| Knowledge
The facts, concepts, principles, and theories to teach. | Practices
The skills, strategies, and applications to teach. | | Knowledge
The facts, concepts, principles, and theories to teach. | Practices
The skills, strategies, and applications to teach. | |
Cultural and sociolinguistic knowledge
| - Through sharing connections (`ātuitui`anga) to `enua, papa`anga, and kōpu tangata, students can express who they are and where they are from, while also establishing connections with others.
- For Cook Islanders, communicating using pe`e, `īrava, and `īmene is a way of connecting to their heritage.
| - Communicating about connection to place in formal contexts
| - Ko te aro`a e te tuatua mou kua `ārāvei ia raua, ko te tuatua tika e te `au kua `o`ongi ia rāua.
- Tangi ke tatou katoatoa i te aro`a ma`ata o te Atua.
- Ko Va`ine Tekopua tōna ingoa.
- Ko Tuaere tōna metua tāne.
- Ko Ngatokorua tōna metua va`ine.
- No Mangaia e Rarotonga mai tōna nga metua.
- Tangi ke, tangi ke, tangi ke, ua mātau `oki tatou.
- Īrava: Salamo 85:10 Ko te aro`a e te tuatua mou kua `ārāvei ia raua, ko te tuatua tika e te `au kua `o`ongi ia rāua (can be used as an opening to introductions).
| - In the Cook Islands, the protocols of formal address include greeting the three pillars of Cook Islands society:
- Crown Law
- Tribal Law
- Christian Law.
- The Cook Islands nation is founded on these pillars.
| - Communicating by using greetings and introductions to acknowledge relationships in formal situations
| Speech - Mei tei mātau`ia e tātou. Kia orāna nga tu`anga e toru.
- Te `ui ariki, matai`apo, rangatira e to kotou au matakeinanga, Kia orāna i te aro`a ma`ata o to tatou `Atu.
- Te Evangelia a Iesu Mesia, Papa `Orometua e to`ou ngutu`are tangata, te tekereterē, te ruru tiākono, e te ekalesia, Kia orāna i te aro`a ma`ata o to tātou `Atu.
- To te ture, Te mata o te Ariki, te au mēma paramani, te aronga `anga`anga na te kavamani, Kia orāna i te aro`a ma`ata o te Atua.
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| - In formal contexts, language, structure, and cultural awareness are taken into consideration when acknowledging connection to place.
- No indicates a place of origin connecting to land.
- Communicating using Pe`e such as Turou, `oro mai is another formal introduction.
- Tangi ke can be used as a way of saying hello, goodbye, and thank you.
| - Greetings and introduction speeches are used to respectfully acknowledge relationships, status, and cultural protocols in formal settings, such as in the church or in family gatherings.
- Greeting and introduction language include acknowledging the three pillars of the foundation of our nation.
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Cultural and sociolinguistic knowledge | - Pure are important because of a person’s cultural beliefs or religious beliefs.
- There are different pure for different purposes, such as beginning and ending, a gathering, supporting learning, offering protection, promoting well-being, or acknowledging the environment. The choice of pure depends on the context.
| - Leading pure by selecting from a growing repertoire of pure that suit the context and occasion
| - Kia orāna kotou kātoatoa, ka `akamata tātou na roto i te pure.
- Ka pure tātou.
Pure Kai - Kia `akameitaki`ia te Atua no te kai ta mātou ka kai, e te vai ta matou ka inu, i `akamātūtu i to mātou kōpapa, e pērā katoa to mātou vaerua. Kia ora mātou iā koe.
- `Āmene.
| - It is a great honour to lead `īmene.
- Opportunities to lead `īmene occur at church or other community places and events, such as ra `ānau`anga (birthdays) and `akaipoipo (weddings).
- `Īmene are an integral part of Cook Islands culture and are used to enhance `akaārāvei`anga (greetings or introductions) in formal and informal contexts.
| - Leading `īmene by selecting from a growing repertoire of `īmene that suit the context and occasion
- Participating respectfully in `īmene for different purposes
| `Īmene Ka `a`kapa`a tātou i te Atua na roto i te reo `īmene. Tumu mai. Kia aruru te enua katoa
I te akameitaki
E akameitaki ia Iehova
Ae e oro mai
Aere mai ki mua i tona aroaro ma te `īmene Kia kite kotou e i e a e
Kia kite kotou e
E i e a e
Kia kite kotou ko Iehova anake ra te Atua
A e
Kia kite kotou ko Iehova anake ra te Atua E tomo ki tona au ngutupa ma te `akameitaki e … ma te `akameitaki e `Akapa`apa`a tātou
`Akameitaki i tona ingoa
Ia Iehova e
`Akapa`apa`a tātou Ia Iehova ka tu ia e rimua
E tana ra tuatua mou e
Tera uki tera uki e. |
| - When leading pure, it is important to select pure that are appropriate to the context.
