may be here in NZ or their country of origin. 
It is not the mountain that you are currently living near or just happen to ski/snowboard down each year.

Awa / Roto / Moana (Water source):
 This is the river/lake/sea that feeds either from your mountain/hill or is geographically close to your mountain and settlement area of your ancestors.  Your family's water source provided food and a way to stay clean.  It played an important part in our family's life in being able to survive.  This is why we acknowledge it.

Waka:
 This is the ship your family came out to NZ on.  It is not the AIRLINE they came out on.

Iwi:
 Your iwi is the group of people you identify with.  If you are of Māori descent you will have a tribe.  If one of your parents are a caucasian New Zealander, you will record 'PĀKEHĀ' as your iwi.  If your family originates from another country, you will list the Māori translation of the name of that country(see http://maoridictionary.co.nz/ )

Hapū :
 Your hapū is your kinship group, clan, tribe/subtribe. It consisted of a number of whānau sharing descent from a common ancestor, usually being named after the ancestor, but sometimes from an important event in the group's history.  If you are not of Māori descent, record your clan or family name from your paternal side.

Marae/Whare Karakia/Wharenui

If you are of Māori descent, you will have a Marae.  
If you are not of Māori descent, you will need to research for your 'Turangawaewae'(standing, place where one has the right to stand - place where one has rights of residence and belonging through kinship and whakapapa/family tree)within your family's settlement town. This maybe a church(whare Karakia) or a town community hall(wharenui).  IT CANNOT BE A PUB or TAVERN!
 
Ōku Tūpuna / Mātua / tōku pāpā / tōku māmā:

Your tūpuna are your biological grandparents and ancestors.  It is important to acknowledge the bloodlines of your family tree. This is why you MUST record the BIRTH NAMES of BOTH your grandparents/parents and NOT just the PATERNAL surnames. 

PRONUNCIATION:

a=(AH)   e=(AIR)  i=(EE)  o=(OR)  u=(OO)

ā=(AAHH)   ē=(AIRRR)  ī=(EEEE)  ō=(ORRR)  ū=(OOOO)

 
Ko = (KOR)
te = (TEAR)
Maunga = (MOW-NGAH)    Mauka = (MOW-KAH)
Awa = (AH-WAH)              Roto = (RAW-TOR)           Moana = (MOR-AH-NAH)
Waka = (WAH-KAH)
Iwi -  (EE-WEE)
Hapū - (HAH-POOOO)
Marae - (MAR-RYE)     Whare Karakia = (FAR-REAR) (KAH-RAH-KEE-AH) 
                                      Wharenui = (FAR-REAR-NOO-EE)

rātou = (RAAHH-TOE)
rāua = (RAAHH-OO-AH)
ōku = (ORRR-KOO)
tōku = (TORRR-KOO)
tūpuna = (TOOO-POO-NAH)
mātua = (MAAHH-TOO-AH)
pāpā = (PAAHH-PAAHH)
māmā = (MAAHH-MAAHH)
ahau = (AH-HOE)
au = (OH)
E = (AIR)
tau = (TOE)
5 = (REE-MAH)
6 = (OR-NOR)
7 = (FEE-TOO)
8 = (WAH-ROO)
9 = (EE-WAH)
10 = (TEAR-KOH)
11 = (TEAR-KOH) (MAH) (TAR-HEE)
12 = (TEAR-KOH) (MAH) (ROO-AH)
13 = (TEAR-KOH) (MAH) (TOR=ROO)

He ākonga ahau i te kura o Kāmuriwai.
(HAIR)  (AAHH-KOR-NGAH)  (AH-HOE)  (EE)  (TEAR)  (KOO-RAH)  (OR)  (KAAHH-MOO-REE-WAH) 

YEAR 5 - 8 Marking Criteria and Pepeha Template

Te Aho Arataki Marau mō te Ako i Te Reo Māori - Kura Auraki

Curriculum Guidelines for Teaching and Learning Te Reo Māori in English-medium Schools: Years 1-13

Kōrero – Speaking

By the end of level 1 students can:

• imitate the pronunciation, intonation, stress, and rhythm of Māori words, phrases, and sentences

• respond appropriately to simple, familiar instructions and simple questions

• ask simple questions

• initiate spoken encounters in te reo Māori, using simple greetings, questions and statements.

Whakaatu – Presenting

By the end of level 1 students can:

• use appropriate facial expressions, body language and images to convey messages (with and without accompanying verbal language)

• use selected features of visual language to add meaning to simple written or oral text.

