Guidelines For Cook Islands Mŕori Language Programmes

Guidelines
for
Cook Islands Màori
Language
Programmes
Planning Guidelines to Accompany
Developing Programmes for
Teaching Pacific Islands Languages
1
The photographs on pages 23, 24, 32, 34, 40, 50, 59 and 68 were taken by Glenn Jowitt.
The line drawings on pages 62–65 are by Liz Tui.
Published 2000 for the Ministry of Education by

Learning Media Limited, Box 3293, Wellington, New Zealand.
Website: www.learningmedia.co.nz
Text and drawings copyright © Crown 2000

Photographs copyright © Glenn Jowitt 2000
All rights reserved. Enquiries should be made to the publisher.
Dewey number 499

ISBN 0 478 23849 5
Item number 23849
2
Contents
4 Introduction
5 How to Use These Guidelines
6 Teaching Cook Islands Màori in New Zealand
8 Long-term and Short-term Planning
15 Units of Work and Activities

16 Early Childhood
19 School Curriculum
19 Tu‘anga 1
29 Tu‘anga 2
35 Tu‘anga 3
41 Tu‘anga 4
46 Tu‘anga 5
49 Tu‘anga 6
51 Tu‘anga 7
53 Tu‘anga 8
55 Teaching Several Levels at the Same Time
60 Bilingual Cook Islands Màori Students in

Mainstream Classrooms
61 Blackline Master Sheets
66 Resources for Teaching and Learning Cook

Islands Màori
66 Grammars, Dictionaries, Coursebooks, and Related Material
67 Learning Materials Published in Cook Islands Màori by
the Ministry of Education
78 Other Sources of Learning Materials in Cook Islands Màori
79 References
3
Introduction
There are close ties between the Cook Islands and New Zealand. Both are South
Pacific countries. The Cook Islands is an internally self-governing state in free
association with New Zealand. Citizens of the Cook Islands hold New Zealand
citizenship.
Cook Islands Màori has been an important language in the New Zealand
educational system for fifty years. The New Zealand Department of Education
(since 1989, the Ministry of Education) began publishing Cook Islands Màori learning
materials in 1950 in the pages of Te Tuatua ‘Àpi‘i o te Kùki ‘Airani, a journal for
schools in the Cook Islands. In 1959, this journal was joined by ‘Au Tua nò te
Tamariki o te Kùki ‘Airani, and both journals continued to be published until 1966.
Other resources include such reading materials as the books published in the ‘Au Puka
Tatau Kùki ‘Airani series.
In 1965, the Cook Islands became an internally self-governing country and
assumed responsibility for its own education system. Many people have moved from
the Cook Islands to live in New Zealand. In 1983, the New Zealand Department of
Education began to publish resources in Cook Islands Màori for schools in New
Zealand. This was extended to cover New Zealand early childhood centres in 1988.
More recently, Cook Islands Màori unit standards have been registered on the
National Qualifications Framework.
More people of Cook Islands ancestry now live in New Zealand than in the
Cook Islands. Many New Zealand early childhood centres and schools have Cook
Islands Màori-speaking students on their rolls, and a growing number run Cook Islands
Màori language programmes. These include Cook Islands Màori-language early
childhood programmes, bilingual classes in primary schools, mainstream classroom
support for bilingual children who are of Cook Islands descent, and classes in Cook
Islands Màori in secondary schools for those students who want to learn Cook Islands
Màori as a language option.
Cook Islands Màori, then, has a unique place in the New Zealand Curriculum.
Guidelines for Cook Islands Màori Language Programmes will help teachers to develop
Cook Islands Màori language programmes, whether they are working with students
who speak Cook Islands Màori as their first language or students who are learning it.
The Cook Islands Màori language programmes in New Zealand’s early childhood
centres and schools contribute to our sense of national identity.
These Guidelines were developed at the request of New Zealand’s Cook Islands
community and in close consultation with it. Many individuals and groups assisted
with this development. To all those who contributed, meitaki. Without your support,
the development of this resource would not have been possible. That co-operative
effort is acknowledged in the use of the word “we” throughout these Guidelines.
4
How to Use These Guidelines
These Guidelines have been produced for staff in early childhood centres, primary and
intermediate schools, and secondary schools. They are designed to be used in
conjunction with the handbook Developing Programmes for Teaching Pacific Islands
Languages.
Guidelines for Cook Islands Màori Language Programmes is intended to form the
basis for the material that teachers of Cook Islands Màori develop for their own Cook
Islands Màori language programmes. The material in these pages provides a starting
point for our planning folders. For example, we could save copies of our own one-term
and one-week plans and add them to the Long-term and Short-term Planning section,
with comments on how successful the plans were and ideas for improving them. We
could also exchange written plans with other teachers. The plans for the most
successful units of work and activities that we develop could be filed at appropriate
levels in the Units of Work and Activities section.
As we learn more about teaching Cook Islands Màori (and about the language
itself), we can take notes and add them to the appropriate section. The References
section on pages 79–88 lists a wide variety of books and articles that are suitable for
further professional reading. We might wish to set a personal goal of finding and
reading a book or article that relates to our Cook Islands Màori language programme,
perhaps once a month.
Other items we could add to the folder include:
• photocopies of selected pages from Developing Programmes for Teaching Pacific Islands
Languages (for example, pages relating to the achievement objectives that our
students are currently working towards);
• copies of notes for teachers that accompany Cook Islands Màori resources published
by the Ministry of Education;
• photocopies of activities described in the Tupu Handbook;
• copies of learning activities described in Many Voices (for articles relating to
teaching Cook Islands Màori that have appeared in Many Voices up to 1996, see
page 54 in A Guide to the Pacific Learning Materials 1976–1996);
• exemplars and examples of students’ work;
• relevant material from courses and conferences.
Not everything need be kept in the planning folder. The plan for a particular
learning activity might be kept taped to an activity box, but master copies of such
plans could be kept in the folder.
5
Teaching Cook Islands Màori in
New Zealand
This section introduces certain features of the Cook Islands Màori language that are
important (and, in some cases, unique) to teaching and learning the language in New
Zealand early childhood centres and schools.
Two Languages
Two distinct Polynesian languages are spoken in the Cook Islands.1 Cook Islands
Màori, an East Polynesian language, belongs to the same language family as New
Zealand Màori, Hawaiian, and Tahitian. It has six distinct dialects.
Pukapukan, spoken on Pukapuka, belongs to the same language family as
Samoan, Tuvaluan, and Tokelauan. Pukapukan has borrowed many words from Cook
Islands Màori.
Six Dialects
Cook Islands Màori has six dialects, which can be understood by those who speak any
one of them. They are the dialects of:
• Tongareva (Penrhyn);
• Rakahanga and Manihiki;
• Aitutaki;
• ‘Àtiu, Ma‘uke, and Miti‘àro (Ngàpùtoru);
• Mangaia;
• Rarotonga.
Most Cook Islands Màori learning materials are published in Rarotongan
because it is the most widely used and standardised dialect both in the Cook Islands
and within the Cook Islands community in New Zealand. Students of Cook Islands
ancestry whose heritage language is Pukapukan (or whose heritage dialect is other than
Rarotongan) benefit from learning Rarotongan as a lingua franca. Students learning
Cook Islands Màori who are not of Cook Islands ancestry normally begin by learning
Rarotongan.
Spelling
The most recently published and up-to-date Cook Islands Màori dictionary is Raututi
Taringa and Jasper Buse’s Cook Islands Màori Dictionary. The spellings in this
dictionary are those recommended by the Cook Islands Language Committee.
For teaching purposes and classroom use, the Cook Islands Màori Dictionary has
replaced Stephen Savage’s A Dictionary of the Màori Language of Rarotonga, which does
not reflect modern spelling conventions.
1
For a slightly different view, see pages 28–29 in John Lynch’s Pacific Languages: An Introduction. Lynch
suggests that three Polynesian languages are spoken in the Cook Islands.
6
Alphabets and Alphabetical Order
The alphabet of the Rarotongan dialect is:
a e ng i k m n o p r t u v
It has two diacritical marks: the macron and the glottal stop.
Vowels may be either long or short. In written text, a macron placed over a
vowel (à, è, ì, ò, ù) indicates that the vowel sound is a long one. Variation of vowel
length in the pronunciation of a word can change the word’s meaning.
The nine consonant sounds of the Rarotongan dialect are: ng, k, m, n, p, r, t, v,
and the glottal stop. The glottal stop is written ‘, as in the word ‘akavera (to heat up).
The alphabetical order used in the Cook Islands Màori Dictionary is: a, ‘a, à, ‘à, e,
‘e, è, ‘è, ng, i, ‘i, ì, ‘ì, k, m, n, o, ‘o, ò, ‘ò, p, r, t, u, ‘u, ù, ‘ù, v. Students need to learn
this alphabetical order in order to use the Cook Islands Màori Dictionary.
The Tongarevan alphabet has two additional letters: s and h.
The dialect spoken in Rakahanga and Manihiki also has two additional letters
in its alphabet: f and h.
Keying in macrons and glottal stops on computers

Typing a glottal stop on a computer keyboard is at once easier and more problematic
than typing one on a typewriter. The problem is that, if the standard apostrophe key
(') is used, glottal stops can appear as apostrophes (’) within words and as glottal stops
(‘) at the beginning of words. Sometimes they look different on screen and when
printed out. The way to overcome this is to consistently use an initial single quotation
mark instead (this always looks like a glottal stop). In Microsoft Word on a
Macintosh computer, for example, this can involve typing option ] instead of '.
Typing a space between speech marks and a glottal stop can make Cook Islands Màori
text easier to read.
Many computer fonts offer a way to key in macrons. Keying in macrons on a
computer is easier than backspacing and shift-locking for upper case and then typing a
hyphen over a vowel on a typewriter.
7
Long-term and Short-term Planning
Before planning units of work in detail, we need to decide which of the achievement
objectives in Developing Programmes for Teaching Pacific Islands Languages our students
will be working towards this year.
This section focuses on planning for a particular length of time. A long-term
plan here means a plan for a period of months, and a short-term plan is a plan for
about one week’s work. In the next section (on pages 15–59), the focus is on planning
activities for particular units of work (which may last for a longer or shorter time than
one week). A year’s work in a Cook Islands Màori language programme is typically
organised as a series of units of work, each one based on a topic such as those
suggested in Developing Programmes for Teaching Pacific Islands Languages.
A plan for one term, like those in the examples shown below, can indicate how
specific topics will be related to particular achievement objectives. It may also show
some of the key learning activities, resources, and assessment activities that will be
included in the final, more detailed, unit plan or plans.
Planning for an Early Childhood Programme

Here is an example of a plan for a term in a Cook Islands Màori-language early
childhood centre. Each “Focus for the Unit of Work” lasts about two weeks. Many
other activities in early childhood centres are ongoing (see the section on early
childhood activities and units of work on pages 16–18 below for ideas about ongoing
activities).
Publication details for resource materials named in the plans, together with item
numbers to use when ordering them (if they are Ministry of Education resources), can
be found in the References section of these Guidelines (on pages 79–88).
Focus for the Weeks Main Main Learning Main Resources Main
Unit of Work Achievement Activities Assessment
Objectives Activities
Children might:
‘Akarongorongo 1–2 • listen and • listening • Màmà Rù‘au • observation of
respond to games and Pàpà children’s
others in • puppet Rù‘au puppets listening skills
appropriate stories
ways
Te kòpapa 3–4 • use a • singing and • dolls and • systematic

developmentally performing teddy bears observation of
appropriate action songs children’s
number of about the language
words body behaviour
8
Te au nùmero 5–6 • differentiate • making a • paper and • observation-
… letters mural paint based
from showing • copies of assessment
numerals numbers in the sheet on
words and in page 63
numerals,
with pictures
showing the
appropriate
number of
items
• kèmu nùmero
(‘ò‘ò)
Te au kara 7–8 • use visual • kèmu kara • objects in • observation-
tumu language (game) boxes based
during • posters, such assessment
imaginative as Te Kì o te
play with Akau by G.
visual McCormick
materials and J. Kunzlé
Kupu noa nò te 9–10 • use a • mystery bag • mystery • developing

au ‘apinga ‘àpi‘i developmentally activity object bags portfolios that
appropriate • small objects include
number of that are safe samples of
words to handle children’s oral
language
9
Planning for a Bilingual Programme in a Primary School
The following is an example of a plan for a term’s work in Cook Islands Màori for a
bilingual primary school class where students are working towards tu‘anga (level) 2
achievement objectives. This plan shows the main achievement objectives for Cook
Islands Màori with some of the resources and key learning activities.
Focus for the Weeks Main Main Learning Main Resources

Unit of Work Achievement Activities
Objectives
Talking about 1–3 • make signs, • discuss what • see pages