- Learning pure takes time and requires regular practice so that the words and meanings become familiar and understood.
| - As a leader, selecting the correct `īmene that is appropriate for the context is important (arataki`anga — leadership).
- Learning and reciting īmene builds confidence and helps to develop vocabulary and pronunciation.
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Cultural and sociolinguistic knowledge | - Tense allows us to communicate events and experiences in time, helping others to understand when something has happened.
| - Communicating about events and experiences in time
| - Tei te a`a ia?
- Tei te tāmā ia i te pi`a kaikai.
- `Ea`a tāna i rave?
- Kua tāmā `aia i te pi`a kaikai.
Event in context of direction - Te `aere ra a Pare ki ea?
- Te `aere ra a Pare ki te taone.
- `Inana`i kua `aere ia ki te taone.
Event in context of location - `Ē no`o ana `aia ki `ea?
- `Ē no`o ana `aia ki Tauranga.
| - Storytelling is a key way of passing down utuutu`anga (values), and time connectives help preserve their structure and meaning.
| - Communicating about a series of events and activities using time-related connectives
| Connectives - I muri ake i tērā
- `Ē i reira
- Ko te mea mua
- Ko te rua
- Ko te toru
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| - Tense is a grammatical tool that indicates and identifies the time of an action or event, whether it happened in the past, present, or future.
- An event (e.g. tei te + verb) using an intransitive verb does not need an object, and a transitive verb is marked by the preposition i (e.g. tei te + verb + object marked by i).
| - There are a range of language features, such as conjunctions, that can be used to sequence ideas.
- Conjunctions help to organise thoughts clearly and show the order in which events and actions occur.
- Sequencing words such as ko te mea mua (firstly), ko te rua (secondly), and ko te toru (thirdly) help support development in building more complex sentences and narratives.
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Cultural and sociolinguistic knowledge | - Bicycles, motorbikes, and the school bus are the main modes of travel for high school students in the Cook Islands.
| - Communicating about travel, including comparing and contrasting how people travel
| Enquiry about means of travel - Ka na runga mai koe i te a`a?
- Ka na runga atu au i te rērue.
- Ka `akape`ea koe me `oki?
- Na runga i te motoka.
Comparing and contrasting travel - Kua `aere a Tamarua rāua ko To`u ki te `āpi`i na runga i te pere`ō tari tangata, māri ra, kua `aere a Mere na runga i te motoka.
| - In the Cook Islands, some routines include going to church on certain mornings.
- Some habits include providing food from the sea, encouraging utuutu`anga (nurturing).
- The maramataka is the traditional cultural lunar calendar that tracks the phases of the moon and seasonal changes to guide routine activities like planting, fishing, and harvesting.
| - Communicating about, comparing, and contrasting routines
| Habits - `Ē `aere ana au ki te `anga`anga i te au ra tātakita`i.
Routine - `Ē `aere ana au ki ko i te mākete i te au Ma`anākai tātakita`i.
Comparing and contrasting routines - Ē pere putuputu ana mātou ki ko i to mātou kainga tupuna, i te ma`ata`anga o nga po o te `epetoma.
- Monitē
- Ru`itoru
- Tāpati
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| - Communicating about travel can include modes of travel (e.g. bus, train, car, bike).
- Understanding modes of travel is important because they shape how people, goods, and services move across regions and around the world.
| - Comparing and contrasting routines in a linguistic context is a powerful way to help learners understand how language reflects habits, culture, and time.
- When there are no tense markers, the tense is understood from context.
- The word ia is used to mean each or every when talking about time. It is placed before a time word to show that something happens regularly or repeatedly.
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Cultural and sociolinguistic knowledge | - In the Cook Islands, especially in a `uapou (church gathering sharing one’s understanding of biblical verses), you are encouraged to share opinions and should not be judged.
| - Expressing a basic opinion
| - I tōku manako, e tau kia `āpi`i`ia te au tamariki kātoatoa.
- Tāku i kite, kare a papa i akatika ana ki tēia.
- Te `irinaki nei au, ka tae mai `aia `āpōpō.
- `Aue te repo!
- I `āuri`ia ana to`ou kāka`u `āpi`i?
| - In Cook Islands culture, joy is often communal and is celebrated at gatherings with music, dance (`ura), and food.
| - Describing states and feelings
| Past states and feelings - Pe`ea tona `ākara`anga?
- Pe`ea koe?
- Kāre au e meitaki ana.
- E matepongi au.
- Te mako `ua nei.
- Pe`ea to`ou ra mua i te `āpi`i?
