NZC – Te Reo Māori Kūki 'Āirani – Novice

Receptive skills

Listening

• identify the sounds of letters of the alphabet, letter combinations, intonation, and stress patterns 
• recognise and understand simple classroom language and polite expressions 
• recognise and understand simple, familiar spoken words, phrases, and sentences. 

• recognise and understand familiar spoken words even in some unfamiliar contexts 
• understand simple classroom instructions and respectful expressions     
• begin to understand slightly more complex or less familiar phrases and sentences. 
• listen for polite and respectful language substitutions. 

Reading

• identify letters of the alphabet, letter combinations, basic written language conventions, and simple punctuation  
• recognise and understand simple, familiar written words, phrases, and sentences. 

• understand short written texts consisting of familiar reo Māori words, phrases, and sentences 
• begin to understand slightly more complex or less familiar reo Māori phrases and sentences. 

Productive skills

Speaking

• imitate the pronunciation, intonation, stress, and rhythm of words, phrases, and sentences  
• respond appropriately to simple, familiar instructions and simple questions 
• produce simple phrases and sentences about themselves, their families, and their immediate surroundings. 

• begin to use pronunciation, intonation, stress, and rhythm for emphasis and to clarify meaning   
• produce simple phrases and simple sentences relating to familiar contexts. 

Writing

• write vowels with macrons and glottal stops 
• write simple, familiar words, phrases, and sentences using the conventions of written language, such as appropriate spelling and punctuation. 

• reproduce letter combinations and punctuation for words, phrases, and sentences in familiar contexts   
• write a series of simple sentences describing the appearance or characteristics of something. 

Interacting

• initiate spoken encounters in te reo Māori, using simple greetings, questions, and statements 
• exchange information in highly practised contexts related to themselves and their immediate environment 
• use strategies when communicating, such as relying on a practised format, using facial expressions and gestures, asking others to repeat themselves, and utilising supporting visuals and prompts 
• begin to interact and communicate in a culturally appropriate way. 

Knowledge

The facts, concepts, principles, and theories to teach.

Practices

The skills, strategies, and applications to teach.

Language

examples

Knowledge

The facts, concepts, principles, and theories to teach.

Practices

The skills, strategies, and applications to teach.

Language

examples

Cultural and sociolinguistic knowledge

• In te reo Māori Kūki `Āirani, there are dialectal differences between the islands (e.g. meitaki ma`ata is said in Rarotonga, meitaki ngao is said in Mangaia, and meitaki `atupaka is said in Aitutaki). 
• Greetings are more than just social niceties; they often reflect and reinforce deeper cultural values such as utuutu`anga (nurturing) and `ātuitui`anga (making connections). 
• Greetings set the tone for interactions, whether in personal relationships or professional environments. The relationship extends to wider families throughout ceremonies such as:  
  • Pākoti`anga Rauru (hair-cutting ceremony), Bapetizo`anga (baptism), and Ra `Ānau`anga (birthdays) 
  • Tatau `Īrava (Memory verses) on Teretere `Āpi`i Tāpati (White Sunday), an annual practice of exchange within the church. These events allow for formal greetings to naturally occur.  
• Ka kite (see you again) is a te reo Māori o Aotearoa expression that has been borrowed and is used informally in the Cook Islands, demonstrating the close relationship between the two cultures. 
• A standard greeting in the Cook Islands is an `ongi, which includes a handshake, eye contact, and using a positive tone of voice. 