Art labels, and lists they are 29–30
(extending their doing (in
vocabulary using Cook Islands
Cook Islands Màori)
Màori words
related to art)
• express concepts
of amount [and]
quality
• express meaning
in … crafts
through …
visual images
• use a variety of
media to explore
concepts about
patterns, colours,
shapes, and
details
Writing 4–6 • identify people, • write and • see page 31
Mathematical places, and solve story
Problems in things problems
Cook Islands • express concepts
Màori of amount,
ownership, [and]
quality
Supermarkets 7–9 • identify people, • visit a • Cook Islands

places, and supermarket parents
things • ask questions
• express concepts and offer
of amount [and] ideas about
quality the use and
• make signs, operation of
labels, and lists supermarkets
• ask others to do • role-play
something working in a
• record supermarket
information and being a
• use culturally customer
appropriate
forms to address
others and to
refer to
themselves
10
Stories Written 10–12 • identify people, • see pages • see page 33
in Cook Islands places, and 33–34
Màori things
• make signs,
labels, and lists
• produce short
narrative stories
• express meaning
in stories ...
through visual
images
A plan for one week’s work allows teachers to relate particular aspects of a Cook
Islands Màori language programme to objectives and learning activities in a more
detailed way than in plans like those above. On page 28 of Developing Programmes for
Teaching Pacific Islands Languages, there is an example of short-term planning in a
language programme for an intermediate class working within levels 1 and 2 which can
be adapted and used with any Pacific Islands language.
- in a Mainstream
Planning to Support Cook Islands Maori
Junior Classroom
When supporting Cook Islands Màori as a mother tongue in a mainstream junior
school class, we might plan a term’s work in the following way to provide young
bilingual students in our class with plenty of opportunities to use Cook Islands Màori
during their classroom learning. This kind of planning assumes that, as mainstream
teachers, we are learning how to communicate (to some extent) with our bilingual
students in Cook Islands Màori, if we cannot already do so, in order to help them meet
tu‘anga 1 achievement objectives.
Achievement Introduce the Essential Resources

Objectives learning in week Learning Area
(for Cook Islands number:
Màori)
• use everyday [Cook 1 • language and • Cook Islands
Islands Màori] languages parent
expressions to greet,
farewell, or thank
people
• use [Cook Islands 2 • maths • Kai Kòrero: A

Màori] words and Cook Islands
expressions for Màori Language
numbers (1–10) Coursebook by
Tai Carpentier,
Tepuaoterà
Turepu, and
Clive Beaumont
• use [basic Cook 4 • maths • Cook Islands
Islands Màori] parent
expressions to
indicate time
11
• use [basic Cook 6 • maths • Cook Islands
Islands Màori] Màori Dictionary
expressions for by Raututi
shapes Taringa and
Jasper Buse
• use [basic Cook 3 • the arts • Cook Islands

Islands Màori] parent
expressions for … • pictures to colour
colours (see page 64)
• follow simple 1 • health and • Cook Islands
instructions (given physical well- parent
in Cook Islands being (physical
Màori) education)
• exchange basic 1 • social studies • Cook Islands
factual information (getting to know students and
(pronouncing Cook one another) their parents
Islands Màori names
correctly)
• ask for … help (in 1 • all curriculum • Cook Islands
Cook Islands Màori) areas parent
• take a simple part in 7 • the arts (music, • Education
a [Cook Islands dance) Advisory
Màori] cultural Service/School
performance Support
Services
In addition to the above, we could include bilingual resources in our reading

programme, for example, ‘Auè! ‘Auè! by Seremia Lumelume and the English version,
Aue!, or Ko te Ngà‘i Meitaki by Sue Mooar and the English version, The Safe Place.
Use the guide at the back of the Tupu Handbook to access English versions of
other level 1 Cook Islands Màori resources. These resources could be introduced to
the whole class, together with their English versions, and then placed in the reading
corner for students to read or take home whenever they wish.
- Secondary School
Planning for a Cook Islands Maori
Programme
Pages 13–14 show an example of how the second term’s work might be planned in a
secondary school Cook Islands Màori language class working towards achievement
objectives at tu‘anga 7 and 8. This long-term plan shows only the main topics for
units of work and the key achievement objectives. Other achievement objectives and
learning and assessment activities would be identified later, in more detailed unit
planning.
Not all the resources we will use are listed here – just those key materials that
have to be gathered in advance so that we have enough copies for class sets or
materials that we will need to borrow from other departments.
12
Week Focus for Key Achievement Learning Resources Assessment
the Week Objectives Activities Activities
Students will be Key resources are:

able to:
1–2 Formal • convey their ideas • holding a • members of a local • students will
Meetings effectively in formal Cook Islands assess their
discussions (tu‘anga 7) meeting community group own
• express conditions • preparing that holds regular speeches and
clearly (tu‘anga 7) and meetings those of
• speak in formal presenting a their peers,
meetings (tu‘anga 7) speech using agreed
• make speeches criteria
(tu‘anga 7)
• take various roles at
meetings (tu‘anga 8)
• use humour effectively
in speeches (tu‘anga 8)
• propose a course of
action (tu‘anga 8)
• discuss advantages and
disadvantages
(tu‘anga 8)
• use the language of
oratory in a speech
(tu‘anga 8)
3–4 Plays • interpret and analyse • reading • Ko te Tua i à ‘Ina ‘è • the class
Based on the visual and verbal traditional te Tuna by Ester will develop
Traditional features of ... legends Temukisa Laban criteria to
Legends presentations • creating and Alama measure how
(tu‘anga 7) presenting a • books of Cook far their
• use their analyses to play based Islands legends work meets
help them make on a legend the
choices about their own objectives
presentations to
different audiences
(tu‘anga 7)
• experiment with [a]
literary genre
(tu‘anga 8)
• develop personal styles
in their formal and
informal speaking and
writing (tu‘anga 8)
13
5–6 Autobio- • report points of view • see page 51 • Johnny Frisbie’s • see page 51
graphical (tu‘anga 7) ‘E Pànikiniki
writing • justify an interpretation • ‘Elenga
(tu‘anga 7) Mailangi’s Te
• argue for a particular Tautai Tìtomo i
course of action Niuafo‘ou
(tu‘anga 7)
• express feelings,
showing tact and
sensitivity towards
others (tu‘anga 7)
• express obligation
(tu‘anga 7)
• experiment with [a]
literary genre
(tu‘anga 8)
• develop personal styles
in their formal and
informal speaking and
writing (tu‘anga 8)
7–8 Script- • interpret and analyse • see page 54 • Tàtà Tua ‘Akatùtù • see page 54
writing the visual and verbal nò te Teata Vìtiò
features of ... by Samson
presentations Samasoni
(tu‘anga 7)
• use their analyses to
help them make choices
about their own
presentations to
different audiences
(tu‘anga 7)
• explain ways in which
different combinations
of visual and verbal
language features can
achieve different
purposes (tu‘anga 8)
9–11 ‘Uapou • interpret and analyse • create a • Ko te Tùpàpaku- • view the

video the visual and verbal video based kai-toto i te ‘Uapou video and
features of … on a by Tària gather feed-
presentations humorous Kingstone (listed back from
(tu‘anga 7) story at tu‘anga 5) an audience
• use humour effectively of students
… (tu‘anga 8) and parents
• explain ways in which
different combinations
of visual and verbal
language features can
achieve different
purposes (tu‘anga 8)
Long-term plans like those above will form the basis of short-term plans (for
example, one-week plans) or plans for individual units of work (see pages 19–59).
14
Units of Work and Activities
Before planning units of work in detail, we need to decide what our students are to
learn in the longer term and which achievement objectives in Developing Programmes
for Teaching Pacific Islands Languages they will be working towards. Then we need to
identify appropriate activities for learning and assessment and develop them to meet
the needs of our students. We should also consider what resources our students will
need when they are doing the activities.
The following activities and units of work are arranged in order of tu‘anga
(level). Many of the activities and some of the units could be adapted to meet the
needs of students working at different levels.
Some of the activities in the guidelines for Tokelauan, Samoan, Niuean, and
Tongan could also be adapted and added to the following section. Learning activities
can also be found in the Tupu Handbook and in the notes for teachers that accompany
Tupu books and audio cassettes. More ideas for activities and units of work can be
found in Developing Programmes for Teaching Pacific Islands Languages.
15
Early Childhood
This section includes examples of units of work and developmentally appropriate
activities for Oral Language, Written Language, Visual Language, and Cultural
Learning at the early childhood level. For further suggestions, see pages 26–27 in
Developing Programmes for Teaching Pacific Islands Languages and the early childhood
sections in the Tupu Handbook.
For the early childhood curriculum in general, see Te Whàriki: He Whàriki
Màtauranga mò ngà Mokopuna o Aotearoa/Early Childhood Curriculum.
Quality in Action/Te Mahi Whai Hua: Implementing the Revised Statement of
Desirable Objectives and Practices in New Zealand Early Childhood Services gives further
guidance on issues such as assessment, consulting with local communities, and learning
and development in early childhood education.
-
‘Akara‘anga - - – A Counting Game
(Example) 1: ‘O‘o
We start this game by asking children to stand in a circle. Then we say “ta‘i”. The
child next to us says “rua”, the next child “toru”, and so on around the circle. When
it comes around to ta‘i nga‘uru, that child says “ ‘ò‘ò” and sits down. The next child
in the circle then starts with “ta‘i” again. The game continues like this, around the
circle, until there is only one child left standing. That child gets to start the next
round.
-
‘Akara‘anga 2: Mystery Objects
Mystery bags provide a fun way of helping children learn the Cook Islands Màori
words for objects commonly used in early childhood centres and schools. (Refer to
page 62 for some examples of such words.)
Making up mystery bags is the kind of thing a parent might be able to help us
with. The bags should be made from soft material that children cannot see through.
They should have drawstrings around the top and should all look the same.
Children who choose to take part in this activity do so in small groups. They
take turns putting their hands into a bag. Once they have felt the object in the bag,
they guess what it is called in Cook Islands Màori. (“ ‘E puka!”) Then they take the
object out to see if they were right and, if they were, they hold it up and show
everyone. If they were wrong, they put it back in the bag, we tell everyone what it
was, and we put the bag away and bring out another bag.
The bags should contain all sorts of things (including small toy animals, toy
cars, and doll furniture).
The object of this activity is not to correct the children. We reward success
with big smiles and name the things they couldn’t guess in a friendly way that doesn’t
suggest they have done anything wrong. Above all, we keep the game fun.
16
-
‘Akara‘anga 3: Kai
Using pictures that the children have drawn or cut from magazines, we could help
them to make a big mural about what they have for breakfast. (Water and flour makes
a safe glue for children to use.) Words and phrases like punu pata (butter), varàoa
pakapaka (cabin bread), varàoa tàpata (buttered bread), tiàmu (jam), and tiàmu pàkiri
‘ànani (marmalade) can be introduced in this way.
This could be a good time to read Piatarihi Yates’ Tòku Pàpà to the children and
talk with them about the pictures of the family having breakfast together.
-
‘Akara‘anga - - Ru‘au
4: Mama - - - Ru‘au
and Papa - Puppets
For this activity, we need to cut out pictures of a grandmother and a grandfather and
mount them on ice cream sticks. Then we need to create a kitchen scene inside a big
cardboard box. Curtains can be made from pieces of islands-patterned fabric. We cut
some slits in the “kitchen floor” through which the puppets can be inserted.
Now we have a kitchen “puppet theatre”, in which Màmà Rù‘au and Pàpà Rù‘au
can tell stories. Once a week, there can be a special time when the puppets come out.
The children sit in front of the box, which we can hang from the roof at about their
height. (We need to be able to reach under the box easily to hold the puppet sticks.)
This is a great way to share traditional stories or to talk about funny things that
happened to Màmà Rù‘au and Pàpà Rù‘au when they were little. Children may like us
to read them Johnny Frisbie’s Ko Màmà Rù‘au te Tamà‘ine Mou Tiare or they may
listen to the story read on audio cassette, as a follow-up activity. Of course, we can
introduce visitors to Màmà Rù‘au and Pàpà Rù‘au’s kitchen, too. The children may
like to make their own puppets and puppet theatre and play with them whenever they
choose.
17
-
‘Akara‘anga 5: Portfolio Checklists
Portfolios are a useful assessment tool at this level. Records of children’s achievements
and behaviour can show what they can do independently and what they might need
help with.
Here is the kind of checklist we might use to record, for their portfolio, a child’s
behaviour during a specific learning activity. (The checklist could be written in Cook
Islands Màori.) This example records the behaviour of a child working with a wooden
Pacific jigsaw puzzle.
Portfolio Checklist
Child’s name: Mi‘i Date: 10/4/2000 Activity: Jigsaw puzzle
Child initiated the task Teacher initiated the task

Child met task requirements
New task for this child Familiar task for this child
Involved great effort Involved little effort
Much time invested Little time invested
Done independently Done with peers
Done with adult guidance
Comments about the circumstances in which the work was created or produced:
Mi‘i recognised the shapes as belonging to their spaces without using trial and
error.
Comments about how the work reveals the child’s approach to learning:
-
Mi‘i named the fruit shapes in Cook Islands Maori as she fitted them into the
- - painapa (pineapple).
spaces – meika (banana), ‘anani (orange), pea (pear), and ‘ara
Early childhood staff can copy and use the empty form on page 61 to make their
own records of children’s behaviour during specific learning activities.
Resource Materials for Early Childhood Activities

