pkrp-about
This activity is designed to build learners' coding vocabulary in both English and te reo Māori, giving kaiako and ākonga a shared bilingual language for talking about code — from the very first unplugged instruction-giving game right through to block-based programming.
Learners will explore 18 basic coding commands across three categories — Control, Directional, and Conditional — using a bilingual glossary and a set of printable command cards. They'll practise using the terms in unplugged, kinaesthetic contexts first, then carry that same reo across into computerised coding tools like Scratch and ScratchJr. Kia kaha te reo Māori!
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Basic Coding Commands Guide
https://drive.google.com/file/d/1Q5CXG0O8-NDZHOCHR0U0OuzgK8Wkfsdu/preview
Command Cards
https://drive.google.com/file/d/1_czxPyTLwu6Q_aPS8JjnJ8i3OhcxPSoK/preview
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ctdt-po1
Sequencing directional commands into a precise, ordered set of instructions for a partner to follow
Testing instructions in an unplugged setting, then identifying and correcting any step where the outcome didn’t match what was intended
Building shared English/te reo Māori vocabulary for algorithmic thinking before any device is involved
ctdt-po4
Combining selection and iteration using Mēnā (if), Tēnā iana (then), Kē atu (else), and Toai (repeat) to build more complex algorithms
Applying basic selection through comparative conditions with Mēnā...Tēnā iana...Kē atu, choosing between two outcomes based on whether something is true
Controlling how long part of a program runs using Āpānoa (until) and Mō āke tonu (forever)
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learning-languages
See ‘Te Reo Māori’ link below.
te-reo-maori
Practising bilingual coding vocabulary through repeated, purposeful use of te reo Māori kupu in a meaningful, everyday context.
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Language starting point: learners less confident in te reo Māori can begin by matching English commands only, then layer in the Māori terms once the vocabulary is familiar.
Complexity of sequencing: stretch confident learners by asking them to chain several command cards into a longer algorithm, rather than working with single commands in isolation.
Modality: for tactile or kinaesthetic learners, have the group physically act out a command before matching its card — turning an abstract vocabulary item into a concrete action first.
Start with Directional only: for the youngest or least confident learners, use just the six Directional cards for a physical "follow the instructions" game before introducing Control or Conditional.
Layer in reo confidence separately from coding confidence: let learners work English-side first, then challenge them to give the same instructions to a peer using only the te reo Māori terms.
Stretch with Conditional chains: confident learners can be challenged to build a full Mēnā…Tēnā iana…Kē atu (if/then/else) sequence controlling a Directional sequence, rather than using each category in isolation.
Simplify the starting set by introducing only the Control and Directional commands first, to build confidence before layering in the more abstract Conditional vocabulary.
Stretch confident reo speakers by having them lead kōrero using only the te reo Māori terms, translating for peers as needed.
Zoom in on pronunciation for learners newer to te reo Māori by pairing the cards with audio support (e.g. a fluent speaker, or a reliable pronunciation resource) before expecting independent use.
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Command-hunting: learners find coding blocks they use in their own Scratch/ScratchJr projects that aren't on these 18 cards, then look up a plausible te reo Māori equivalent using paekupu.co.nz — a free, curriculum-aligned Māori-language dictionary, so a safe site for learners to browse independently.
Full bilingual coding: once confident with the cards, learners label an entire Scratch script using only the te reo Māori command names in their block comments.
Design a missing card: learners spot a command they use often that isn't covered (e.g. a Scratch "wait until" or "broadcast" block) and design a new card for it, English and te reo Māori side by side, growing the class's own set.
Extend into computerised coding by mapping each bilingual command directly onto its Scratch or ScratchJr block equivalent, once learners are confident unplugged.
Build a class-created glossary by identifying commands learners meet in their own coding projects that aren't yet in this set, and researching their te reo Māori equivalents (paekupu.co.nz is a reliable starting point).
Turn the command cards into a physical unplugged game — e.g. laying out a floor grid and issuing only te reo Māori commands to direct a partner to a target.
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Teachers should consider:
Device Preparation as a pre-lesson task, including charging batteries, loading applications, and connecting to the internet.
Group Assignments and logistics, including supporting student collaboration and content focus.
Print and cut the command cards ahead of time — enough sets for pairs or small groups works better than one shared set for a whole class.
Have a plan for pairing or grouping learners so both confident and less-confident reo speakers are supported in each group.
Bookmark paekupu.co.nz in advance if you plan to use the Extension Ideas, so learners aren't searching unsupervised.
Decide up front whether this session stays fully unplugged or moves into Scratch/ScratchJr by the end — that decision shapes how much device/login setup you'll need ready.
This is a flexible card set, not a scripted lesson — decide up front how you'll use it this session (a physical movement game, a matching activity, or a bridge straight into Scratch) before you start.
Print and cut enough sets for pairs or small groups — a single shared set slows a group activity down.
If starting with Directional cards as a movement game, clear enough floor space for learners to actually move.
Bookmark paekupu.co.nz in advance if using the Extension Ideas, so learners aren't searching unsupervised.
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This activity is mostly hands-on and screen-free, which makes it a low-pressure way to build confidence with digital vocabulary before learners touch a device at all.
The core glossary and card activity require no login, account, or internet connection — a good option when device or connectivity access is limited.
