| 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
| - Vocabulary and phrases demonstrate an awareness of social positioning and must be used to show respect in communication by acknowledging people, roles, relationships, and cultural expectations.
- Appropriate formal acknowledgement is attached to greetings and farewells based on the relationship, for example ma matua refers to a person who is older — often to a mature and elderly person.
| - Using appropriate terms of address to convey respect and reflect the relationship between people
| Formal greetings - Fakaalofa lahi atu
- kia mutolu oti (including everyone)
- Ke he matua ko... (singular)
- Ke he tau mamatua (plural)
Farewells - Monuina e pogipogi
- Monuina e aho
- Monuina e afiafi
- Monuina e po
Responses - Fakaaue. Pihia foki kia koe (in response to 1 person)
- Fakaaue. Pihia foki kia mua (in response to 2 people)
- Fakaaue. Pihia foki kia mutolu (in response to 3 or more people).
| - Greetings and welcome speeches are used to show respect when acknowledging people, relationships, and status.
- Cultural protocols in formal settings such as in the church or in family and community gatherings demonstrate an understanding of social and cultural norms.
- There is a structure for oral speaking depending on context.
- Appropriate nonverbal language and gestures are used to show respect, build rapport, and maintain positive communication in Vagahau Niue settings/contexts.
| - Using formal introductions to respectfully acknowledge status, relationships, and cultural protocols in formal settings
| Greetings to welcome people and acknowledge their social status - Ke he tau iki he maaga (village leaders)
- Tau lilifu (distinguished guests)
- Tau mamatua (elders)
- Tau mamatua fifine (female elders)
- Tau kapitiga (Friends)
- Tau pulotu (learned/academics)
- Toa lekaleka (the braves non-gendered)
Interaction using language of respect - Hulalo atu mo e tau fakaaue ke he tau kupu hokulo.
- Fakaaue ke he tau mamatua (plural) manaia (adj).
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| - It is appropriate to thank greeter(s) in return.
- A response should acknowledge the number(s) of people present:
- prepositional noun koe (for 1 person), mua (for 2 people), and mutolu for (3 or more people).
| - There is an inclusive structure when speaking to people according to the numbers present, such as singular (1 person), dual (2 people), or plural (3 or more people)
- Acknowledgment needs to address a person, two people, or three or more people.
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Cultural and sociolinguistic knowledge
| - Cultural protocols guide the choice of respectful language for specific links and connections to a place.
- Middle names are significant in linking one to a place or time (e.g. Mangawara is a stream that runs at the foot of the Turanga waewae).
- In formal contexts, language, structure, and cultural awareness are taken into consideration when acknowledging connection to place.
- Language is tied to identity, family, and culture.
| - Communicating about connection to a place in formal contexts
| Example of connection to place New Zealand context - Fanau au i Okalana nei ke he matua taane mai he maaga he tau toa ko Hakupu mo e matua fifine Mauli mai Gisborne. Koe higoa uho haaku ko Mangawara, mai he vailele he tau tuaga hui he matua tupuna Mauli haaku. Ko e iwi haaku ko kahununu. Fiafia lahi au ke fakaako ua e tau aga fakamotu, Mauli mo e Niue.
| - Niue cultural values inform the expected set of behaviours even when communicating in informal contexts.
- The structure of a Tau talahauaga usually includes an introduction, explanation of the event and a conclusion.
- The audience can influence/determine the kinds of phrases, vocabulary, and tone to use.
| - Using appropriate ceremonial language with non-verbal cues and proverbs in speeches or events
| Structure of a talahauaga - Kamataaga — starts with a chant calling on the blessings (e.g. Tu mai Tagaloa)
- Tau fakafeleveiaaga (Greetings)
- Tau matakupu kua fakatutala ki ai — fakaotiaga — tau kupu fakamafana.