For information about Cook Islands Màori early childhood resource materials, go to
pages 69–70 of these Guidelines. Many such resources published by the Ministry of
Education form part of the Tupu series. Early childhood sections in the Tupu
Handbook are on pages 8–9 and 22–25.
18
School Curriculum
Developing Programmes for Teaching Pacific Islands Languages sets out a curriculum model
that teachers can use to structure their Cook Islands Màori language programmes. At
each tu‘anga (level), achievement objectives are described within each strand. The
achievement objectives provide the basis for our expectations about how students will
learn to use Cook Islands Màori in our classroom programmes.
At each level, too, there are language level indicators and suggested learning
and assessment activities. The examples of units of work and activities that follow
have been developed using that model. (Refer to pages 54–55 in Developing
Programmes for Teaching Pacific Islands Languages for more information about school
curriculum levels.)
As they progress to meet higher levels of achievement, students show increasing
sophistication in their language skills and use Cook Islands Màori with increasing
accuracy in a growing range of contexts.
In the examples given at each level in this book, communicative activities
through which students can work towards the objectives in a variety of situations are
suggested. Some of the examples are detailed examples of learning activities, while
others show a complete unit plan.
‘
TU ANGA (LEVEL) 1
Students working to meet the tu‘anga 1 achievement objectives described in Developing
Programmes for Teaching Pacific Islands Languages include older students as well as
children in junior classes. Examples 1–6 below are intended mainly for primary school
students, but example 7 on page 24 shows a unit of work that might meet the needs of
students beginning to learn Cook Islands Màori at secondary school. Refer to pages 54
and 118–121 in Developing Programmes for Teaching Pacific Islands Languages for
information about students of various ages and the different levels they may be
working within.
-
‘Akara‘anga -
1: Ropati
An achievement objective that students should be working towards at tu‘anga 1 is to
“follow simple instructions” (given in Cook Islands Màori). A fun way students can
learn to follow instructions is through playing Ròpati. To introduce this game, we
pretend to be a robot that understands only instructions given in Cook Islands Màori.
Another speaker of Cook Islands Màori (for example, a parent) tells the robot what to
do. The robot does exactly as it is told and keeps on doing it until it is told to stop or
is given another instruction. If the robot is instructed incorrectly, it says, “Kàre!
Kàre! Kàre!” If the robot comes to a wall, it just keeps trying to go forward at that spot.
When they have learned some appropriate language, the students can give the
robot instructions. As they become more confident, they take turns at being the robot
themselves.
-
‘Akara‘anga 2: Kua Ngaro Au, Unit I
Here is an example of a plan for a unit of work for students working towards tu‘anga 1
achievement objectives in a Cook Islands Màori language programme. It is based
around Anau Aue’s translation of Epi Swan’s story Kua Ngaro Au, about a young girl
who becomes lost in a city.
19
Achievement Objectives
Students should be able to:
• recognise and use letters of the alphabet in words;
• exchange basic factual information.
Suggested Learning Activities

Learning activities might include the following.
1. A shared book experience. The students listen to a brief introduction to the story
and then look at the pictures, using them to predict where the story may be set and
what might be going to happen. They discuss the meaning of key words and try
using them in sentences. Then we read them the story from a big book version
that we have prepared, stopping to discuss any points of interest or for the students
to predict what may be going to happen next. As part of this discussion, we point
out print conventions, such as upper-case and lower-case letters. The students
could look for other examples and other print conventions and discuss what they
are and when they should be used.
2. A paired reading activity. First, teina and tuakana look at the pictures and read
the story together, so that the teina can go on to read it by themselves. When
teina feel confident, they could record themselves reading the story on audio
cassette. These tapes could be added to the class resource library.
3. A discussion. The students talk, in simple Cook Islands Màori, about their own
experiences of being lost. We model phrases that they can use.
Assessment Opportunities in the Unit of Work

The teacher could simply observe and note how effectively students exchange basic
information in discussion during activities 1 and 3.
Resources
• Swan, Epi. Kua Ngaro Au.
• A teacher-made big book version of Kua Ngaro Au.
-
‘Akara‘anga 3: Kua Ngaro Au, Unit II
Here is another plan for a unit of work based around Epi Swan’s story Kua Ngaro Au.
(We can often develop several short units of work around one resource.) This unit
could follow the previous one.
• use everyday expressions to greet, farewell, or thank people;
• briefly recount personal experiences and imaginary events;
• exchange basic factual information;
• simply express wants and needs;
• give their names, ages, and addresses.
20
After rereading Kua Ngaro Au, students could:
• discuss the theme of the story (getting lost in an unfamiliar city – have any of them
ever been left behind or got lost?);
• brainstorm Cook Islands Màori words on the topic of “being lost”, which we could
write on a wall chart;
• use these words to write about a (real or imaginary) time when they were lost,
describing what happened and how they felt;
• discuss and role-play how to say goodbye in Cook Islands Màori, relating this to the
story (when Mum and Dad left, what would they have said to Ana and her
brother?);
• discuss and practise (role-playing in pairs) what they should say to a police officer
(and other adults) if they are lost, telling him or her their name, address, and
phone number;
• fill in a brief personal information form with their name, address, and phone
number;
• discuss the way in which Ana’s parents express their gratitude to the police officer
and then recreate that dialogue on audio cassette, with one student taking the role
of the parent and another that of the police officer, speaking in Cook Islands
Màori;
• role-play greetings, farewells, introductions, and expressions of gratitude in a variety
of other situations.

Assessment might include:
• the teacher’s observation and informal notes about students’ use of expressions to
greet and farewell people and students’ use of language during their role-plays;
• comments by the students about how far they met their objectives in their role-
playing.
Resources
• Swan, Epi. Kua Ngaro Au.
• audiotape and recorder.
-
‘Akara‘anga 4: ‘E Puakaoa
Here is a reading lesson based around Leon and Fran Hunia’s story ‘E Puakaoa (first
published in New Zealand Màori). Resource materials listed at tu‘anga 1 can cover a
range of reading levels, especially when we are taking a junior class. ‘E Puakaoa is
quite a lot easier than Kua Ngaro Au and would be suitable for students learning to
read texts in Cook Islands Màori written at the emergent reading level. The big book
version of the story in English (Dog) could be used, with the sentences provided in
Cook Islands Màori.
21
• briefly recount personal experiences and imaginary events;
• label, observe, and briefly describe things;
• view and discuss simple verbal and non-verbal signs [and] symbols.
Learning Activities
Here is a structured approach to learning activities at tu‘anga 1.
1. We help the students to identify the title page, title, author, illustrator, and
translator.
2. We ask questions, such as:
• ‘E a‘a tèia tùtù ‘ànimara?
• ‘E a‘a èta‘i mea e rave ana te punupunu puakàoa?
• ‘E a‘a ‘uài te au tù puakàoa tà‘au i kite?
• ‘E puakàoa àinei tà‘au i te kàinga?
3. The students share their experiences of dogs with the group.
4. The students discuss the pictures on each page.
5. The students listen as we read each page, following the written words as we read
them.
6. We point out new vocabulary while reading and, where necessary, discuss new
words with the students. At this point, they are building up their sight vocabulary,
using this text.
7. We read the book together with the group. We could discuss any phrases students
appear to be having difficulty with. We could use a frame to focus their attention
on single letters, words, or sentences, if appropriate.
8. The class could work together to compose a simple story on the blackboard, along
the lines of:
Nàku tèia puakàoa. (labelling)
‘E puakàoa ma‘atama‘ata tàku. (observation)
‘E reka au i tàku puakàoa. (comment)
9. The sentences could be written on strips of cardboard, mixed up, and given to the
students, who could reconstruct the class story by themselves.
10. Finally, the students could each compose a simple story in Cook Islands Màori
about an animal, perhaps a pet, and draw a picture to illustrate it.

The teacher could assess how effectively the students use language to communicate
with each other in discussion and when writing their stories.
22
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‘Akara‘anga 5: Te Au Reta (The Alphabet)
Students working towards tu‘anga 1 achievement objectives are learning to “recognise
and use letters of the alphabet in words”. The letters of the Cook Islands Màori
alphabet, in both upper and lower case, should be displayed prominently in the
classroom.
Learning Activities
Learning activities might include:
• practising saying the Cook Islands Màori alphabet in the traditional way (‘à, ‘è,
ngà, ‘ì, kè, mò, nù, ‘ò, pì, rò, tì, ‘ù, vì);
• singing alphabet songs;
• discussing when and why te au reta mama‘ata (upper-case) and te au reta rikiriki
(lower-case) letters are used;
• identifying upper-case letters in Cook Islands Màori signs and resource materials
around the classroom and in books they are reading;
• drawing pictures to go with letters to create a Cook Islands Màori upper-case
alphabet frieze;
• editing their own work and checking their peers’ work for correct use of upper- and
lower-case letters.
Assessment Opportunities
Assessment could include gathering samples of students’ written work for their
portfolios, noting how correctly they use the letters of the alphabet in the words and
sentences they write.
Resource
Pepe, Munokoa Tupae. Te Au Reta i Roto i te Reo Rarotonga.
‘Akara‘anga 6: Kara (Colours)

For this activity, students form two teams. In a box, we have lots of objects of
different colours. We hold up an object, for example, a book. We ask the first team,
“ -‘E a‘a te kara o tèia puka?” If the team answers correctly, they gain a point. If they
don’t, the other team gets a chance to answer. If they get it right, they gain an extra
point. Then it’s their turn. The game continues until one of the teams has ten
points.
The game is even more fun if the students give their teams interesting names,
for example, the kàkàia team (white terns) and the ngòio team (the noddies). The
Cook Islands Natural Heritage Project posters by Gerald McCormack and Judith
Kunzlé are a great source of words for team names. Students could enjoy looking at
the posters with us and choosing names for their teams.
Colour terms in Cook Islands Màori are listed on the sheet on page 64.
23
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‘Akara‘anga 7: Getting to Know Each Other
Here is a unit that might meet the needs of students just starting to learn Cook Islands
Màori in a secondary school. (For a somewhat similar unit for younger students, see
pages 64–65 in Social Studies in the New Zealand Curriculum: Getting Started.)
Focus Ideas
This unit of work will provide opportunities for students to:
• become more aware of their environment and of themselves as individuals through
discussion and extension of their background knowledge and experiences;
• discuss their ideas and opinions as they start to gain confidence in using basic Cook
Islands Màori expressions;
• get to know one another and their teacher.
• use everyday expressions to greet, farewell, or thank people;
• label, observe, and briefly describe things;
• briefly recount personal experiences;
• ask for repetition, clarification, or help;
• briefly state likes and dislikes;
• view and discuss simple verbal and non-verbal signs [and] symbols (on maps).
Language Level Indicators

Listening and Speaking
Students will demonstrate that they are meeting achievement objectives at this level
when they can:
• recognise and respond to commonly used forms of greetings, farewells,
introductions, and expressions of gratitude;
• understand and contribute to brief social exchanges, using learned phrases;
• give basic information about themselves and ask for similar information from
others;
• recognise and respond to simple classroom instructions and frequently used
expressions;
• in structured conversations, make statements about their likes and dislikes and ask
about those of their friends;
• recognise what a conversation is about (when it is about a familiar topic);
• talk about a series of events, giving the correct time sequence.
24
Reading and Writing
when they can:
• understand and express the main idea of a written text, using familiar language;
• understand and express simple details about themselves and their families in written
language;
• understand and use familiar expressions to seek and convey basic information (in
writing);
• write their own name and address and the names of some other class members;
• write other familiar words;
• label classroom objects (and places on a map);
• read and write about a series of events in a time sequence, using fairly brief
sentences.
Visual Language and Cultural Learning

when they can:
• use some polite forms of address;
• talk about the meaning of some signs and symbols (on a map).
Learning Activities
Here are four subtopics through which we could approach this topic with our students.
Learning activities are suggested below for each subtopic.
• My Family and I
• My Friends, My Street, and Our Neighbours
• My Community and Our School
• Our City and Our Country
My Family and I
Through communicative learning activities, students could explore ways of describing,
in Cook Islands Màori:
• who they are;
• their feelings;
• the members of their family;
• responsibilities in their family;
• their family tree.
• talking to each other about their feelings;
• listening to simple Cook Islands Màori poems and discussing them;
• making a list of things that bother them;
• tracing and labelling silhouettes of themselves;
• drawing a picture about being lonely and talking about it;
• learning and using Cook Islands Màori words for emotions;
• completing a piece of writing that describes a situation and then asks the reader,
“ ‘E a‘a tà‘au kà rave?”;
25
• drawing faces that show moods and talking about them;
• writing a story called “Ko Au Rài Au”;
• making a chart showing activities they are good at, activities they are learning to
do, and activities they find hard to do;
• writing or talking about the question, “Mei te mea è, ‘e ‘apinga ‘ua atu tà‘au ka
‘inangaro, ‘e a‘a i reira tà‘au e anoano?”;
• drawing self-portraits (using a mirror) and talking about the portraits;
• bringing photographs of themselves as babies, mixing up the photos, and guessing
which baby is who;
• discussing “ko aku moemoeà mè ‘akaruke au i te ‘àpi‘i”;
• interviews where students work in pairs to find out what activities their partners
can do;
• making books about their lives (where they were born, what they have done, their
friends, where they have lived ...);
• miming how they react in specific circumstances, for example, when they are
frightened by a mysterious noise or when their parents won’t let them watch
television;
• brainstorming and listing words for parts of the face and expressions associated with
those words, for example, va‘a (mouth), va‘a ‘ua (insincere), mata (eye), mataora
(cheerful), matà kai (greedy);
• writing a timetable for one day or week;
• keeping a diary for a week;
• discussing appropriate vocabulary (introduced by the teacher) and going on to draw
their individual family trees;
• describing their families, for example, “Ko … tòku màmà” (“My mother is …”);
• listing the responsibilities that each member of their family has;
• drawing a sketch of their parents, with speech balloons showing what they might be
saying in Cook Islands Màori.
My Friends, My Street, and Our Neighbours