• Using basic greetings and farewells for different contexts 

Greetings 

• Kia orāna 
• Kia orāna kōtou kātoatoa 
• Pōpongi manea 

Farewells 

• Ka kite 
• `Aere rā / `Aere atu rā 
• `Ē no`o rā 
• No`o ake rā 

Thanking 

• Meitaki ma`ata 

Apologising 

• `Āriki mai i tāku tatarā`ara 
• `Āriki mai nōku te tarevake 

Special occasions 

• Pākoti`anga Rauru 
• Bapetizo`anga 
• Ra `Ānau`anga 
• Tatau `Īrava 
• Teretere `Āpi`i Tāpati 

• In Cook Islands society, addressing people respectfully with appropriate language is essential and expected.  
• Cook Islands society is organised through a traditional hierarchy of tribal leaders, such as: 
  • Te Ariki — a chief/leader of high rank 
  • Orometua — minister/pastor (oro — to speak or utter, metua — parent). 
• When addressing Te Ariki or `Orometua, he or she is addressed by their title names as part of arataki`anga (leadership). 
• Understanding how to address people fosters and reflects arataki`anga (leadership) and utuutu`anga (nurturing). 

• Using a range of politeness conventions to greet people appropriately in different social contexts 

Addressing people 

• Kia orāna e Māmā Tinomana 
• Kia orāna e Pāpā `Orometua  
• Kia orāna e te rangatira 

Addressing people by their relation 

• Kia orāna e te tuakana 
• Kia orāna e te tungane 
• Kia orāna e te metua-va`ine 

Addressing people by their role 

• Kia orāna e te Pu`āpi`i Ma`ata 
• Kia orāna e te au `Akavā 
• Kia orāna e te `Akatere 

Linguistic knowledge

• There are different phrases for greetings and farewells depending on the context (e.g. formal, informal, time of day). 
• Te reo Māori Kūki `Āirani has five vowels, a, e, i, o, and u, each with a short and long form. 
• Diphthongs are two vowel sounds pronounced together in one syllable. For example:  
  • ōu (e.g. tōu) 
  • au (e.g. rū`au) 
  • ai (e.g. `ai). 
• Mākarōna (macron) marks a long vowel sound and can change the meaning of a word. For example: 
  • keke (saw)
  • kēkē (armpit) 
  • kēke (cake). 
• `Āmata (glottal stop) gives a quick sound and can change the meaning of a word: 
  • taka`i (stamp on with foot) 
  • tākai (to bind) 
  • ta`i (one 
  • tai (seawater, towards the sea, coconut sauce). 
• The quick sound also applies to a word with a glottal stop followed by a vowel with a mākarōna (e.g. toko`ā, `āpōpō).

• E before a name acts as a particle with terms of address. 
• Names also have special meanings and are important in honouring the name they carry. 
• Te`okota`i means ‘one of’ and is used when referring to someone who is the only sister in the family. 

Cultural and sociolinguistic knowledge

• In the Cook Islands, following simple commands or instructions, such as greetings, gestures, or requests, is a sign of respect and understanding. It reflects the cultural value placed on humility, community harmony, and acknowledging others’ mana (spiritual authority or presence). 

• Responding to and using simple classroom language and politeness conventions 

Classroom language 

• `Aere mai  
• Tomo mai 
• No`o ki raro 
• E tu 
• E no`o 
• `Aere atu 
• `Aere ki kō 
• `Aere mai ki roto i te `are `āpi`i 
• Tukuna atu te pākoti ki roto i te kāparāta 

Asking about things 

• `Ea`a tēia? 
• `E pēni 
• `Ea`a tēia? 
• `E pēpa 

Asking the word for something in te reo Māori Kūki `Āirani 

• `E a`a te kupu Māori Kūki `Āirani no te [word]? 

Linguistic knowledge

• Learning simple classroom language helps with understanding everyday instructions. 
• Learning simple classroom language develops knowledge and builds confidence. 
• Using simple classroom language displays knowledge. 
• Using simple classroom language develops fluency. 

Cultural and sociolinguistic knowledge

• In traditional Cook Islands culture, people do not usually introduce themselves directly. Being born in a village allows everyone to know who you are, so children born in the Cook Islands are not accustomed to talking about themselves. Introductions are made by others and focus on family and island connections, showing respect and humility and acknowledging social hierarchy. For example: 
  • teina are the younger sibling(s) of the same gender as the speaker 
  • tuakana are the older sibling(s) of the same gender as the speaker 
  • tua`ine are sisters for males only 
  • tungane are brothers for females only.  
• Asking how someone is shows genuine interest in their well-being, utuutu`anga (nurturing). Responding reflects mutual respect and interest, `ātuitui`anga (making connections). 
• Understanding the origin and meaning of your name deepens self-awareness and strengthens personal identity by understanding and knowing. 

