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. 

European Languages introduction

Learning French, German, and Spanish during the Novice and Emergent sequences immerses students in rich linguistic and cultural exploration and global connection. These languages use alphabetic writing systems and share linguistic similarities with English, making them more accessible and often quicker to acquire for English-speaking learners. 

In Novice 1 and 2, teachers introduce students to everyday expressions, phrases, and key linguistic features of the target language that enable them to begin communicating across all modes—speaking, listening, writing, reading, and interacting. Teaching focuses on greetings and introductions, and on communicating simple personal details about themselves, their families, and their immediate surroundings in the present tense. Students begin to express likes and dislikes and immediate needs of a concrete type, as well as language to enable classroom interaction. Teachers also guide students to understand and use basic cultural norms and politeness conventions, creating an authentic language learning environment. 

In Emergent 1 and 2, teachers focus on developing a broader and more flexible repertoire of language so students can locate, describe, and compare their immediate surroundings (e.g. home, school, hometown, people) and communicate about activities and routines. Students learn to express opinions, wants, needs, and obligations, and to give and seek permission. Teachers guide students to comprehend and produce simple, connected text across all modes on topics of personal interest, spanning the past, present, and future. Students engage respectfully in transactional communication, including making arrangements with others and interacting in everyday settings like shops, restaurants, and public transport. Teachers encourage students to demonstrate curiosity about other cultures by asking questions and listening to other perspectives. 

The Learning Languages area prepares students with the knowledge and practices to access related curriculum subjects for Years 11–13, such as French, German, and Spanish.