• listing and discussing the qualities they would like their friends to have;
• describing their neighbours;
• describing (to the class, a group, or a partner) the sort of house they live in;
• asking another student, “ ‘E a‘a te mea ma‘ata i te taeake meitaki? ‘E a‘a tà‘au e
‘inangarò ra koe i tò‘ou taeake?” and then explaining that student’s point of view to
a third student;
• planning streets and facilities for a new “ideal” neighbourhood;
• writing a poem or story called “Tangata-tupu”;
• discussing the question “ ‘E a‘a tà‘au e kite nei i tò‘ou tùranga tangata-tupu?”;
• planning and illustrating schemes for making their neighbourhoods more attractive
– listing ideas, discussing them in groups, illustrating their ideas, and describing
their neighbourhoods “before” and “after”;
• as a group, writing a short play called “Tauturu atu i tò tàtou tùranga tangata-tupu”
and then producing it for an audience.
26
My Community and Our School
• as a group, drawing a plan of the school and labelling it;
• writing descriptions of classmates and asking the rest of the class to guess who they
are;
• listening to a simple story (told by an adult) about feelings between friends;
• describing “ ‘E a‘a tei tupu i tòku rà mua i te ‘àpi‘i teitei”;
• finding out the Cook Islands Màori words for some agencies and people in the
community that they might go to for assistance;
• talking about how they solve problems that arise in their community.
Our City and Our Country

• comparing maps of places like Avarua and Auckland;
• using an atlas to locate New Zealand and the Cook Islands;
• writing (in Cook Islands Màori) answers to questions like the following.
Ko tè‘ea te ‘enua vaitata atu ki Pukapuka?
Ko ‘ai te ingoa o te moana e koropinì ra i a Niu Tirèni ‘è te Kùki ‘Airani?
Tei te tua ‘akarua àinei ‘a Rarotonga, mè tei te tua tonga o te ‘ìkueita?
‘È ‘ia ‘enua i roto i te Kùki ‘Airani? I Niu Tirèni?
Assessment could include:
• the teacher’s observation and informal notes about students’ use of language to
communicate with each other;
• peer assessment using starter sentences, such as “Kua reka au i te ‘akataka‘anga mai
‘a Tària _______ nò te mea _______”;
• gathering samples of students’ written work for their portfolios (noting how far each
sample meets the relevant achievement objectives).
Resource Materials
The following resources could be used within this unit.
Aitutaki. [map]
‘Àtiu and Ma‘uke. [map]
Alama, Ester Temukisa Laban. Kà Tui i Tèta‘i ‘Ei nò Màmà.
Alama, Ester Temukisa Laban. Te Pona ò Ane.
Amituanai, Temukisa, Phonderly Siohane, Philip Walker, and Glenys Williamson. The
Robati Family: Cook Islanders in New Zealand.
Atlas of the South Pacific.
Department of Education. A Cook Islands Family in New Zealand.
Department of Education. Te Kòpù Tangata ò Jojo/Jojo’s Family. [picture pack]
Everitt, Henare. Tòku Màmà.
Frisbie, Johnny. Ko Màmà Rù‘au te Tamà‘ine Mou Tiare.
Hebenstreit, Johnny Frisbie. Pò Maru.
Ki te Kàinga/At Home.
Long, Don. A Gift for Aunty Ngà.
McAlpine, Rachel. Te Au Taeake o Mària.
27
Mangaia. [map]
Manihiki. [map]
Manuae and Takùtea. [map]
Ministry of Education. Social Studies in the New Zealand Curriculum.
Ministry of Education. Social Studies in the New Zealand Curriculum: Getting Started.
Miti‘aro. [map]
Morgan, Teupoko Ina. Na‘ai Teia Pepe?
Nassau and Pukapuka. [map]
Palmerston. [map]
Pasilio, Teresa Manea. Te Pòro Kirìkiti Tei Ngaro Atu.
Penrhyn. [map]
Rakahanga. [map]
Rarotonga. [map]
Suwarrow. [map]
Swan, Epi. Kua Ngaro Au.
Taringa, Raututi, J. Buse, et al. Cook Islands Màori Dictionary.
Taylor, Tia Aluni. Tu‘a‘anga i te Ka‘avai.
Te Au ‘Anga‘anga a Màmà/Mother’s Jobs.
Te Au ‘Anga‘anga i te Kàinga/Jobs at Home.
Tereora, Mere Tapaeru and Feaua‘i Amosa Burgess. ‘Aere nà Roto i te Ua ki te Kàinga.
Tòku Rà ‘Ànau‘anga/My Birthday.
Tò Màtou Kàinga/Our House.
Tò Màtou Kòpù Tangata/Our Family.
Yates, Piatarihi. Tòku Pàpà.
For more details about these resources, see the References section on pages 79–88.
28
‘
TU ANGA 2
Communicative competence in any language improves dramatically when learners
know plenty of words so that they can say what they want to say. Examples 1, 2, and
3 below illustrate how we can plan to teach specialised Cook Islands Màori vocabulary
in the context of work planned in other curriculum areas.
-
‘Akara‘anga 1: Talking about Art
Unit Plan: Essential Learning Area: Cook Islands Màori (developing Tu‘anga: 2
Talking about Art vocabulary relating to shape, size, pattern, and colour)
Curriculum Links: From the arts curriculum, a visual art topic

– Exploring the Use of Crayons with Other Media
Achievement Objectives:
Students will:
• express concepts of amount [and] quality (in relation to patterns, colours, media, shapes, and details in
art works);
• make signs, labels, and lists (extending their vocabulary by using Cook Islands Màori words related to art);
• express meaning in … crafts … through visual images.
Learning Outcomes Learning and Assessment Activities Resources
Students will: The teacher will: Students will: Student Teacher

• express relevant • explain to • make portraits of • pencils, paper, • pencils, paper,
concepts in Cook students what is themselves, using crayons, paint, crayons, paint,
Islands Màori expected of them crayon and other dye, chalk, dye, chalk,
and model the media, and talk scissors, and glue scissors, and glue
process about them,
expressing
relevant concepts
in Cook Islands
Màori
• describe, in Cook • demonstrate • keep a written • crayons and • crayons and
Islands Màori, a different record (with paper paper
range of techniques illustrations) of
techniques for how they used
using crayons the crayons
• discuss, in Cook • demonstrate and • discuss what they • pencils, paper, • pencils, paper,
Islands Màori, explain to have learned crayons, paint, crayons, paint,
ways of caring students what is about caring for dye, chalk, dye, chalk,
for art materials expected of them art materials scissors, and glue scissors, and glue
• express relevant • brainstorm ideas • explore the uses • pencils, paper, • pencils, paper,
concepts in Cook with the students of crayon, pencil, crayons, and crayons, and
Islands Màori, and provide and paint and paint paint
making and using opportunities to later mount and
appropriate labels carry them assess a library
through display of their
finished work
29
• demonstrate that • display objects of • construct a • pencils and • objects of
they have different shapes, graph to show a paper different shapes,
developed their sizes, and shades growing use of sizes, and shades
ability to talk in for discussion Cook Islands • Cook Islands
Cook Islands • encourage Màori Màori Dictionary
Màori about students to talk vocabulary to by Raututi
colour, shades of about the colours describe art Taringa and J.
colour, size, in the crayon work W. Buse
shape, and pictures
pattern
• use Cook Islands • write relevant • list a variety of • sheet on page • vocabulary list
Màori terms for vocabulary in colour and shade 64 assembled from
dark and light Cook Islands terms in Cook the Cook Islands
shades Màori and Islands Màori Màori Dictionary
appropriately discuss specific (see also page 64)
meanings
• use Cook Islands • discuss everyday • use Cook Islands • art books, such
Màori terms experiences Màori terms for as Ailsa
relating to the involving the proportion while Robertson’s The
concept of concept of drawing Cook Islands
proportion proportion
• discuss their • use three to four • pencils, paper,

pictures in Cook media in a crayons, paint,
Islands Màori. single piece of dye, chalk,
art work, for Indian ink,
example, crayon, scissors, and
chalk, dye, and glue
Indian ink
• create cards or
invitations to a
special occasion
• display
completed work
and evaluate it
By the end of this unit, students should be able to describe different shades of
colours in Cook Islands Màori and to talk about the art works they create, using Cook
Islands Màori terms.
The topic for this unit could also link to a particular theme, for example,
tìvaevae. Speaking in Cook Islands Màori, we could encourage students to think
about the lines and shapes found in tìvaevae.
When their art works for this unit are complete, the students can use them to
create a display so that everyone can see all the drawings. The teacher or a student
could make a positive comment in Cook Islands Màori about each one. Encouraging
students to discuss one another’s work constructively (by modelling how to do so) is a
very useful approach.
30
-
‘Akara‘anga 2: Writing Mathematical Problems in Cook
-
Islands Maori
At tu‘anga 2, students can start writing their own mathematical problems, using Cook
Islands Màori words to meet the achievement objectives “identify people, places, and
things” and “express concepts of amount, ownership, quality, and time”.
Our lesson planning for this activity should reflect the achievement objectives
our students are working towards in both Mathematics in the New Zealand Curriculum
and Developing Programmes for Teaching Pacific Islands Languages, as shown below.
Curriculum Area Mathematics Cook Islands Màori
Strands Number accomplish everyday tasks,

using [Cook Islands Màori] to
communicate
Achievement write and solve story • identify people, places, and
Objectives problems which involve things
(tu‘anga 2) whole numbers, using • express concepts of amount,
addition, subtraction, ownership, quality, and time
multiplication, or division
Language Level Students meet the objectives
Indicators when they can:
• describe (and recognise
descriptions of) themselves,
other people, and familiar
places and objects
• count people and things
• listen and show
understanding when ordinal
numbers ... are used
• write using familiar language
structures
• record information
reasonably accurately in a
range of ways
• understand and use learned
structures to convey simple
information in messages
Assessment The teacher notes whether The teacher and students

the students can make up, discuss how successfully the
tell, and record appropriate students conveyed their maths
number stories and talk about stories to each other in Cook
them. Islands Màori, expressing
amount, ownership, quality,
and time appropriately.
The ideas that students express in the problems they write may give us insights
into their mathematical understanding in everyday situations when they are thinking
in Cook Islands Màori.
31
-
‘Akara‘anga 3: Exploring Physical Properties Using Cook
-
Islands Maori
Here is an example of a unit through which students could work towards achievement
objectives in both Science in the New Zealand Curriculum and Developing Programmes for
Teaching Pacific Islands Languages.
Curriculum Area Science Cook Islands Màori
Strands Making Sense of the Material accomplish everyday tasks,

World using [Cook Islands Màori] to
communicate
Achievement group familiar objects, using • express concepts of amount
Objectives observable physical properties, [and] quality
(tu‘anga 2) e.g., how hard, how flexible, • make signs, labels, and lists
whether it floats
Language Level Students meet the objectives

Indicators when they can:
• describe (and recognise
descriptions of) … objects
• understand and use key
words and phrases in signs,
labels, and lists
• record information
reasonably accurately in a
range of ways.
Assessment The teacher assesses the In Cook Islands Màori, the
students’ understanding of the teacher and students discuss
properties of objects when how the students grouped the
they group and describe them objects.
in terms of their physical
properties.
Learning Activity
The students could read ‘Aere nà Roto i te Ua ki te Kàinga by Mere Tapaeru Tereora
and Feaua‘i Amosa Burgess. Then they could draw up a chart in which they could list
objects from the book under headings for different shapes, textures, colours, sizes, and
smells. They could select one item from under each heading and write a simple
sentence, in Cook Islands Màori, explaining why it was put under that heading. (We
could provide written models for such sentences.)
32
-
‘Akara‘anga 4: Supermarkets
Here is an example of how we might build a unit around a study of supermarkets.
• identify people, places, and things;
• express concepts of amount, ownership, quality, and time;
• make signs, labels, and lists;
• record information;
• express interest and enjoyment;
• use culturally appropriate forms to address others and to refer to themselves.
Learning Activities
Students could:
• share any interesting experiences they may have had at supermarkets;
• role-play some of the conversations that could take place at a supermarket;
• talk about the roles of different people who work at a supermarket;
• visit a supermarket and talk to the people who work there about what they do;
• record brief observations in written Cook Islands Màori;
• turn the classroom into a supermarket for a day (for example, labelling empty
packets with prices taken from advertisements);
• role-play working in a supermarket and being a customer;
• compare the types of items sold in a supermarket with those sold at a Saturday
market.
Note
This unit could be linked to the level 1 technology curriculum achievement objective,
that “within a range of technological areas and contexts, students should ask questions
and offer ideas about the use and operation of everyday technologies, such as at the
supermarket”.
-
‘Akara‘anga -
5: Stories Written in Cook Islands Maori
Here is a plan for a unit of work built around two stories – Lino Nelisi’s Rama Unga-
kaveu and Aue Sabina Fakanaiki’s Te Tiòpu Màroro.
• identify people, places, and things;
• make signs, labels, and lists;
• produce short narrative stories;
• express meaning in stories ... through visual images.
33
Learning Activities
Students could:
• listen to an introduction to Rama Unga-kaveu, a story about a girl from Auckland
who learns to catch coconut crabs while visiting Niue;
• find Niue and Auckland on a map;
• listen to and discuss the story;
• discuss any of their own experiences brought to mind by the story;
• brainstorm Cook Islands Màori words on the topic of catching or collecting
seafood, which we could write on a wallchart;
• use the words on the chart to write a story about a real or imagined time when they
experienced catching or collecting seafood;
• read their stories to the class;
• write a short description of one of the pictures in Rama Unga-kaveu;
• talk in Cook Islands Màori about the type of torch used by ‘Aiani and Pàpà Tuki,
discussing how such a torch is made and describing the materials used to make it;
• draw ‘Aiani and Pàpà Tuki’s torch, labelling the parts in Cook Islands Màori;
• in small groups, take part in guided reading of Te Tiòpu Màroro;
• draw a picture related to Te Tiòpu Màroro and write a sentence (in Cook Islands
Màori) explaining what is happening in their pictures;
• as a class, make a list of safety rules for working around the stove shown in Te
Tiòpu Màroro (pages 6–7).