- Kua mataora tikāi au i tōku ra mua i te `āpi`i.
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| - Expressing a basic opinion helps develop vocabulary and provides practice in constructing sentences.
- You learn how to use structures like:
- Tāku i kite (What I know)
- I tōku manako (I think)
- Te `iranaki nei au (I believe).
- Regularly expressing opinions, even simple ones, builds fluency. It helps you speak more naturally and confidently.
| - Describing the states and feelings of a person must be done with respect to protect the person’s integrity.
- When describing a person, utuutu`anga (empathy) should be considered.
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Cultural and sociolinguistic knowledge | - In the Cook Islands, roads are seldom named, so people must learn the local landscape and landmarks so they can find their way around.
| - Giving and following directions
| - `Akatika ki te `openga o te mataāra.
- `Uri ki te tua kauī.
- `Uri ki te tua katau.
- Tikoti ki teta`i tua o te mataāra.
- Tāpū ki konei.
- `Oki ki muri.
- `Aere ki uta.
- `Aere ki tai.
| - In the Cook Islands, following instructions shows understanding and respect, reflecting the value placed on listening and communal harmony.
| - Giving and following instructions
| - Kiritia to`ou tāmaka, i mua ake ka tomo ei koe ki roto.
- Kua `āngai`ia ta`au puaka?
- `Āe.
- Tei`ea te purūmu kikau?
- Tei muri i te ngutupa.
- Kua `akaputu koe i te puru i te ngā`i `okota`i?
- `Āe, māri ra kua mā`ū.
- Toko`ia kotou i `aere ei ki te teata?
- Tokorima.
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| - When giving directions, it is important to be specific and clear and to avoid vague language.
| - To ensure understanding, basic instructions must be transparent.
- The passive voice is used in a way that focuses on the action rather than the person doing the action. This helps to make the instructions clearer and more direct.
- Inserting the prefix `aka often turns a word into a causative verb, showing something is being made to happen (e.g. `aka + meitaki becomes `akameitaki).
- Verbs in passive constructions can have a variety of prefix forms depending on which area or tribal region the speaker is from.
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Cultural and sociolinguistic knowledge | - Markets are places that people can exchange and purchase goods, but they are also a cornerstone of Cook Islands community, fostering aka`ārāvei`anga (interactions), utuutu`anga (nurturing), and `ātuitui`anga (connecting).
- The Cook Islands are famous for their donuts, which are a popular treat at markets in the Cook Islands and are also sold further afield, such as in New Zealand and Australia.
| - Communicating about the quality, quantity, and cost of things
| Cost - `Ē `ia moni?
- `E toru tārā te tutaki no te [noun].
Quantity - `E `ia āpara?
- `Ē `ā āpara.
Quality - `Ē vene rāi te āpara?
- Kua pē.
- `Ē vene rāi te āpara?
- Kāre e reka ana.
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| - Communicating about the quality, quantity, and cost of things involves using descriptive language and numerical expressions to provide accurate information.
- Adjectives can be used to describe the quality or characteristics of things, such as maoa (cooked), reka (sweet/delicious), and pē (rotten).
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Cultural and sociolinguistic knowledge | - Using tuatua `akamāro`iro`i in everyday communication in te reo Māori Kūki `Āirani strengthens relationships, especially in communal settings.
- Tuatua `akamāro`iro`i helps to express emotion, reaction, and personality in a uniquely Kūki `Airani way.
| - Communicating using terms of encouragement to enhance everyday communication
| - Tuatua `Akamāro`iro`i!
- `Ei mua tātou!
- Kāre koe i te kanga!
- Ka `oe kāpiti tatou!
- `E uki rāi koe!
| - Ki`anga, māteri, and pe`e are more than poetic devices. They are fundamental to how Kūki `Āirani understand and relate to the world. They often connect Cook Islanders to the natural environment and are woven through expressions of cultural knowledge within ki`anga, māteri, and pe`e.
| - Communicating using metaphor, simile, and personification to describe people, places, and phenomena and enhance everyday communication
| Metaphors - Mou i te ko, mou i te `ere.
- Kia pukuru o vaevae, kia mokorā o kakī.
- No reira te Atua i tuku ei ki runga i to`ou pakuivi!
- E u`u no te akau roa, ka `oki rāi ki tōna akau roa.
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| - Tuatua `akamāro`iro`i refers to terms of encouragement
- Incorporating tuatua `akamāro`iro`i into spoken language develops language knowledge, understanding, and fluency.
| - Ki`anga (sayings), māteri (proverbs), and pe`e (chants) are used to express and highlight a person’s qualities or characteristics through figurative language.
- To some people, ki`anga refers to words of congratulations, including acknowledgements, anniversaries, birthdays, and graduations.
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