• Introducing others and responding to introductions appropriately 
• Asking others how they are and responding appropriately when asked 

Introducing others 

• Ko [name] tōna ingoa. 
• Ko Tama tōna ingoa. 

Asking and giving names 

• Ko `ai to`ou ingoa? 

Well-being 

• Pe`ea koe? 
• Meitaki au. 

Parents/caregiver 

• Ko `ai to`ou māmā? 
• Ko Va`ine tōku māmā. 
• Ko `ai to`ou metua va`ine? 
• Ko Te`okota`i tōku metua va`ine. 
• Ko `ai to`ou pāpā? 
• Ko Teremoana tōku pāpā. 
• Ko `ai to`ou nga metua? 
• Ko Va`ine rāua ko Teremoana tōku nga metua. 

• The relationship within a family, whether it be parents, grandparents, uncles, aunties, sons, daughters, children, grandchildren, or great-grandchildren, is a connection which houses respect, strength, unity, and pride. This connection is present in all social interactions and forms strong foundations for the family, enhancing `ātuitui`anga (making connections) and utuutu`anga (nurturing). 
• When visiting family in Cook Islands homes, the host may feel obligated to provide you with a gift that you like from the house. You may also be offered an utuutu`anga (meal). If you are familiar with the family, you enter through the back door. 

Grandparents 

• Ko `ai to`ou tupuna? 
• Ko Teina rāua ko Mere. 
• Ko `ai to`ou pāpā-ru`au? 
• Ko Teina 
• Ko `ai to`ou māmā-ru`au? 
• Ko Mere 
• Ko `ai to`ou tupuna-tāne? 
• Ko Te Tupu o Rongo 
• Ko`ai to`ou tupuna-va`ine? 
• Ko Kimiora 
• Vouvou-tāne 
• Vouvou-va`ine 
• Tupuna-tāne 

Uncles and aunts 

• Ko `ai ta`au e `akametua-tane ana? 
• Ko Ta`i 
• Ko `ai ta`au e `akametua-va`ine ana? 
• Ko Mere 
• Toko`ia pāpā e karanga ana koe e, ka `akametua-tāne koe? 
• Tokorua. 
• Toko`ia māmā, e karanga ana koe e ka `akametua-va`ine koe? 
• Tokotoru 

Siblings of same or different gender 

• Toko`ia o`ou tuakana? 
• Tokotoru 
• Toko`ia o`ou teina? 
• Tokorima  
• Toko`ia o`ou tungāne? 
• Tokorua 

Linguistic knowledge

• For introductions, ko is used before a personal name when introducing themselves or someone else. 
• When answering the question ko `ai to`ou ingoa? the word ai (who) is replaced with their name. 
• Rāua ko is used to link two people’s names when talking about who someone is related to. 
• Possessive pronouns change, depending on how many people are being spoken about, for example: 
  • ōku metua (my parents — plural) 
  • tōku metua (my father — singular) 
• A-category and O-category show the relationship between people, places, and things, for example: 
  • tāku pēnitara (my pencil) 
  • tōku tuakana (my older sibling).  

• Using the correct language terms to communicate within the family circle enhances respect. 
• Relationships within families can be described using the singular or plural forms depending on how many people are being referred to (e.g. ōku tupuna means ‘my ancestors’ — plural). 

Cultural and sociolinguistic knowledge

• In the Cook Islands, describing one’s traits and feelings must be done with care and utuutu`anga (nurturing), objectively, and without bias, so the person isn’t insulted. This reflects cultural values of humility, respect, and emotional responsibility. 

• Describing people and things 

Things 

• `E pēni auīka 
• `E pātikara meangiti 
• `E no`o`anga mātūtū 

Physical characteristics 

• Pe`ea tōna `ākara`anga? 
• `E kerekere tōna rauru. 
• `E poto tikāi a Mere. 
• `E auīka tōna ngā mata. 
• `E kerekere tōna rauru. 
• Kare ona rauru. 