• teacher assessment of how accurately students label the parts of the torch;
• peer assessment of students’ stories, using starter sentences such as “Kua reka au i te
tua a Tua‘ine nò te mea …”;
• gathering samples of students’ written work for their portfolios (noting how far each
sample meets the relevant achievement objectives).
34
‘
TU ANGA 3
-
‘Akara‘anga 1: Kà Moe Tòku Ata
Here is another example of the kind of unit of work we can build around just one
story, in this case, Ma‘ara Taia Scheel’s Kà Moe Tòku Ata. Both the author and the
illustrator live on Rarotonga; Ma‘ara Taia Scheel originally comes from Ma‘uke.
This unit could be linked to some of the objectives of Mathematics in the New
Zealand Curriculum if students were to try estimating time by observing shadows.
Ma‘ara Taia Scheel discusses this in the teachers’ notes for Connected 1.
• give and follow instructions [and] directions;
• enquire about a topic or an aspect of language;
• take an active part in cultural activities;
• express more complex likes and dislikes.
Learning Activities
Students could:
• look at the pictures and predict what they think the story could be about;
• discuss what a shadow is, sharing their knowledge and experiences;
• listen to the story on the audio cassette;
• as a class, read the story, asking questions, sharing experiences, and making
comments as the reading proceeds;
• enquire about how unfamiliar words are pronounced and learn to say them
correctly;
• reread the story in small groups;
• sing the song on the audio cassette;
• write a paragraph saying whether they liked the story and explaining why or why
not;
• follow instructions on how to make shadow puppets;
• write and perform a short puppet play with a Cook Islands Màori cultural context.

• teacher observation and informal notes about students’ ability to follow
instructions and express more complex likes and dislikes in Cook Islands Màori;
• gathering samples of students’ written paragraphs for their portfolios (noting how
effectively they expressed more complex likes and dislikes);
• comments by the students about how their short play reflected Cook Islands Màori
culture.
35
Resource Materials
Resources could include:
• Scheel, Ma‘ara Taia. Kà Moe Tòku Ata (book and audio cassette);
• Scheel, Ma‘ara Taia. “Shadow Sleeps” in Connected 1 and the Teachers’ Notes for
this issue of Connected.
-
‘Akara‘anga 2: Guessing
Here is a simple activity for teaching students how to say, “ ‘E mea pa‘a …”. We put
large pictures up around the classroom, with most of each picture covered up. From
what little they can see of each picture, the students guess what each one shows.
Using a complete sentence in Cook Islands Màori for each guess, the students write
their guesses on pieces of paper and pin each one up beside the picture it goes with.
All can be revealed once everyone has put up their guesses.
Students will find it more interesting if the pictures, taken in sequence, tell a story.
Two of the achievement objectives for tu‘anga 3 require students to “express
detailed ideas of place and quality” and to “express surprise or disappointment”. This
activity gives students opportunities to do both.
-
‘Akara‘anga 3: Giving Details
Like the example above, this activity helps students learn to express detailed ideas of
place and quality as well as to express surprise or disappointment.
One student leaves the room. The rest of the class chooses an object in the
room (one that is not too hard to guess). The student comes back into the room and
tries to guess the object from the clues that we and the other students provide. This
activity allows us to model giving a description with some details.
-
‘Akara‘anga 4: Different Roles
Focus Ideas
This unit provides opportunities for students to:
• look at the different roles individuals and groups play within a Cook Islands
community;
• examine the way cultural values feature in the way Cook Islands people show
respect when they greet each other and interact with each other;
• practise what they have learned in an authentic situation.
• use an extended range of respectful forms of greetings;
• address visitors appropriately;
• take an active part in cultural activities;
• make connections between cultural values and some visual features of a situation;
• express respect to show understanding of their personal relationship to certain older
people.
36
Learning Activities
• sharing their experience and knowledge when discussing and defining the roles of
màmà, pàpà rù‘au, teina, tuakana, and so on;
• drawing their own family tree;
• writing a brief description of the roles they play within their own family;
• reading a story written in Cook Islands Màori and, as a class, classifying the people
in the story under headings for tungàne, tua‘ine, metua, and so on;
• in small groups, reading a second Cook Islands Màori story and then making a
wallchart to identify the characters and explain the role each one has in the story;
• brainstorming different groups within the Cook Islands Màori community (for
example, pange tìvaevae;
• cutting out pictures of people from Cook Islands and community newspapers and
grouping them under the brainstormed headings;
• discussing how respect is shown in the ways Cook Islands people greet one another;
• role-playing situations in which different groups of people greet each other;
• preparing an item for performance at a cultural event;
• taking part in a cultural event by performing an item such as a dance.
• the teacher’s observations;
• comments from a Cook Islands Màori community member about students’ use of
expressions to greet and farewell people and their use of the language of respect as
they take part in a cultural event;
• peer assessment of students’ group work and wallcharts.
Resources
Resource materials could include:
Pasilio, Teresa Manea. Te Pòro Kirìkiti Tei Ngaro Atu.
Swan, Epi. Kua Ngaro Au.
Va‘ai, Emma Kruse. Kua Papa Au nò te ‘Àpi‘i.
Hebenstreit, Johnny Frisbie. Pò Maru. (book and audio cassette)
37
-
‘Akara‘anga 5: Pò Maru
This is an example of a unit built around just one resource, Johnny Frisbie
Hebenstreit’s Pò Maru. It is about a girl who can’t get to sleep and goes down to the
beach at night, where she finds the lagoon life of the Cook Islands all around her.
The story, which is set at a time shortly after the death of the narrator’s mother, was
based on the author’s own experience.
• express detailed ideas of place and quality;
• give and follow instructions, directions, and notices;
• produce longer stories;
• express and clarify their emotions.
Learning Activities
Learning activities could involve the students in:
• reading Pò Maru in a guided reading context;
• using the Cook Islands Màori Dictionary by Raututi Taringa and Jasper Buse to find
the meanings of new words and writing them down in their spelling books;
• answering written questions about the story;
• matching the meaning of unfamiliar Cook Islands Màori phrases with the
corresponding English phrases, for example, pò maru (silent night);
• writing descriptions of the setting (Pukapuka), the narrator, and another of the
characters;
• making up a story set at night;
• writing an account of a time when they experienced loss, describing what
happened, their feelings, what they did, and where they went;
• writing a poem to express feelings of loss or grief.
• the teacher’s assessment of students’ written narratives about their experiences;
• students selecting samples of their own written work for their portfolios (noting
how far each sample meets identified criteria).
-
‘Akara‘anga -
6: ‘Aue!
For students to play a game of ‘Auè!, we first need to make a set of ‘Auè! cards. We
need to use a photocopier to make two copies of each of ten photographs or drawings
taken from books and articles about the Cook Islands. The pictures could feature, for
example, unga (land crabs), Avarua, and the Cook Islands flag. (An alternative is to
substitute used Cook Islands Màori stamps, so long as we have two of each.) Each
picture (or stamp) is glued onto one of twenty cards. The cards should be the same
size and look exactly the same when turned over. The students turn all the cards over
and shuffle them around.
38
Up to four students can play the game. One student starts by turning one card
over, saying what the picture shows, and then turning over another. If the two cards
are the same, the student takes that pair. But if they are different, the other students
say, “ ‘Auè!” The student then turns both cards face down again, leaving them exactly
where they were, and the next student has a turn. When all the pairs have been
taken, the student with the most pairs is the winner.
To make this activity easier, we can discuss all the pictures and name them
together before playing the game. It is more challenging when the students have to
use their own vocabulary and general knowledge. When a student makes a mistake by
misnaming a picture, the others commiserate with them in Cook Islands Màori, and
that student forfeits a turn.
This game is great for building students’ vocabulary. Different packs of ‘Auè!
cards can be made to cover different specialist areas of language, such as the names for
parts of a boat, tropical fruits, and things associated with making tìvaevae.
-
‘Akara‘anga 7: Kua Ngaro Au
There will probably never be as many resource materials available in Cook Islands
Màori as there are in English. Because of this, we need to use the print resources we
do have in many different ways. The following is an example of a many-faceted unit
built around a resource we may have used at another level – Epi Swan’s Kua Ngaro Au.
It is about a young girl who has only just come to New Zealand.
By the end of this unit, students will be able to:
• report events (using some of the Cook Islands Màori vocabulary in the story);
• produce [a] longer [story] (including a written description of how it feels to be lost).
Learning Activities
Following a shared reading of Kua Ngaro Au, students could list the words that they
need to learn. They could cut pictures that illustrate those words out of magazines (for
example, a picture of a shop), or they could bring objects from home and photographs
of actual people (for example, family members) that illustrate the words they are
learning.
Students could work in groups to rewrite the story as a play, which they could
rehearse and perform in front of the rest of the class.
Exploring this story with our students could link into their work in social studies
or health. As a class, we could list the people involved in the search for Ana. This
could lead to a discussion on any of a number of topics – the police, people we depend
on, safety in a city, feelings, and people’s different responsibilities within families. We
could invite native speakers of Cook Islands Màori to visit the classroom and talk
briefly in Cook Islands Màori about some of these topics; for example, a Cook Islands
Màori-speaking police officer could talk to the students about “kia no‘o pònuià‘au ‘ua
rài tàtou i roto i te ‘òire”.
The story could also be used as a springboard for estimating time and for
discussing different shapes (for example, the shapes of road signs) or emergency phone
numbers.
39
For primary school students working at tu‘anga 3
The students could use some of their new Cook Islands Màori vocabulary to describe a
time (real or imaginary) when they were lost. These could go into the students’
portfolios to be taken home at the end of the term and shown to parents.
For secondary school students working at tu‘anga 3

We could share the plan for the unit with the students, so that they can take more
responsibility for their own learning. Before they begin work, we could go through the
plan for the unit with the students:
• to check that they understand everything;
• to ask them for their input, negotiating the final form of the plan.
Students would then be able to take an active part in assessing their own work
by considering how far it meets the achievement objectives and by writing down their
conclusions about what they have learned and what they need to work on next.
40
‘
TU ANGA 4
-
‘Akara‘anga 1: A Unit on the Sea
In this unit of work for a Cook Islands Màori bilingual class, the sea is the theme.
This planning shows how we might work with two groups of students, one group just
beginning to work within tu‘anga 4 and another almost ready to start working towards
tu‘anga 5 objectives. Relevant tu‘anga 4 objectives for both groups could include:
“express logical relationships (noting causes and effects, reasons, and conditions)”, “use
more complex expressions to indicate time, place, and frequency”, “produce
explanations”, and “produce more detailed stories”.
Our planning for students’ activities could look like this.
The Sea
Introduction
Students recount their experiences with the sea: fishing, swimming, in boats
and canoes, on class trips, and so on.
Reading Activities
• Group 0ne will work from Epi Swan’s Tipu -
- - Matira . The students will draw
a picture about the story, labelling and/or explaining points of interest.
• Guided reading: The teacher will introduce a story like Johnny Frisbie
Hebenstreit’s Po- Maru. Group Two will read it silently, and then the class
will discuss it with the teacher.
• Expressive and Poetic Writing: Group Two will write stories based on the
-
experiences discussed in Cook Islands Maori in the introduction to the
unit. They will make their stories into books for students in Group 0ne to
read later on in the unit. Group Two may also work (individually and in
pairs) on other activities, using their stories.
Inquiry Work
-
The students will work from inquiry cards, written out in Cook Islands Maori
that suits their level. The inquiry cards will ask questions like:
• ‘E a‘a te tai e kavakava rai? -
- -
• ‘E a‘a ra te ‘akatupu ana i te ngaru?
• ‘E a‘a ra- te- tai- e pi- ana ‘e- e maro- ana?
• ‘E a‘a te ngaru ‘akaki? -
The students will be expected to explore these questions from a
scientific point of view as well as in terms of how traditional Cook Islands
-
Maori stories explain them.
The tasks will require students to interview adults for traditional
accounts and to consult science reference books in order to prepare a
display and give a presentation to the whole class. Class books will be
produced to add to the reading resources in Cook Islands Maori- at our
school.
0ther Activities
-
Students will find and share Cook Islands Maori songs about the sea. They
will write poems or their own songs on the theme of the sea. Resources
will include Teupoko Ina Morgan’s Imene e te Pe‘e. The display and
presentation activities will give everyone a chance to enjoy one another’s
creative work.
41
-
‘Akara‘anga 2: Sustaining Culture
This example suggests activities through which students could work towards social studies
curriculum achievement objectives. We can identify Cook Islands Màori-language
achievement objectives when planning for units of work in other curriculum areas,
particularly in relation to cultural learning. Here is one way we might do this.
Unit Plan for Topic: Sustaining culture and heritage following Tu‘anga: 4
Cook Islands Màori migration
and Social Studies –
(Culture and Heritage)
Settings: The Pacific Curriculum Links: The Arts (music and dance); Perspective:
and New Zealand Technology (cooking) Multicultural
Achievement Objectives:
Students will demonstrate knowledge and understandings of:
• why and how individuals and groups pass on and sustain their culture and heritage (social studies).
• make comparisons;
• participate in age-appropriate ways at cultural events;
• experiment with traditional art and craft forms (for example, when weaving mats and fans);
• understand the imagery in songs that use familiar language;
• describe the traditional distribution of [Cook Islands Màori] family resources.
Indicators (Social Learning and Assessment Activities Resources