• 
  

Achievement Objective: 1.4 communicate about personal information, such as name, parents’ and grandparents’ names, iwi, hapū, mountain and river, or home town and place of family origin

5	Presented on the due date in week 2, term 3, during te reo Māori class. Communicate about personal information, including mountain, river, boat, tribe, sub-tribe, marae (or turangawaewae e.g. church/community place), both paternal and maternal grandparents, parents, own name, age and school accurately. Use correct pronunciation, intonation and rhythm of Māori words. Use appropriate body language to convey pepeha fluently without prompts or notes.
4	Presented on the due date in week 2, term 3, during te reo Māori class. Communicate about personal information, including mountain, river, boat, tribe, sub-tribe, marae (or turangawaewae e.g. church/community place), paternal and maternal grandparents, parents, own name, age and school. Frequently uses correct pronunciation, intonation and rhythm of Māori words. Convey pepeha fluently without prompts or notes.
3	Presented on the due date in week 2, term 3, during te reo Māori class. Communicate about the majority of their personal information, including mountain, river, boat, tribe, sub-tribe, marae (or turangawaewae e.g. church/community place),paternal and maternal grandparents, parents, own name, age and school sufficiently. Occasionally uses correct pronunciation, intonation and rhythm of Māori words. Attempts fluency without prompts or notes.
2	Presented on the due date in week 2, term 3, during te reo Māori class. Attempts to Communicate some personal information, including mountain, river, boat, tribe, sub-tribe, marae (or turangawaewae e.g. church/community place), paternal and maternal grandparents, parents, own name, age and school. Attempts to use correct pronunciation, intonation and rhythm of Māori words. Requires prompts or notes to convey pepeha.
1	Did not present on the due date in week 2, term 3, during te reo Māori class.

***    If the student was not at school due to ill health on the due date, they will have an extension until the day they return to school.

Tēnā koutou, tēnā koutou, tēnā tātou katoa

Ko_____________ te Maunga

Ko_____________ te Awa

Ko_____________ te Waka

Ko_____________ te Iwi

Ko_____________ te Hapū

Ko_____________ te Marae

Ko _(Koro)_ rātou ko _(Kuia)_, ko _(Koro)_, ko _(Kuia)_ ōku tūpuna.

(Maiden names for Grans)

Ko __(Dad)__ rāua ko __(Mum)__ ōku mātua.

(Maiden name for mum)

Ko_____________ tōku ingoa

E ………….. ōku tau.

E tauira ahau i te kura o Kāmuriwai.

Nō reira, tēnā koutou, tēnā koutou, tēnā tātou katoa

YEAR 3-4 Marking Criteria and Pepeha Template

Te Aho Arataki Marau mō te Ako i Te Reo Māori - Kura Auraki

Curriculum Guidelines for Teaching and Learning Te Reo Māori in English-medium Schools: Years 1-13

Kōrero – Speaking

By the end of level 1 students can:

• imitate the pronunciation, intonation, stress, and rhythm of Māori words, phrases, and sentences
• respond appropriately to simple, familiar instructions and simple questions
• ask simple questions
• initiate spoken encounters in te reo Māori, using simple greetings, questions and statements.

Whakaatu – Presenting

By the end of level 1 students can:

• use appropriate facial expressions, body language and images to convey messages (with and without accompanying verbal language)

• use selected features of visual language to add meaning to simple written or oral text.

• 
  

Achievement Objective: 1.4 communicate about personal information, such as name, parents’ and grandparents’ names, iwi, hapū, mountain and river, or home town and place of family origin

5	Presented on the due date in week 2-3, term 3, during te reo Māori class. Communicate about personal information, including one pair of grandparents, parents, own name, age and school accurately. Use correct pronunciation, intonation and rhythm of Māori words. Use appropriate body language to convey pepeha fluently without prompts or notes.
4	Presented on the due date in week 2-3, term 3, during te reo Māori class. Communicate about personal information, including one pair of grandparents, parents, own name, age and school. Frequently uses correct pronunciation, intonation and rhythm of Māori words. Convey pepeha fluently without prompts or notes.
3	Presented on the due date in week 2-3, term 3, during te reo Māori class. Communicate about the majority of their personal information, including one pair of grandparents, parents, own name, age and school sufficiently. Occasionally uses correct pronunciation, intonation and rhythm of Māori words. Attempts fluency without prompts or notes.
2	Presented on the due date in week 2-3, term 3, during te reo Māori class. Attempts to Communicate some personal information, including one pair of grandparents, parents, own name, age and school. Attempts to use correct pronunciation, intonation and rhythm of Māori words. Requires prompts or notes to convey pepeha.
1	Did not present on the due date in week 2-3, term 3, during te reo Māori class.

***    If the student was not at school due to ill health on the due date, they will have an extension until the day they return to school.

Tēna koutou, tēnā koutou, tēnā koutou katoa

Ko ____________________ rāua ko ____________________ ōku tūpuna.

       (Grandfather                        &        Grandmother’s maiden name)

Ko __________________________________ tōku pāpā. (Dad)

Ko __________________________________ tōku māmā.

           (Mum with maiden name)

Kō __________________________________ ahau. (You)

E _________ ōku tau.   

(I am ______ years old)

He ākonga ahau i te kura o Kāmuriwai.

Nō reira,  

Tēna koutou, tēnā koutou, tēnā koutou katoa