Personality/feelings 

• Te pe`ea `ua nei? 
• Meitaki ma`ata. 
• `E `akamā tikāi. 
• `E va`ine mataora tikāi tōku māmā. 

Linguistic knowledge

• A simple sentence is a sentence that contains only one independent clause. This means it has: 
  • one subject — the main noun phrase in a sentence 
  • one predicate (e.g. The cat ‘sleeps’ — predicate ‘sleeps’). 
• Ki`anga (sayings), māteri (proverbs), and pe`e (chants) are used to express and highlight a person’s qualities or characteristics through figurative language. 

Cultural and sociolinguistic knowledge

• Across the South Pacific, people use a range of cognate words, illustrating the connection between these places and languages. For example, the number two is:   
  • lua in Gagana Sāmoa 
  • ua in Lea Faka-Tonga 
  • `elua in Ōlelo Hawaiʻi  
  • rua in te reo Māori o Aotearoa and te reo Māori Kūki `Āirani. 

• Communicating about their age and the age of others 

Mata`iti 

• E`ia o`ou mata`iti? 
• E rua nga`uru. 
• E toru nga`uru mā ta`i. 

1–10 (base numbers) 

• ta`i, rua, toru, `ā, rima, ono, `itu, varu, iva, ta`i nga`uru 

11–19 

• 11: ta`i nga`uru mā ta`i 
• 12: ta`i nga`uru mā rua 

Multiples of 10 (20, 30 …) 

• [base number] nga`uru: 
• 20: rua nga`uru 
• 30: toru nga`uru 
• 40: `ā nga`uru 

21–99 

• [nga`uru] mā [units]: 
• 21 = rua nga`uru mā ta`i 

• Birthday celebrations reinforce a person’s identity, lineage, and connection to their family, community, and land. 
• Birthday celebrations are often tied to genealogy and tribal affiliations, which are deeply respected. 
• Birthdays and other festive occasions are celebrated with music and song, dance, food, and storytelling. 
• In the Cook Islands, each stage of a young person’s life is honoured by the kōpū tangata, which celebrates their journey from tupuna to mokopuna and reinforces cultural values and a sense of belonging. 
• In Cook Islands culture, age reflects identity and connection through whakapapa. 
• Traditionally, there are a range of protocols observed to acknowledge the birth of a child and connect them to their kōpu tangata, tupuna, and `enua, such as pure and burying the `enua (placenta) in a special place to connect the pēpē to the `enua where they were born. 
• Protocol differs across villages and regions. 

• Communicating about dates and birthdates 

Dates 

• Ko te Tāpati, te ra toru o Māti. 

Birthdates 

• Ko te ra 23 o `Aukute tōku ra `ānau`anga. 
• `Ānau`ia au i te mata`iti 2015, rua tauatini ta`i nga`uru ma rima. 
• E a`a te mata`iti i takake ei to`ou metua-va`ine? 

Linguistic knowledge

• Numbers follow a consistent structure made up of number bases, place value, and patterns (e.g. nga`uru structure). 
• Base numbers (1–10) are used to build larger numbers using patterns and place value knowledge. 
• Kāre means no, or zero, there is no place value. 
• The particle e is used before numbers 2–9 and is not required when a number starts with nga`uru. 

• There is structure to how dates are formed (e.g. day–month–year), and different countries use different structures. In the Cook Islands, dates are written day–month–year. 

Cultural and sociolinguistic knowledge

• `Enua (land) is hugely important for Cook Islands culture. It sustains life with food and shelter, offers stability, and creates space for communities’ growth and opportunity. 
• Family names can tie you to land through papa`anga (geneaology) and pitopito `enua, toketoke `enua, pukerekere (native to the land). 
• The Cook Islands are made up of 15 islands: Aitutaki, Atiu, Mangaia, Manuae, Manihiki, Ma`uke, Miti`āro, Nassau, Palmerston, Penrhyn, Pukapuka, Rakahanga, Rarotonga, Suwarrow, and Takūtea. 