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| - Communicating about events and experiences in time involves using appropriate language structures to describe when things happened, how they unfolded, and their significance (communicating who, what, where, when, and why?).
| - Communicating about events and experiences in time
| - Ako koli ke lata mo e aho Pulefakamotu
- Kua fakahoko ai e ako koli he tau fuata he afiafi Lotu ki Niutoni he Aho 5 Iuni 2025. Ne kamata e ako koli he hola 5 he mogo afiafi ti fakaoti he hola 8 he pouli he po. Tomui a Pui he mamao e hala haana ne hau ai. Mitaki lahi ha lautolu a tau gahua. Kua mau a lautolu ke koli he Pule fakamotu.
| - Communicating about a series of events and activities using time-related connectives helps organise ideas clearly and logically.
- There is a range of vocabulary to compare and contrast routines (e.g. ka e, ai tuga, fakatatai, fakataitai).
- There is a range of metaphors and similes to compare routines, such as gahua fakaeneene.
| - Communicating about a series of events and activities using time related connectives
- Communicate, including comparing and contrasting routines
| Recount — sequence of events - He afiafi
- Mogo afiafi
- Pouli he po
- Hola
- Aho 5 Iuni
- Ne kamata
- Kua – article the to indicate past tense.
- To - will
- Ke he – to
- He aho – on the
Routines - Fa mahani falu mamatua he maaga ke liogi ke kamata aki e aho. Ai tuga e tau.
- mamatua i Niu Silani kua lahi a lautolu ke uhu aala ke he tau gahua.
- Gahua fakamooli neke tuga e gata.
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| - Vagahau Niue uses sentence structures, time markers, and contrastive conjunctions to communicate about travel experiences.
- In Vagahau Niue, verbs of movement (e.g. fenoga), noun phrases (e.g. vakapuna) for transport modes, and grammatical devices to compare how people travel.
| - Communicating about travel, including comparing and contrasting how people travel
- Using simple sentence structures that follow the verb–subject–object (VSO) order to communicate information
| Different modes of travel - Ko e tau fenoga he tau tagata Niue ki Okalana he tau 1978. Kua tuku fenoga falu he tau toga he tau mukamuka, ka e tuku fenoga falu he vakalele.
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| - In Vagahau Niue, opinions are expressed using simple structured sentence starters like kua lata ke, pehē haaku manatu, ai lata.
- Extended texts have a clear beginning, middle, and end, and express personal ideas.
| - Expressing a basic opinion
| Opinion - In agreement:
- Mitaki lahi
- tatai ni ha taua a tau manatu
- omoi atu ...
- Neutral
- Pehē haaku manatu
- Hanei e tau manatu fakakite.
- Negating or offering a different opinion
- Lauka ni…
- Nakai..
- Ai lata.
| - Expressions of feelings and attitudes include the use of facial expression and body language (e.g. humility requires one to lower themselves).
| - Describing states and feelings
| - Momoko haaku loto he...
- Fiafia he logona e tala ia.
- Tu fai ke koli ha kua puni e maala he to.
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| - Giving directions uses a range of verbs may include location, directional, and prepositional words.
- Giving instructions sometimes comes across as imperative. These can either be positive or negative, for example:
- positive — lagomatai e matua negative — ua poi i fale.
| - Giving and following basic directions
| Giving directions - Laka
- Liu ki tua
- Volu e niu
- Tatau e niu
- fuluhi ke he faahi hema
Giving instructions Following directions (responses) Prepositional words Directions - hake (to go East & North, and also to go up)
- hifo (to go South & West. Also to go down)
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| - There is cultural significance attached to the preparing of traditional Niue dishes.
- Active verbs suggest that there are certain ways of preparing something that has cultural significance.
| - Giving and following basic instructions
| - Taute takihi — how to bake a takihi
- Sequencing Instructions (with time-related connectives):
- Fakamua halu e talo.
- Hele fakavala aleale mo e ikiiki e talo.
- Ka oti ti halu e fua loku.
- Hele faka ikiiki foki e loku ka oti he halu.
- Tuku fakafatafata he pa tao kai
- Ligi aki e gako Niu.
- fakahiku....
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- Giving and following simple instructions involves using action-words (verbs) to explain or carry out tasks.
- Sequencing words create a clear order and sequence of actions and support effective communication in everyday situations.
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| - Communicating about the quantity and cost of things involves using descriptive language and numerical expressions to provide accurate information.
