This model is about making deliberate decisions to use te reo Māori in a learning environment. It can be used by teachers with little or no knowledge of te reo Māori, and is an ideal model to start with as Māori words and phrases can be incorporated into learning in many ways. Of course, this model can be used in conjunction with all other models as te reo Māori is a fundamental building block for all other kaupapa Māori learning processes. 

 

Factors that are likely to influence the extent of Te reo Māori include: 

 

• the learning context; 

• teacher knowledge of te reo Māori; 

• student knowledge of te reo Māori; 

• access to te reo Māori (people, dictionaries, exemplars); and 

• the level to which te reo Māori should be incorporated. 

 

In planning, teachers will need to consider these factors and implement appropriate strategies. Even teachers with little or no knowledge of te reo Māori can integrate te reo Māori into their programs through vocabulary exercises or games, or by encouraging a more student-directed investigative approach. (depending on Class Level) 

 

The examples below take into account the fact that there are a number of ways te reo Māori can be included in a programme, including but not limited to: 

 

• single words and labels; 

• phrases; 

• word puzzles and games; 

• mihi; and 

• immersion. 

 

Single words and labels 

 (Bearing in mind indications given in Steiner schools concerning aesthetic environments and beauty) 

 

Vocabulary is a key building block in language learning. The introduction and maintenance of words through instruction, labels, headings or themes will help to enhance and enrich student knowledge of Te reo Māori. Examples include: 

 

• Words relating to the whānau and relationships, for example: parent, sister; 

• Brother.  Signage around the school indicating the names of familiar places; 

• Words relating to the kura, for example: classroom, assembly, teacher, student; 

• Names of native plants and birds; 

• Names of the seasons, months, days of the week. 

 

A Māori word or term can have a literal meaning as well as capture and reflect a concept that embraces a range of processes and practices. Those listed in the Tikanga Māori model of these guidelines are examples of this (utu, noa, mana). 

 

 

 

 

 

 

 

 

 

Phrases 

Phrases in te reo Māori that are acceptable for use in learning environments will help to normalize te reo Māori as part of the learning programme. Salutations, instructions, affirmations and idioms, when used daily, become part of the classroom and school language of communication. 

 

Examples are: 

 

• Every day greetings and phrases of introduction; 

• Signage; and 

• Proverbs. 

 

Word puzzles and games 

Word puzzles and games using Te reo Māori are very effective learning tools. They encourage high interaction amongst students and are also good fun. These are most effective if the games or puzzles relate to the subject matter in class. 

 

Examples of word puzzles and games can be found on a number of websites along with tools to design them.  

 

 

Mihi 

As with single words or labels, mihi or greetings can become a routine part of communication in class and throughout the school. ‘Kia ora’ is used extensively and can certainly be added to as more terms of address are learnt. Examples of using mihi are: 

 

• welcoming visitors into the school and classroom; and 

• learning about pōhiri, the formal welcoming ceremony on the marae.  

 

Immersion 

A language immersion environment is, by its very nature, one of the most effective ways of learning te reo Māori. Teachers could plan programmes to include part immersion at certain times or in certain physical spaces. It may be possible to move towards a total immersion learning environment. Speakers and teachers who are fluent and competent in te reo Māori are able to support this type of 

learning environment.