NZC – Te Reo Māori – Overview

Purpose statement

The Learning Languages learning area equips students with the linguistic, cultural, and sociolinguistic knowledge that enables them to communicate within their own cultural communities (heritage language learners) and across different cultures (additional language learners). It fosters intercultural understanding and appreciation for diverse worldviews. 

Through the study of an additional language, students are taught how to interpret meaning and adapt their communication to suit different audiences and situations. As students learn how to speak, write, read, listen, sign, and interact in their target language, they start to communicate more authentically and purposefully in increasingly complex contexts.  

The Learning Languages learning area exposes students to new ways of thinking about themselves and their world and can increase their understanding of their first languages. It can also contribute to the vitality of a language and strengthen cultural connections. 

As students progress through the Learning Languages curriculum, they deepen their understanding of the cultural and social contexts in which languages are used and begin to recognise that language reflects and upholds the values, stories, and practices of different communities and cultures. By learning how to communicate in an additional language, students are empowered to engage confidently with others and contribute meaningfully to our diverse society and increasingly interconnected world.

Learning area structure

The Learning Languages teaching sequence lays out the knowledge and practices to be taught during Novice and Emergent. In Learning Languages teaching is structured around two strands: 

• Linguistic knowledge focuses on how language works. It develops student understanding of pronunciation, vocabulary, grammar, and spelling. 
• Cultural and sociolinguistic knowledge focuses on how language is shaped by culture and context. It develops student understanding of cultural practices, values, beliefs, and social norms, and supports the development of intercultural communicative competence. 

Students learn through five modes of communication:  

• signing, watching, and interacting in New Zealand Sign Language (NZSL)  
• listening, speaking, reading, writing, and interacting in all other languages. 

The curriculum supports 13 languages: Te Reo Māori, New Zealand Sign Language (NZSL), Gagana Sāmoa, Gagana Tokelau, Lea Faka-Tonga, Te Reo Māori Kūki ‘Āirani, Vagahau Niue, French, German, Spanish, Chinese (Mandarin), Japanese, and Korean. These are grouped into five categories: Te Reo Māori, NZSL, Pacific Languages, Asian Languages, and European Languages. 

Students may begin learning a language at different year levels and with varied prior knowledge. The curriculum supports flexible entry points through the following sequences: Novice 1, Novice 2, Emergent 1, and Emergent 2. 

These sequences, organised through strands and elements, set out what is to be taught. Their enactment is shaped by teachers, who design learning in response to their learners, adjusting the order and emphasis, and adding contexts as appropriate. 

Te Reo Māori introduction

Learning te reo Māori during the Novice and Emergent sequences supports students to connect with identity and culture, while deepening their understanding of tikanga mātauranga Māori, and the Māori worldview. As the indigenous language of New Zealand, and an official language, te reo Māori is a taonga. The vitality of te reo Māori plays an integral role in honouring Te Tiriti o Waitangi and strengthening connections with whānau, community, and mana whenua. For Māori, learning can be a deeply empowering experience of reclaiming their heritage, culture, and language. For non-Māori, it offers a pathway to shared cultural understanding and respect, thereby strengthening New Zealand as a whole.  

In Novice 1 and 2, teachers play a central role in supporting students to build a strong connection between te reo Māori and the cultural values carried within the language. Teachers guide students to notice how language varies across iwi and how values like manaakitanga and whanaungatanga shape behaviour and relationships. By weaving cultural knowledge into everyday learning, Teachers help students see te reo Māori as a living expression of identity, community, and connection. While all five modes—speaking, listening, reading, writing, and interacting—are taught, oral language is the foundation for communication in the Novice teaching sequence. 

In Emergent 1 and 2, Teachers guide students to use pepeha and/or mihi to express identity and share whakapapa and connections to whenua, in both formal and informal contexts. Teachers show students how kupu whakarite and whakataukī enrich and enhance language and meaning, and that communication reflects collective values and respect for others’ perspectives. Students learn how to use kīwaha to reflect cultural values, humour, emotion, and social norms, and to enrich everyday conversations. Teachers engage with the maramataka and local mātauranga Māori to create meaningful experiences for students and help deepen their understanding of Māori worldview knowledge. 

The Learning Languages area prepares students with the knowledge and practices to access related Curriculum Subjects for Years 11–13, such as Te Reo Māori.