If using the Extension Ideas, paekupu.co.nz is a free, Ministry-linked Māori-language dictionary built for schools — a safe, on-topic site for learners to browse independently.
When learners do move on to Scratch or ScratchJr, use that moment to reinforce your class's usual online safety routines (e.g. account use, saving/sharing projects) — this activity is a natural, low-stakes bridge into that conversation rather than a new risk in itself.
Used on its own, this is entirely screen-free — a good option when device or connectivity access is limited, and a low-pressure way to build coding vocabulary before anyone touches a device.
The core card set needs no login, account, or internet connection.
If extending into paekupu.co.nz, it's a free, Ministry-linked dictionary built for schools — safe for learners to browse independently.
When the cards do lead into Scratch or ScratchJr, that's a natural moment to reinforce your class's usual online safety routines (accounts, saving/sharing projects) — this resource is a gentle bridge into that, not a new risk in itself.
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>>> y0-3 | Y0-3 | 1+ Lessons (Guided, Unplugged)
Single Session Pathway — Introduce Control and Directional commands (12 cards), using them in a partner-directed movement games.
Follow the Leader — One learner (or the teacher) holds up a card, one at a time, and the group or partner has to physically perform each action (move, turn, left, right, etc.).
Reo Swap — Once the actions are familiar, repeat the same game calling out the te reo Māori terms instead of English, or include a mix of English and te reo Māori to increase the focus challenge.
Multi-Session Pathway — Build on the single session foundation to solidify an understanding of the Control and Directional commands, then add the Toai (repeat) command to play a repeated-sequence version of the same games.
Over & Over — Use the repeat command to ask learners to repeat short sequences a set number of times.
Simon Says — Branch into other game styles with more nuanced rules, like Simon Says where a command may only be followed under certain circumstances, to increase the challenge and focus.
Extension: Conditionals — For accomplished or motivated learners, consider introducing the Mēnā/Kē atu (if/else) command.
Complex Commands — Establish game rules that us the conditional commands, like “if you land here, then do this; else do that”.
Target Stretch — This extension address the CTDT PO4 target, which is a significant stretch, so consider a paced and fun-focused approach rather than expect full command mastery at this year level.
>>> y4-6 | Y4-6 | 1+ Lesson (Guided to Independent, Unplugged to Plugged In)
Single Session Pathway — Review Control, Directional, and repeat commands, introducing and reinforcing te reo Māori terms for each command.
Algorithm Action — In pairs or groups, learners assemble a sequence of command cards to move a partner through a simple path to a goal.
Reo Swap — Challenge learners to repeat the same game using only te reo Māori terms.
Multi-Session Pathway — Build on the single session foundation to solidify an understanding of the more basic commands, then add the more complex Conditional commands set.
Coin Flip — Layer in the Conditional commands set, using the coin-flip and example states like types of weather (e.g. sunny, rainy, cloudy, etc.) to prompt actions.
Traffic Light — Use the full Conditional commands set to build sequences that help players navigate safely across the street and through busy roadway intersections.
Reo Swap — Challenge learners to repeat the same games using only te reo Māori terms.
Extension: Plugging In — Apply the learnings from the unplugged games to a computerised context.
Scratch / ScratchJr — open ScratchJr or Scratch alongside the command cards and match each card to its equivalent code block. Then create a program that follows the same sequence as one of your unplugged games but this time running it on screen.
Complex Commands — make sure to build a sequence that uses at least one loop and one conditional.
>>> y7-8 | Y7-8 | 1+ Lesson (Independent—Applied, Unplugged to Plugged In)
Single session: Pre-select a small Scratch project scope that deliberately touches both a sequence and a conditional (e.g. a simple game with one if/then rule and one repeat loop), so PO1 and PO4 are both genuinely met within the one lesson, even without covering all 18 terms.
Multi-session (2+): Work toward the full catalogue — build a Scratch project that uses commands from all three categories, labelling blocks with their te reo Māori names, and debug it as a class using Mēnā/Tēnā iana/Kē atu vocabulary. This is the band best placed to aim for complete coverage.
Add conditions: learners take their Y4-6-style sequence and extend it using the Conditional cards — e.g. "Mēnā (if) the path is blocked, Huri (turn), Tēnā iana (then) Neke (move)."
Translate to code: learners implement their card-based if/then/else sequence as an actual Scratch script, then explain in their own words how the card version and the code version match up.
Build a small Scratch project (e.g. a simple game or animation) that deliberately uses commands from all three categories, labelling blocks with their te reo Māori names where possible.
Debug the project as a class, using Mēnā/Tēnā iana/Kē atu vocabulary to talk through where the logic went wrong.
>>> y9plus | Y9+ | 1+ Lessons (Independent—Applied, Unplugged to Plugged In)
Single session (primary use case at this band): Run through the full glossary at pace as a bilingual vocabulary primer for learners who are new to te reo Māori, new to coding, or both — e.g. ESOL learners, students new to Aotearoa, or a beginner DT elective. Use the cards as a quick paired quiz or self-check rather than a movement game, matching the age group.
Multi-session (where part of a longer beginner unit): Revisit the Conditional set specifically once learners meet selection/iteration in whatever tool their actual programme uses (Scratch, Python, etc.), using this resource's te reo Māori terms as anchor vocabulary rather than re-teaching the coding concept itself.
