thumbnail TRM lesson plans levels 5 and 6
He whānau kotahi tātou - We are one family

He whānau kotahi tātou - We are one family

Te reo Māori in English-medium schools

Achievement objective

6.4  Communicate in formal situations.

Learning intentions

Students can:

  • recognise and respond to phrases concerning family
  • enquire about relationships
  • enquire about age.


At the end of this lesson, students can:

Kōrero - Speaking: Use appropriate pronunciation, stress, rhythm and intonation and initiate and sustain more extended conversations in both formal and informal contexts.

Whakarongo - Listening: Make use of context and familiar language to understand instructions and information in formal and informal contexts.


Resource sheet 6J - Ko te whānau Ako

Te Reo Māori in English-medium schools

  • Resource-sheet-6J-Ko-te-whanau-Ako.doc
  • 37 KB
Kēmu 1 – Game 1

Te Reo Māori in English-medium schools

  • Kemu-1-Game-1.doc
  • 43 KB
Kēmu 2 – Game 2

Te Reo Māori in English-medium schools

  • Kemu-2-Game-2.doc
  • 43 KB
Kēmu 3 – Game 3

Te Reo Māori in English-medium schools

  • Kemu-3-Game-3.doc
  • 43 KB
Kēmu 4 – Game 4

Te Reo Māori in English-medium schools

  • Kemu-4-Game-4.doc
  • 43 KB
Answer sheet - He whānau kotahi tātou

Te Reo Māori in English-medium schools

  • Answer-sheet-He-whanau-kotahi-tatou.doc
  • 33 KB

Lesson sequence

Copy the Resource sheet 6J: Ko te whānau ako on OHT or make photocopies for the students. Revise whakapapa terminology for the immediate family using the questions below as a guide. 

Print the sets of Kēmu 1–4 on different coloured paper. Cut and laminate the sets of cards. Arrange the students in groups of ten and give each student one card from each set. 

Each card has nine incomplete sentences and one complete sentence on it. In a circle, the students ask nine questions to help them fill in the gaps – based on the whakapapa in Resource sheet 6J. 

Tell the students to move around their group asking one question at a time, to find out the answer to the incomplete sentences, for example: ‘Ko wai tana ingoa?’ The student who knows the answer would say ‘Ko [name] tana ingoa.’

Encourage the students not to give more information than is required when they answer a question. If they cannot answer the question, they should say ‘E aua.’ 

Note that the four whakapapa in the card sets are not related and that the questions are ordered differently in each set.

Language to use

Use the following questions to develop the skill of discussing whakapapa:

Ko wai tōna ingoa? Nō hea ia?
Kei hea tōna kāinga ināianei? He aha tāna mahi?
Ko wai tōna pāpā? Ko wai tōna māmā?
Tokohia āna tamariki? Ko wai te mātāmua?
Ko wai te pōtiki? Ko wai tāna tāne/hoa?


The students should stay with their own group, as other groups will have different answers.


Use the following activity as an assessment task.

One student stands in front of the class with the Answer sheet as the class asks questions to identify the whakapapa components. The students could discuss their own family and their occupations, hobbies etc.

Further learning

Other whakapapa terms for family members could be introduced. Discuss the iwi that these terms are used in:

Father = matua (generic term)
  = pāpara (only used for own father)
  = hākoro (Ngāi Tahu)
  = e pā (formal address for elder male, teacher)
Mother = whaea
  = whaene
  = kōkara (used for own mother)
  = hākui (Ngāi Tahu)
  = kōkā (East Coast)
  = e whae (formal address for elder female, teacher)
Oldest = hāmua
Youngest = mātāmuri, whakapākanga, hāmuri, pōtiki

Other resources

Moorfield J.C. (2001). Te Whanake 1: Pukapuka ārahi i te kaiwhakaako. Auckland: Longman Paul (Instructions p14, resources p19). Explanation about whakapapa. Links to tribal histories, Māori land court, etc.

Related Resources