Studies) and
Language Level
Indicators (Cook
Islands Màori) Students will: Students Teacher
Students could • listen to visitors (native speakers) • Ceremonies and • A Guide to the
demonstrate such talking about their own experiences; Celebrations Pacific Learning
knowledge and • identify the emotional state of a (Ministry of Materials
understandings participant in a conversation they are Education • Tupu Handbook
when they: listening to from things like tone, picture pack) • Social Studies in
• describe intonation, and body language; • Ko te Moemoeà the New Zealand
various ways in • read Cook Islands Màori stories about Manako Kore‘ia Curriculum
which cultural migration experiences; by L. K. • Social Studies in
practices and • construct a database showing special MacIntyre the New Zealand
heritage are occasions celebrated in the Cook • Kàre i te Ika, Curriculum:
recorded and Islands and within the Cook Islands ‘Ea‘a i Reira? by Getting Started
passed on to Màori community in New Zealand; L. W. Ranfurly • maps of the
others; • construct a database showing some • Te Tatau à te Pacific and of
• give examples celebrations of other Pacific cultures; Au Tamariki the Cook
of ways in • interview parents and friends about ‘Àmoa by M. M. Islands
which people their favourite celebrations; von Reiche
can retain their • draw a map showing celebrations • Ko Màmà Rù‘au
culture and shared between different Pacific te Tamà‘ine Mou
heritage when countries (e.g., hair-cutting Tiare by Johnny
they move to a ceremonies in the Cook Islands and Frisbie
new Niue); • their own
community. • read relevant material at appropriate families
reading levels; • the School
• read information presented on a map; Journal
• gather examples of illustrations, Catalogue or
drawings, photographs, and other Journal Search
visual material related to the • invited guests
migration of Pacific communities to
New Zealand.
42
Students • discuss, with a visitor, the purpose of a • Ka Imene Tatou • invited guest
demonstrate that song and the message it conveys; and Imene e te
they are meeting • listen to a short talk about a Cook Pe‘e, both by
achievement Islands song and then present the Teupoko Ina
objectives at this information in a different form; Morgan
level when they • find, on a map of the Cook Islands, the
can: names of places mentioned in songs;
• explain the • write a brief report about the lyrics of
imagery in a specific Cook Islands song;
simple songs, • give a brief presentation on a familiar
giving topic that relates to a Cook Islands
examples. song.
Students • perform a traditional action song in • materials for • a tutor for dance
demonstrate that front of an audience; costumes movements
they are meeting • describe the verbal and non-verbal
achievement aspects of a dance;
objectives at this • sing in Cook Islands Màori,
level when they demonstrate understanding of a song’s
can: meaning, and perform it with
• perform dance appropriate movements.
movements that
relate to the
words of a song.
Students • research how food used to be gathered • invited guests

demonstrate that in the Cook Islands and stored for who can help
they are meeting periods of drought and famine; with craft work
achievement • discuss a traditional method of food (making dance
objectives at this preparation and compare it to a costumes) and
level when they modern one; cooking (giving
can: • discuss and plan a menu for a special advice in Cook
• explain some occasion; Islands Màori)
techniques • participate in a traditional form of
involved in cooking;
traditional arts • listen to and then carry out a set of
and crafts; four to five instructions;
• explain, in some • research a traditional craft;
detail, the • make a craft object (dance costumes);
process involved • display and label work they have made
in a traditional in a craft they have researched.
way of cooking.
43
-
‘Akara‘anga - in a
3: Learning Cook Islands Maori
Maths Context
Here is another example of how we can identify Cook Islands Màori language
achievement objectives when planning for units of work in other curriculum areas.
Our lesson planning for this activity should reflect the achievement objectives
our students are working towards in both Mathematics in the New Zealand Curriculum
and Developing Programmes for Teaching Pacific Islands Languages.
Curriculum Area Mathematics Cook Islands Màori

Strands Geometry Accomplish everyday tasks
using [Cook Islands Màori]
to communicate
Achievement Objectives • constructing triangles • take part in

(tu‘anga 4) and circles, using conversations in
appropriate drawing unfamiliar situations
instruments • express logical
• applying the symmetries relationships (noting
of regular polygons causes and effects,
• describing the reflection reasons, and conditions)
or rotational symmetry of • use more complex
a figure or object expressions to indicate
time, place, and
frequency
• communicate more
precise measurements
Language Level Indicators Students meet these
objectives when they can:
• ask and respond to
questions in unfamiliar
contexts with increasing
confidence
• understand and express
relationships of cause and
effect
• recognise and make
spoken comparisons
• understand and give
detailed spoken
directions
Assessment Opportunities The teacher notes whether Teacher and students
students use equipment discuss how successfully the
appropriately to design a students contributed to
tìvaevae pattern. conversations about
mathematical ideas in
Cook Islands Màori.
Activities for this unit could include designing and displaying a tìvaevae pattern
and designing wrapping paper to use for a gift to a Cook Islands Màori classroom
visitor.
44
Resources
Resource materials could include the following.
• Hammond, Joyce. Tìfaifai and Quilts of Polynesia.2
• Long, Don. A Gift for Aunty Ngà. (There are teaching suggestions by Teremoana
MaUa Hodges in the notes for teachers that accompany this book.)
• Long, Don. Te Tìvaevae o Kiri.
• Ministry of Education. Developing Programmes for Teaching Pacific Islands Languages.
• Ministry of Education. Mathematics in the New Zealand Curriculum.
• Robertson, Ailsa. The Cook Islands.
• Rongokea, Lynnsay. Tìvaevae: Portraits of Cook Islands Quilting.
• Vercoe, Caroline Lolegi. Te Tatau‘anga i te Au Vàito Tapa.
2
Tìfaifai is the Tahitian spelling of tìvaevae.
45
‘
TU ANGA 5
-
‘Akara‘anga 1: Different Types of Cook Islands Songs
By tu‘anga 5, students should be learning to “recognise the features of different types of
songs”. They should look at a wide range of Cook Islands songs, discussing their
features and developing performance skills that bring out those features. A unit of
work on Cook Islands songs will usually culminate in an authentic performance for a
real audience.
Students could listen to and discuss the song “Tòku Meangiti‘anga”. We could
present the words on a chart, sing the song to the students, and then go through it
line by line to clarify pronunciation and meaning. The students might, for example,
need to talk about the unusual meaning of the word “ngaru” as it is used in this song.
They would then learn to sing the song and create and perform actions that go with
the words, with an experienced adult Cook Islands performer to act as tutor and
model. The class could choose two other types of Cook Islands songs to learn and
then discuss the different features of the different types of songs, exchanging
experiences, information, and points of view. Finally, they could share what they have
been learning with the rest of the school by performing their songs at assembly.
Assessment could include gathering comments from the audience and from their
tutor. We could also note how far the students make use of what they have learned
when performing other songs later in the year.
-
‘Akara‘anga 2: Talking about Illustrations
Students could work towards tu‘anga 5 language achievement objectives while learning
about the work of a Cook Islands illustrator and going on to create their own art
works.
• argue for a point of view;
• ask for, express, and react to opinions;
• structure a text to meet the needs of a specific audience;
• congratulate, thank, and apologise.
Learning Activities
Students could:
• examine a selection of books illustrated by Judith Kunzlé;
• write an analysis of Judith Kunzlé’s work, including a discussion of how her work
reflects the Cook Islands culture and how she achieves particular effects and also
giving their personal opinion of her work;
• read their reports to one another in small groups;
• discuss their reports, justifying and clarifying their opinions;
• create their own work of art using a variety of media, such as newsprint, crayons,
felt-tip pens, linocuts, fabric paints, and dyes;
• comment on each other’s work while it is in progress, offering suggestions in a
positive way.
46
• teacher observation of the students’ use of language to communicate with each
other in their group work;
• students commenting on each other’s completed work (both their written reports
and their art works), using starter sentences such as, “ ‘E reka au i tà Tària
‘aka‘aere‘anga …”;
• students keeping a personal logbook in which they describe and comment on their
progress.
Resources
Cook Islands books illustrated by Judith Kunzlé include:
• ‘Aka‘iti Tamarua ‘Ama’s Takiri ki Runga i te Matie;
• Johnny Frisbie’s I Muri atu i te Paerangi and ‘E Pànikiniki;
• Don Long’s Te Tìvaevae o Kiri and A Gift for Aunty Ngà;
• Ma‘ara Taia Scheel’s Kà Moe Tòku Ata and Te Tàmaru ‘è te Tùpàpaku.
‘Akara‘anga 3: Giving Instructions

An achievement objective for tu‘anga 5 is that students should be able to “give
instructions for a procedure”. In this activity, we can teach students how to give (and
follow) instructions in Cook Islands Màori.
Behind a screen, make an arrangement with coloured blocks or small objects.
Each of a small group of students has similar blocks or objects. Their task is to copy
your arrangement without seeing it, listening to what you say. Describe the
arrangement, saying things in Cook Islands Màori like, “E tuku i te toròka ki muri mai
i te mòtokà.” Tell the students (in Cook Islands Màori) if they get something wrong –
but don’t touch their arrangements. The students are allowed to ask questions and
help each other as long as they speak only in Cook Islands Màori. Once everyone has
got their arrangement right, take away the screen and show them they have got it.
Working in small groups, the students can take turns making and describing the
- behind the screen.
pattern
47
-
‘Akara‘anga -
4: Rukau
Two achievement objectives for tu‘anga 5 are “give instructions for a procedure” and
“structure a text to meet the needs of a specific audience”. Students could look at
some examples of recipes to see how they are set out and to identify the sort of
information needed in them. They could then ask friends or relatives to tell them the
instructions for making a Cook Islands dish and go on to write down the recipe in
Cook Islands Màori. The recipes could be compiled in a class book.
A student’s recipe for rùkau, for example, might look like this:
1. Kato ma te ‘òrei i te rùkau ki te vai.

