Ko tōu reo, ko tōku reo, te tuakiri tangata. Tihei uriuri, tihei nakonako. Your voice and my voice are expressions of identity. May our descendants live on, and our hopes be fulfilled.

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. 

 

Pacific Languages introduction

Learning Te Reo Māori Kuki 'Āirani, Gagana Tokelau, Vagahau Niue, Lea Faka-Tonga, and Gagana Sāmoa during the Novice and Emergent sequences supports students to connect with identity, culture, and community. These languages are central to the wellbeing of Pacific peoples and help preserve New Zealand’s linguistic diversity, with teaching grounded in cultural values and respectful communication. 

In Novice 1 and 2, teachers introduce students to foundational language patterns such as greetings, introductions, and simple sentences that reflect core cultural values like respect, family, and identity. Students establish a culturally grounded communicative base, learning respectful conventions and sociolinguistic norms in familiar contexts such as family, school, and celebrations. As students progress, teachers guide them to deepen their understanding of sentence structure, pronouns, and possessives, while developing strategies for effective communication. This ensures that language learning is meaningful, authentic, and connected to lived experience from the beginning. 

In Emergent 1 and 2, teachers support students to expand from formulaic expressions to connected sentences that describe routines, preferences, and past events. Students begin to sustain conversations and contribute meaningfully to group activities. Teachers guide students to use respectful language in a range of settings important to Pacific communities and to experiment with more complex sentence structures and broader vocabulary. Students develop sociolinguistic awareness of bilingual contexts and ceremonial language and are encouraged to engage with cultural perspectives and intergenerational 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 Kūki 'Āirani, Gagana Tokelau, Vagahau Niue, Lea Faka-Tonga, and Gagana Sāmoa.