• Communicating about significant places, such as: 
  • their village or place of family origin 
  • where they live 
  • the village and/or place of origin of others 

Hometown or place of family origin 

• No`ea mai koe? 
• No Mangaia mai au. 

Where they live 

• `Ē no`o ana au ki Mangaia. 

Hometown and/or place of origin of others 

• Tei `ea to`ou kainga? 
• Tei Aitutaki tōku kainga. 
• Tei Rarotonga tōku kainga? 

• A hometown or place of origin is the original area where a person’s family or ancestors come from and is closely linked to heritage, identity, and papa`anga (cultural roots), even if the person no longer lives there. 
• In the Cook Islands, learning the traditional names of each `enua (island) and their villages is important. 
• Rarotonga is divided into three vaka (districts): 
  • Te `Au o Tonga 
  • Takitumu 
  • Pu`aikura. 

• Communicating about the hometown and place of origin of multiple family members 

• `E `aka`ie`ie/mānea tōku `oire. 
• `E iti po`epo`e tōku `oire. 
• I te tua o tōku pāpā, no [place] tōku tupuna. 
• I te tua o tōku māmā, no [place] tōku tupuna. 
• No Mangaia tōku nga metua. 
• E mataora ana au i te no`o ki roto i tōku au taeake. 

Linguistic knowledge

• Tei is used to indicate location, while no indicates place of origin. 
• When responding to questions, the interrogative words (e.g. `ea, `ai) are replaced with the relevant answer. 
• Ki`anga (sayings), māteri (proverbs), and pe`e (chants) can be used to express connections or descriptions of place or family origin. 
• Communicative language about significant places develops our local knowledge and sense of belonging as natives to the land, such as:  
  • pitopito `enua  
  • toketoke `enua 
  • pukerekere. 

• Learning a language that is relevant to a person’s heritage and location is important because it deepens cultural understanding, strengthens identity, and fosters pride in one’s roots.  

Cultural and sociolinguistic knowledge

• In the Cook Islands, different seasons dictate the different resources available, such as mangoes in the summer months or yellow-fin tuna fishing in Spring. 
• Days and months carry importance for specific events, for example: 
  • the first Sunday of the month is holy communion in the Cook Islands Christian Church 
  • the first of August is the commemoration of the Cook Islands’ becoming a self-governing nation. 

• Communicating about the days of the week, months, and seasons 

Te au ra o te `epetoma 

• Monitē, Ru`irua, Ru`itoru, Paraparau, Varaire, Ma`anākai, Tāpati 
• `E Monitē tēia rā. 
• `E Ru`irua te ra rua o te `epetoma. 
• E ma`ata te tangata e `oki mai ana ki Rarotonga i roto i te marama o Titema, no te tuātau `ōrote.   

Te au marama o te Mata`iti 

• Tiānuare 
• Peperuare 
• Māti 
• `E Māti tēia marama. 
• `Āperīra 
• Me 
• Tiunu 
• Tiurai 
• `Aukute 
• Tepetema 
• `Okotopa 
• Noema 
• Titema 

Seasons 

• `Akaa`u 
• `Akaa`u-atua 
• Raumata 
• Paroro 

• The calendar teaches Cook Islanders to observe the environment and learn seasonal patterns such as flowering, fish spawning, and bird migration. 
• Understanding certain seasonal patterns in nature helps with planning food gathering, travel, and community events. 

• Communicating about the weather using descriptive language 
• Comparing and contrasting the weather and seasons

Weather 

• Te pe`ea ana te reva?  
• `E makariri/anu.   
• `E vera. 
• `E ua. 
• `E ra marumaru tēia. 

Seasons 

• `Ea`a tēia tu`anga o te mata`iti? 
• `E raumata. 
• `E paroro. 
• I te tuātau raumata e ma`ana te reva, māri ra i te tuātau paroro `e anu. 
• `E vera te tuātau raumata. 
• `E meitaki ake te Raumata i te Paroro. 