2. ‘Akaàtea te ‘àtuàivi ‘aere o te rùkau.
3. Tunu i te rùkau i tèta‘i tuàtau poto ma te taui i te vai ‘è toru ki te ‘à taime.
4. ‘Àriki i tèta‘i pà tà‘inu‘ia ki ‘èta‘i rau taro mà.
5. Kàpiti atu te ‘òniàni tìpùpù‘ia.
6. Kàpiti atu tò roto mai i tèta‘i punu puakatoro.
7. Riringi atu ki roto ‘okota‘i punu roro ‘akari.
8. Tàmitimiti atu.
9. Tàpoki ki te toenga rau taro, ‘è oti, ki te pèpa-kànapanapa.
10. Tunu ki roto i tèta‘i umu vera mei, tèta‘i 40 meneti kia paruparu.
Students could try out recipes written by other students and assess the
effectiveness of the written recipe according to the results.
The class could invite their parents to a meal based on their recipes and served
according to Cook Islands protocol; this would provide an opportunity to meet another
tu‘anga 5 achievement objective: “participate in cultural events, showing an
understanding of appropriate behaviour”. After the meal, their parents could help the
students to evaluate how far they showed understanding of appropriate behaviour and
how they could still improve.
48
‘
TU ANGA 6
-
‘Akara‘anga 1: Researching and Reporting
By the time they are working within this level, students are learning to “produce well-
structured research reports” written in Cook Islands Màori. The work of Pukapukan
writer Johnny Frisbie is a topic for which a lot of information and resources are
available. Students could refer to the following texts by Johnny Frisbie3:
• ‘E Pànikiniki
• “Pànikiniki”
• I Muri atu i te Paerangi (book)
• I Muri atu i te Paerangi (audio cassette)
• Ko Màmà Rù‘au te Tamà‘ine Mou Tiare (book)
• Ko Màmà Rù‘au te Tamà‘ine Mou Tiare/The Granny Flower Girl (audio cassette)
• Miss Ulysses from Pukapuka: The Autobiography of a South Sea Trader’s Daughter
• “Nightmare on Anchorage Island” (School Journal text and audio cassette)
• Pò Maru (book)
• Pò Maru (audio cassette)
• The Frisbies of the South Seas
• “The Moray Eel”.
Students could also find useful information in “The Writing Tree: Cook Islands
Writer Johnny Frisbie Talks to Don Long” by Don Long.
Johnny Frisbie lives on Rarotonga. Much of her writing for children is
published in the Tupu series (in Cook Islands Màori) and in the School Journal (in
English). In the 1997 School Journal interview, she talks about some of the techniques
she uses to write her stories. Students studying her work could consider the extent to
which her stories are autobiographical.
When assessing how far students’ reports meet the achievement objective, we
could use at least three of the language level indicators listed at tu‘anga 6, deciding
how far students have shown that they can “research a topic in the library, using
books published in the language”, “make and express sound judgments about texts that
they have read”, and “express (in writing) a point of view on a particular issue, using
information obtained through prior reading and listening activities”.
-
‘Akara‘anga -
2: Three Tivaevae Activities
By tu‘anga 6, students are beginning to understand the meaning of some traditional
images and patterns found in the Cook Islands cultures. Ailsa Robertson’s book The
Cook Islands, Lynnsay Rongokea’s Tìvaevae: Portraits of Cook Islands Quilting, and Joyce
Hammond’s Tìfaifai and Quilts of Polynesia are useful sources, and there is a good
example of a new tìvaevae pattern created by Judith Kunzlé in Don Long’s A Gift for
Aunty Ngà. The following activities could all be used to meet tu‘anga 6 achievement
objectives.
3
Johnny Frisbie has also written (and published) using the name Johnny Frisbie Hebenstreit.
49
Students could:
• conduct an interview with a tìvaevae artist, which would give them the
opportunity to show that they can “handle [a] social situation with increasing
confidence” and would also provide content material that they could use to
“produce [a] well-structured research report” – two tu‘anga 6 achievement
objectives;
• research tìvaevae patterns by examining actual tìvaevae and reading about
tìvaevae4 and go on to create their own tìvaevae patterns, working in pairs or
independently, using newsprint, felt-tip pens, linocuts, fabric paints, crayons, and
dye (a tu‘anga 6 achievement objective is “explain traditional imagery associated
with weddings and funerals”, and tìvaevae are associated with both kinds of
occasion);
• work together to create a classroom tìvaevae mural (another tu‘anga 6
achievement objective is that students should be able to “respond to suggestions
about plans”).
We can help the students to work out criteria on which to base assessment of
how far they met the relevant achievement objectives. For example, if they record
their interview on audiotape, they could then listen to it and decide whether:
• their questions in Cook Islands Màori were clear and easy to respond to;
• they elicited definite answers to their questions, asking the artist to explain more
simply if necessary;
• they greeted the artist, introduced the topic, and thanked the artist appropriately
at the end.
-
‘Akara‘anga 3: Expressing Empathy
Students working within tu‘anga 6 are learning how to express empathy with other
people. Students could work in pairs and share memories of occasions when they
experienced feelings of regret. They could go on to help each other to write and
illustrate a children’s book for a junior class in a primary school. Speaking in Cook
Islands Màori, they could give editing suggestions to their partners to help them
improve a first draft.
We can help students take part in this activity by teaching them how to say, in
Cook Islands Màori, things like:
• “Kua kite au i tà‘au e nà roto maì na.”
• “Kua tupu ana rài tènà ki àku.”
• “Ka ‘akapèrà rài au … i roto i tènà ‘aere‘anga.”
• “ ‘E a‘a koe i kore ei e taui i te tua i konei, kia …”
• “Kua reka au i tà‘au tua.”
• “Nàringa è ko au tikài tò roto i tèia tua, ka … au …”
4
The kit Isabelle’s Wedding, by Margaret Smith, features pictures of tìvaevae and describes how they were
presented at a wedding in New Zealand.
50
‘
TU ANGA 7
-
‘Akara‘anga 1: Autobiography
At this level, students’ reading should include Cook Islands Màori texts that provide
good models of autobiographical writing and interesting material to reflect on and
discuss. In reading and writing about autobiographies, students are able to work
towards the following tu‘anga 7 achievement objectives:
• report points of view;
• justify an interpretation;
• argue for a particular course of action;
• express feelings, showing tact and sensitivity towards others;
• express obligation;
• decide whether a conclusion is reasonable and logical.
Autobiographical writing suitable for students working within tu‘anga 7
includes:
• Johnny Frisbie’s ‘E Pànikiniki (published in English in the School Journal as
“Pànikiniki”);
• Johnny Frisbie’s Ko Màmà Rù‘au te Tamà‘ine Mou Tiare (in Cook Islands Màori
and English on the audio cassette Ko Màmà Rù‘au te Tamà‘ine Mou Tiare/The
Granny Flower Girl);
• Johnny Frisbie Hebenstreit’s Pò Maru (also available on audio cassette and
published in English as A Quiet Night);
• ‘Elenga Mailangi’s Te Tautai Tìtomo i Niuafo‘ou (published in English in the School
Journal as “Fakalukuluku”);
• Ropati Simona’s I ‘Akarukena‘ia Au, ko Au Anake ‘Ua (told in English by the
author on the audio cassette Kua Tukua Tautahi Au/Left on My Own).
Students could use these texts as models for their own autobiographical
material, looking critically at and describing incidents from their own lives.
How does autobiographical writing differ from fiction? Students could explore
this distinction in their own writing. The stories of Johnny Frisbie offer interesting
examples of autobiographical writing presented as fiction.
-
‘Akara‘anga 2: Debating
A unit on debating gives students the opportunity to work towards the following
tu‘anga 7 achievement objectives:
• convey their ideas effectively in discussions;
• express conditions clearly;
• evaluate information obtained from current media;
• justify an interpretation;
• argue for a particular course of action;
• decide whether a conclusion is reasonable and logical;
• interpret and analyse the visual and verbal features of … speech making.
51
Examples of issues students could debate in Cook Islands Màori include:
• that Pukapukan is a separate language from Cook Islands Màori rather than one of
its dialects;
• that the Cook Islands should have three official languages;
• that because Cook Islanders have a right to live in New Zealand, New Zealanders
should have the same right to live in the Cook Islands.
Guided group discussions and individual research following such a debate could
enable students to meet any or all of the achievement objectives listed above.
-
‘Akara‘anga 3: Presenting Viewpoints through Video
This unit of work could help students meet the following tu‘anga 7 achievement
objectives:
• interpret and analyse the visual and verbal features of … presentations;
• use their analyses to help them make choices about their own presentations to
different audiences.
Students could develop a script for a class video production using the Cook
Islands Màori language. A dramatic event, factual or imaginary, that relates to Cook
Islands history or culture could be used as a starting point.
Such a school video production could feature more than one language. Work
on it will involve listening, speaking, reading, and writing as well as the visual
language skills of viewing and presenting. Students could refer to Tàtà Tua ‘Akatùtù
nò te Teata Vìtiò, Samson Samasoni’s book about how to write scripts for school video
productions, which describes some ways of combining visual and verbal language
features in a video script for different audiences. Students could use these suggestions
as a source of ideas for their own interpretations and analyses.
The classroom can be turned into a scriptwriting workshop for the duration of
the unit.
52
‘
TU ANGA 8
-
‘Akara‘anga 1: Persuading
In the strand “exchange experiences, information, and points of view”, students at this
tu‘anga learn to hypothesise, to discuss advantages and disadvantages, to propose a
course of action, and to experiment with literary genres. Learning activities to meet
these achievement objectives could focus on the theme of “persuasion”. The students
could look for examples of someone persuading, influencing, or sweet-talking someone
else into doing something – perhaps even something wrong – by researching a wide
range of stories published in Cook Islands Màori.
To find such stories, students could look in the books and audio cassettes
published in the Tupu series and in the four stories published in the Department of
Education book ‘E au Tua nò Te Pà ‘Enua Pacifika.
To get students started, we could share with them a story that contains a
persuasion scene. For example, right at the start of Epi Swan’s story Tìpù Màtira, Pàpà
Avito persuades the three children to help him make some bamboo fishing rods and go
fishing with him on the Petone wharf. What does he do and say to persuade them?
When the students think they have found an example of persuasion in a story,
they have to decide what kind of persuasion it is. As students find examples, they
decide how the episode fits the criteria for persuasion.
It doesn’t matter if students look through stories that are, for them, at a very
easy reading level. That is not the point. The more stories they can search through,
the better.
The language level indicators used to evaluate students’ achievements in this
unit will relate to their use of Cook Islands Màori, for example, when they “explain
the underlying purpose in a piece of writing”, when they “identify the distinguishing
characteristics of different kinds of spoken text”, or when they “understand and tell
humorous anecdotes”.
-
‘Akara‘anga 2: Developing a Personal Writing Style
for Stories
One tu‘anga 8 achievement objective is for students to “develop personal styles in
their formal and informal … writing”. We can help them to do this by showing them
examples of writers with particular styles. For example, we could introduce them to
Kaliopeta Hu‘akau’s “project book” Ko te ‘Apinga Aro‘a Muna a Màmà Rù‘au and talk
about what distinguishes its style. The book is very personal. It builds up to an
ending that the reader may guess before the narrator in the story does. It is touched
with a sense of loss. We might contrast the tone of this story with that of another
very personal story, such as Ropati Simona’s I ‘Akarukena‘ia Au, ko Au Anake ‘Ua.
Students could write in Cook Islands Màori about an emotional incident from
their own lives. First they could describe the incident in a completely dispassionate
way. Then they could write about the same incident expressing their feelings clearly.
Which style do they prefer? There is no right or wrong answer to this. It is a
matter of personal choice. We could encourage them to try using a first-person and a
third-person voice in their writing and work out which style they prefer for which
purposes.
53
Finally, students could use one of the styles they have developed to write in
Cook Islands Màori about a second incident in their lives. They may like to offer
their completed work to a community newspaper or class newspaper published in Cook
Islands Màori.
-
‘Akara‘anga 3: Writing Video Scripts
Here is an example of a plan for a week’s work from a tu‘anga 8 unit about video
scriptwriting:
Day Achievement Activities for the Key Resources for

Objectives Week Students
Students will: Students will:
Mònitè • explain ways in • interpret a tumu ò te • Samson Samasoni’s
which different tua (brief for a video Tàtà Tua ‘Akatùtù nò
combinations of script) written in te Teata Vìtiò (pages
visual and verbal Cook Islands Màori 4–6)
language features
can achieve
different purposes
Ru‘irua • propose a course of • write a “treatment” of • Tàtà Tua ‘Akatùtù nò

action a topic in Cook te Teata Vìtiò (pages
Islands Màori 4–7)
Ru‘itoru • experiment with • write a story outline • Tàtà Tua ‘Akatùtù nò

literary genres in Cook Islands Màori te Teata Vìtiò (pages
8–9)
Paraparau • experiment with • learn to do a “scene • Tàtà Tua ‘Akatùtù nò

literary genres breakdown” using te Teata Vìtiò (pages
Cook Islands Màori 10–11)
Varaire • develop personal • learn what the • Tàtà Tua ‘Akatùtù nò
styles in their different parts of a Teata Vìtiò (pages 12–
formal and informal script layout are 15)
writing called in Cook Islands
• use humour Màori
effectively in • write Scene One of
speeches their ‘uapou script
• introduce an element
of humour into the
dialogue in Scene
One
54
Teaching Several Levels at the Same Time
-
‘Akara‘anga: Using the Theme of Special Occasions
This example shows how we might plan to teach different groups of students (working
towards achievement objectives at several different levels) at the same time. This
example uses a unit developed for a bilingual class.
We could begin by deciding on the essential learning areas we want to cover,
the levels the students will be working within, the strands and achievement objectives
we intend to cover, and the duration of the theme. In this example, the essential
learning areas we will cover are language and languages (Cook Islands Màori and
English) and social studies, our students are working towards achievement objectives at
levels 1–3, and the theme will take five weeks.
Strands
• Language and languages (English) – Oral, Written, and Visual Language.
• Language and languages (Cook Islands Màori) – exchange experiences,
information, and points of view; communicate feelings and attitudes; act
appropriately with respect to [Cook Islands Màori] culture; experience and respond
to visual language.
• Social studies – Inquiry; Culture and Heritage.
This kind of multilevel planning for more than one curriculum area takes a lot
of work initially but provides the basis for an extended period of class work (in this
case, for half a term).
Our next step is to identify the achievement objectives at each level.
Language and Languages (Cook Islands Màori and English)
At each of the levels, this theme enables students to work towards achievement
objectives in all the strands of Developing Programmes for Teaching Pacific Islands
Languages and English in the New Zealand Curriculum.
Social Studies
Inquiry
Levels 1–3: Students will demonstrate skills as they collect, process, and communicate
information about human society.
Culture and Heritage

Level 1: Students will demonstrate knowledge and understandings of [Cook Islands]
customs and traditions associated with participation in cultural activities (by describing
a special family occasion and a traditional Cook Islands celebration).
Level 2: Students will demonstrate knowledge and understandings of how people
interact within their cultural groups and with other cultural groups (by researching and
describing recreational activities enjoyed by Cook Islands people and by people of
other cultures, past and present, in New Zealand, in the Cook Islands, and elsewhere).
55
Level 3: Students will demonstrate knowledge and understandings of how practices of
cultural groups vary but reflect similar purposes (by comparing hospitality on
significant occasions in several cultures, for example, the Niuean, Pukapukan, Cook
Islands Màori, Samoan, Tongan, and Tokelauan cultures).
Concepts, Skills, and Values

Next, we could plan our work in each area in more detail. In social studies, the focus
could be on participating in a special occasion. Concepts to be explored could
include:
• special occasions;
• rituals, rites, and celebrations;
• participation and roles;
• religious beliefs and superstitions;
• traditions.
These skills could enable students to meet such Cook Islands Màori-language
achievement objectives as “exchange basic factual information” (level 1), “record
information” (level 2), and “enquire about a topic” (level 3).
Skills to be developed could include:
• listening attentively and responding constructively during discussions;
• interpreting pictures to gain information about special occasions;
• researching to gather data relevant to a specific inquiry;
• creating charts to display information effectively;
• comparing and generalising from specific data;
• interviewing people to gain an appreciation of their various experiences.
These skills could enable students to meet such Cook Islands Màori-language
achievement objectives as “express interest and enjoyment” and “make signs, labels,
and lists” (both at level 2).
Students might explore new values, for example, by:
• clarifying how they themselves feel about special occasions;
• considering how others feel about special occasions.
Such exploration would provide opportunities for them to “briefly state likes and
dislikes” (level 1), “express interest and enjoyment” (level 2), and “express and
clarify their emotions” (level 3). Considering concepts, skills, and values can make it
easier to map out the learning activities for both language-learning and social studies
activities for the unit.