- Adjectives help others understand value, make comparisons, and make informed decisions.
| - Communicating about the quantity and cost of things
| Quantity and cost - Tau uka
- Tau mukamuka
- Tau mena noa
- Tau koloa fakateaga
- Loga
- fakatau
- kaitalofa
| - Adjectives, adverbs, and expressions can show appreciation of quality.
- Terms of respect should be observed when using adjectives to express disappointment.
| - Communicating about quality
| Quality - Mahofihofi
- Fuluola
- Toka ni kia koe e tau tufuga he matua haau
- Hokulo e tau manatu he tama
- Toka la ma mea
- Kua okioki tai
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Cultural and sociolinguistic knowledge
| - Cultural expressions are often used when describing a situation, a person’s character, food, or an event.
| - Using cultural expressions to describe things
| Descriptions - expression used to describe a situation:
- Loloku mai e tagaloa (describes the curve of the rainbow)
- alaala mitaki e fekau he kau (describes the joy of an event)
- expression that describes a character:
- Alelo loa (a person who gossips)
- tuga e gata (character who is not trustworthy)
- Kai manogi
- Kai lolo
- Kai mahofi
| - In Vagahau Niue, poetic language and cultural expressions are important in description.
- Metaphors and idioms reflect cultural values and storytelling traditions.
- Poetic devices such as in figurative language and imagery can be used in description.
- Metaphor, simile, and personification are used to describe people, places, and phenomena.
| - Using metaphor, simile, and personification to describe people, places, and phenomena
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Cultural and sociolinguistic knowledge
| - In Vagahau Niue, temperature and weather conditions are described using appropriate verbs and adjectives, for example:
- Kua makalili. / Vela nakai a koe?
- Seasons and weather events noun phrases, for example:
- Ko e vahā makalili. / Ko e afa ne hau.
- In Vagahau Niue, intensity is described using adverbs and modifiers, for example:
- Vela haia. / Makalili haia.
| - Communicating about the days of the week, months, and seasons.
| - Ko e vahā hā a nei?
- Ko e vahā makalili.
- Makalili e vahā makalili i Niu Silani.
- Mokomoko e vahā makalili i Niue.
- Kua makalili/mafana.
- Makalili/mafana au.
- Vela nakai a koe?
- Afua mitaki e aho.
- fēfē e fuafuaaga matagi?
- Kua to e uha
- Ko e tau matagi malolo
- Ko e afa ne hau
- Vela hāia
- Makalili haia
- Kua makalili/mafana
| - Seasons carry cultural significance, for example:
- tau mateafu is usually about harvesting yams and blessed by the village elders. A significant event where the island gives thanks for the root crops in abundance.
- Tau makalili (winter) is favourable for crab hunting, whale watching, and catching flying fish.
- Tropical countries such as Niue have two seasons, not four — a wet season and a dry season.
- In Vagahau Niue, there are key comparative markers applied in spoken and written contexts to express similarities and differences clearly and appropriately.
- Seasons are referred to as both vahā and tau.
- Tau mateafu is the expression for autumn and means “the season when trees shed or lose their leaves”.
- The Vagahau Niue expressions for summer and winter are made up from vahā and the term that describes the prevailing state, for example vahā (time) and makalili (cold) form the expression for winter.
- Tau tupu (spring) means ‘the season when plants and trees sprout and grow’.
- Vahā is frequently used with the words for Autumn and spring, giving vahā tau mateafu (autumn) and vahā tau tupu (spring).
- The term to (meaning to befall) refers to an event such as drought, rain, and storm (e.g. to fā — hurricane):
- to matagi (stormy weather)
- to uha (heavy rain)
- to e tau mafuiki.
| - Communicating about the weather
- Comparing the weather and seasons
| Seasons - Tau mateafu (autumn – harvesting season)
- Tau tupu (spring - planting season)
- Tau makalili (winter)
- To laā (drought)
Weather vocabulary - Uha
- Havili/ havilivili/
- To afā
- To matagi
- To uha
Comparative vocabulary: - Tuga
- Ke tatai
- Fakatai
- Fakataitai
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