Linguistic knowledge

• To communicate about the current month or season, they can use tēia. 
• Days and months are proper nouns and can function as subjects, objects, or modifiers in sentences, such as: 
  • Te Rātū marū tikai te rā. 
  • Te Rāmere pīpī rava. 

• Accurate weather language can help people prepare for the conditions. 

Cultural and sociolinguistic knowledge

• Before the use of clocks, many Pacific cultures, including the Cook Islands, used traditional words and natural indicators to describe time. These words were often based on natural cycles such as: 
  • avatea — the period when the sun is high, 10am–3pm 
  • pōpongi — the period of sunrise to noon 
  • māmāiāta — the period of early dawn. 

• Communicating about time 

• Ea`a te ora? 
• `E ora toru. 
• `Ea`a te ora? 
• `E rima miniti i pāti i te ora rua. 
• `Ē ta`i nga`uru miniti e tangi ei te ora. varu i te a`ia`i. 
• Avatea 
• Māmāiāta 
• Pōpongi 

Cultural and sociolinguistic knowledge

• Knowing locative words is essential across the Cook Islands cultures, as they help to express the location of the speaker and the location of an item. 

• Communicating about where things are located 

Present location 

• Tei `ea te kapu? 
• Tei kona. 

Locative indicators 

• konei, kona, ko 

Locative nouns 

• runga, raro, roto, tei  va`o, tei rotopu, tei te pae, uta, tai 

Demonstratives 

• Tēia, tēia au 
• Tēnā 
• Tērā 
• `Apaina mai tēnā rākau 
• `Akarukena tērā au ika 
• `Apaina`ia tēia tamaiti 
• Na mātou i pēni i tērā `are 

• In the Cook Islands, there are different understandings of ownership and possession, such as personal ownership and communal ownership. Communal ownership can include the extended family, village, or church. 
• Ownership regarding land is a major discussion point in the Cook Islands. Land is claimed through papa`anga and can only be leased, not bought or sold. 

• Communicating about location and ownership 

• Tei `ea to`ou `are? 
• Tei Te Whanganui-a-Tara tōku `are. 
• `E kiore-ngiāo ta`au?  
• `E kiore-ngiāo rāi tāku.  
• `E pare to`ou?   
• `E pare rāi tōku. 
• `E pare rāi tōna. 
• `E kiore-ngiāo tāna. 
• Nāku tēia `apinga. 
• No te `akavā`anga mātou, i te `akapāpu i teta`i potonga `enua `akatu `are nōku. 

Linguistic knowledge

• Tei is used to say where something is. It works with locative indicators like konei (here) and konā (there, by you). 
• Tēia, tēnā, and tērā are used to show where things are in relation to people. These words help describe whether something is close to the speaker, close to the listener, or far from both. 
• Locative language refers to words and expressions used to describe location, position, or direction — helping us understand where something is or where something happens. Language that talks about places and location includes konei, kona, kora, ki runga, ki raro, ki rotopū, ki te tua, mua, muri, uta, tai. 

• Communicating about ownership involves using appropriate language to show who something belongs to. 
• Adjectives and possessive pronouns describe physical traits and ownership. 
• Tōna and tāna refer to his or her ownership in the singular form.  
• Students can extend their use of the A-category and the O-category to include food, drink, clothes, transport, and other objects. 

Linguistic knowledge

• Through communicating about things they like and dislike, they can express themselves, understand each other better, and build relationships. 

• Communicating about the things they like and dislike 

• `E reka ana au i te [like]. 
• Kāre au e reka ana i te anu. 
• `E mea reka nāku te, [like] `ē te [like]. 

Reason 

• `E mea reka nāku te, tautai e te pā`ī-tai.  
• Kare au e reka ana i te tautai e te pā`ī-tai. 
• `E māmā te tutaki i te `āpara. 
• Kare au e reka ana i te tutaki o te `āpara. 
• E reka ana au i te āpara, no te mea, e vene rava atu.