Picture Interpretation
We could select some photographs of special occasions from the Ministry of
Education’s Ceremonies and Celebrations picture pack or from the picture pack that is
included in Isabelle’s Wedding by Margaret Smith. Working in groups, the students
could answer the following questions (in Cook Islands Màori to the extent that each
group can cope).
• ‘E a‘a tà‘au e kitè ra i roto i tèia tùtù? (What can you see in this picture?)
• ‘E a‘a koe i manako ei è tè tupu nei tèia? (Why do you think this is happening?)
56
• ‘E a‘a tà te tangata e ravè ra, i roto i te tùtù? (What are the people in this picture
doing?)
• ‘E a‘a nei rà tà ràtou e tuatuà ra? (What might they be saying?)
• ‘E a‘a rà tèia tùtù ‘anga‘anga? (What sort of occasion is this?)
In this way, we can lead students to discover some of the things that
photographs can tell us about special occasions. But we also need to encourage them
to support their discoveries by linking them to their personal experience. Ask them
what occasions are special to them. Have them write a description of some ceremonies
that they have attended.
• ‘E a‘a tà‘au au ‘anga‘anga takakè i piri ana koe? (What special occasions have you
attended?)
• Ko tè‘ea te au ‘anga‘anga tei au tikài ki à koe? (What occasions are special to you?)
Labelling Pictures during a Group Discussion

Students could look carefully at photographs and group them (for example, into
photographs of birthdays, Christmas, weddings, hair-cutting ceremonies, blessings, and
so on). Ask what each picture tells them about the special occasion. Even students
not yet working within level 3 can be encouraged to “make connections between
cultural values and some visual features of a situation”.
At this point, we could discuss the students’ responses to a question like “I kò i
tèta‘i ‘anga‘anga pàkoti‘anga rauru, ‘e a‘a te tù o tò‘ou mànakonako‘anga?” (At a hair-
cutting ceremony, how do you feel?) Encourage them to “briefly state likes and
dislikes”, to “express interest and enjoyment”, and to “express and clarify their
emotions”.
Focus Questioning
We can ask the students: “What have we found out about special occasions?” “What
could we do to find out more?” (The students might suggest writing letters,
researching publications, interviewing someone, or using a questionnaire.)
Special occasions that we could look at with the students might include:
• weddings;
• Christmas and Easter;
• birthdays, including “twenty-firsts”;
• New Year celebrations;
• the Indian Festival of Lights;
• a hair-cutting ceremony;
• a Samoan ‘ava ceremony;
• a White Sunday celebration;
• a Tongan Fakamè celebration.
The class could brainstorm and list subtopics. Subtopics that relate to special
occasions could include:
• ceremonies and celebrations;
• competitions;
• social and economic obligations;
• traditional skills.
57
Each of these subtopics could also be brainstormed by separate groups, who
could come up with ideas like the following for each one.
Ceremonies and celebrations White Sunday

Birthdays
Birth celebrations
Weddings
Funerals and unveilings of headstones
Title bestowals
Coming-of-age ceremonies
Completing-a-tattoo celebrations
Fakamè (Tongan Children’s Day)
Easter celebrations
Year’s End and New Year celebrations
Blessings
Hair-cuttings
Ear-piercing celebrations
Competitions Dance competitions

Speech-making competitions
Choir festivals and ‘uapou
Kirìkiti tournaments
Tug-of-war competitions
Stilt competitions
Boat and canoe races
Weaving competitions
Social and economic obligations Entertaining visiting groups, such as cultural groups and sports teams
Raising funds for community functions
Receiving visitors
Exchanging gifts
Pange tìvaevae
Traditional skills Dancing
Tapa printing
Weaving flax and sinnet
Cooking
Fishing
Sailing
Making canoes
Making coconut oil
Making traditional items (such as Samoan ‘ava bowls)
Sewing tìvaevae (quilts) and embroidery for special pillowcases
Preparing pandanus
Making arrowroot flour
Collecting shells and making necklaces with them
Torch and candlenut candle-making
58
In groups based on the Cook Islands Màori-language levels they are working
within, students could research a particular “special occasion”, seeking answers to the
following questions:
• What is the occasion called in the language of the culture concerned?
• What are some countries it is celebrated in?
• How is it celebrated – what happens?
• What are some traditions associated with the occasion?
• What are some special accessories used on the occasion?
• Who is involved?
• Why is the occasion celebrated?
• What are some rules or customary procedures that must be followed?
• What are some of the feelings of the people involved?
We could then identify and evaluate:
• the Cook Islands Màori-language skills students demonstrated as they co-operated
and participated in their groups;
• the students’ research skills, information and communication skills, and
presentation skills. (At level 1, students will be exchanging basic factual
information; at level 2, they will be recording information; and at level 3, they will
be enquiring about a topic and reporting events.)
We would also assess how far students working at each level had demonstrated
the knowledge and understandings required by the social studies achievement
objective(s) for that level.
We can develop a separate unit plan for each essential learning area, referring
to the relevant Ministry of Education teachers’ handbooks. For social studies, we
would refer to pages 92–93 of Social Studies in the New Zealand Curriculum: Getting
Started.
For Cook Islands Màori, we could use the format for a unit plan on page 132
of Developing Programmes for Teaching Pacific Islands Languages.
59
Bilingual Cook Islands Màori
Students in Mainstream Classrooms
Many of the units of work and activities suggested in these Guidelines could meet the
needs of students in Cook Islands Màori early childhood programmes, bilingual classes
in primary schools, and Cook Islands Màori language classes in secondary schools. But
what about bilingual students in mainstream classrooms? Here are just a few things
mainstream classroom teachers can do to help Cook Islands Màori students use their
language as part of their schooling. As mainstream class teachers with some Cook
Islands Màori-speaking students, we can:
• take care to pronounce the Cook Islands Màori and Pukapukan names of our
students and Cook Islands place names correctly;
• learn (along with our Papa‘à students) common Cook Islands Màori expressions,
including farewells and greetings, such as “kia oràna”;
• learn how to count in Cook Islands Màori and teach the whole class to do this
(and occasionally use Cook Islands Màori number names during mathematics
lessons afterwards);
• ensure that our school has a standing order for the Ministryof Education’s Cook
Islands Màori learning materials;
• add Cook Islands Màori resource materials to our classroom reading corner and the
school library as they arrive (rather than keeping them in a cupboard where
students cannot find them easily);
• place copies of Cook Islands Màori resource materials in appropriate topic areas
(using the accompanying teachers’ notes as a guide to the topics the resource
covers) in the school library – not just in a Cook Islands Màori language section;
• order extra copies of any teachers’ notes and of Cook Islands Màori audio cassettes
and use them to make English versions easily available (for example, we could put a
Cook Islands Màori book with an audio cassette containing audio versions in both
languages, and the students could choose when to learn in Cook Islands Màori and
when in English);
• encourage students to access Cook Islands Màori resource materials for study in any
curriculum subject;
• include Cook Islands Màori music in our music programme;
• include a Cook Islands Màori dictionary and a map of the Cook Islands among our
classroom’s reference materials.
We can use resource materials published by the Ministry in English and Cook
Islands Màori (for example, in the School Journal and the Tupu series) to make the
work of well-known Cook Islands Màori writers like Johnny Frisbie readily available to
all students. Cook Islands Màori children’s literature is a rich and growing resource in
New Zealand and should be accessible to all children. Because New Zealand is a
Pacific country with a special relationship with the Cook Islands, reading the work of
Cook Islands Màori writers forms part of every New Zealand student’s cultural
heritage.
See also the section on Supporting and Maintaining First Languages on pages
51–4 of Non-English-Speaking-Background Students: A Handbook for Schools (Ministry of
Education, 1999).
60
Blackline Master Sheets
Early Childhood Portfolio Checklist
Portfolio Checklist
Child’s name: Date: _______ Activity: _________________
_______ Child initiated the task _______ Teacher initiated the task
_______ Child met task requirements
_______ New task for this child _______ Familiar task for this child
_______ Involved great effort _______ Involved little effort
_______ Much time invested _______ Little time invested
_______ Done independently _______ Done with peers
_______ Done with adult guidance
Comments about the circumstances in which the work was created or produced:
Comments about how the work reveals the child’s approach to learning:
Note: This checklist could be translated into Cook Islands Màori.
61
Classroom Objects
ora
pà
no‘o‘anga
kaingàkai
màramarama
pèni
rura
pènitara
Additional words:
pi‘à puka (book box), màpu (map), tiòka (chalk)
62
Numero 1–10
1 ta‘i
2 rua
3 toru
4 ‘à
5 rima
6 ono
7 ‘itu
8 varu
9 iva
10 ta‘i nga‘uru
63
Kara (Colours)
teatea
rengarenga
matiè
auìka
muramura
kerekere
paràkava
tàrona
Additional words:
màkara (orange), re‘ure‘u (grey), vare‘au (purple)
64
Te- Kopapa
- Tangata
Katu
rauru
rae
taringa
mata
putàngi‘u
va‘a
paku‘ivi
umauma
po‘o rima
rima
kòpù
rima
mangamangà rima
‘ù‘à
vaevae
turi
mangamangà vaevae
Additional words:
ni‘o (tooth), arero (tongue), pito (navel), mokotua (back)
65
Resources for Teaching and
Learning Cook Islands Màori
Grammars, Dictionaries, Coursebooks, and
Related Material
The following dictionaries, coursebooks, descriptions of Cook Islands Màori grammar,
and related material could be of assistance when developing Cook Islands Màori
language programmes.
Buse, J. W. “Problems of Morphology and Classification Illustrated from Rarotongan”.
Lingua 15 (1965): pp. 32–47.
Buse, J. W. “Rarotongan Personal Pronouns: Form and Distribution”. Bulletin of the

School of Oriental and African Studies 23 (1960): pp. 123–137.
Buse, J. W. “Structure of Rarotongan Nominal, Negative, and Conjunctival Pieces”.

Bulletin of the School of Oriental and African Studies 25 (1963): pp. 393–419.
Buse, J. W. “Structure of the Rarotongan Verbal Piece”. Bulletin of the School of

Oriental and African Studies 26 (1963): pp. 152–169.
Carpentier, Tai Tepuaoterà Turepu and Clive Beaumont. Kai Kòrero: A Cook Islands
Màori Language Coursebook. Auckland: Pasifika Press, 1995. [This is available with an
audio cassette.]
James, H. Bond. Rough Notes on Rarotongan. Avarua: Government Printer, 1923.
Mose, Tuaivi. Rarotonga (Cook Islands) Màori Grammar. Avarua: Department of

Social Development, 1961.
Pepe, Munokoa Tupae. Te Au Reta i Roto i te Reo Rarotonga. Auckland: Pacific

Islanders’ Educational Resource Centre, 1979.
Rere, Taira. Conversational Màori. Suva: The University of the South Pacific, 1976.
Rere, Taira. Màori Lessons for the Cook Islands. Wellington: The Department of
Island Territories, no date.
Rere, Taira. Màori Spelling: Notes for Teachers. Rarotonga: Department of Education,
1977.
Rere, Taira. More Màori Lessons. Suva: The University of the South Pacific, 1976.
Rere, Taira. Other Màori Lessons. Suva: Coral Corner, 1979.
Rere, Taira. Supplementary Màori Lessons. Suva: Coral Corner, 1980.
Savage, Stephen. A Dictionary of the Màori Language of Rarotonga. Suva: The

University of the South Pacific, 1980.
Strickland, Mana. Say It in Rarotongan. Sydney: Pacific Publications, 1979.
Taringa, Raututi, Jasper Buse, Bruce Biggs, and Rangi Moeka‘a. Cook Islands Màori
Dictionary. Avarua: Ministry of Education, 1995.
66
Learning Materials Published in Cook Islands
Màori by the Ministry of Education
This section lists (on page 68) the Ministry’s Cook Islands Màori-language resource
materials by Cook Islands authors and goes on to list all the Ministry’s Cook Islands
Màori-language resource materials (including those translated into Cook Islands
Màori) under suggested curriculum levels.
The Ministry of Education’s Cook Islands Màori language resources available
from Learning Media can be found in three separate series: Spirit of the Reefs, Tupu,
and the Cook Islands Family in New Zealand group of social studies resources. The
Department of Education began publishing learning materials in Cook Islands Màori
for New Zealand schools with ‘E au Tua nò Te Pà ‘Enua Pacifika in 1983. This
collection of four Pacific stories (none actually from the Cook Islands) is at an
advanced reading level. Spelling conventions for Cook Islands Màori have changed
since 1983, when ‘E au Tua nò Te Pà ‘Enua Pacifika was published, partly as a result of
the publication of Raututi Taringa and Jasper Buse’s Cook Islands Màori Dictionary in
1995.
Cook Islands Màori learning materials published by the Department or Ministry
of Education between 1983 and 1996 are described in the Cook Islands Màori section
of the Ministry of Education book A Guide to the Pacific Learning Materials 1976–1996
on pages 5–11. For Cook Islands Màori resource materials published by the Ministry
since 1996, refer to the Ministry of Education’s 1998–99 Catalogue (pages 64–67) and
to issues of Resource Link published since then. Cook Islands Màori resources
published to 1999 are surveyed in Many Voices 11 (on pages 22–30). Information
about the Ministry’s Cook Islands Màori resource materials can also be found at
www.learningmedia.co.nz
The Ministry of Education publishes six Cook Islands Màori language resources
each year: five books and an audio cassette. These are supported by teachers’ notes.
Most of the Tupu titles in the lists on pages 68–73 are supported by the Tupu
Handbook. (For general information about Ministry of Education resource materials in
Pacific Islands languages, refer to pages 36–39 of Developing Programmes for Teaching
Pacific Islands Languages.)
Most of the Ministry of Education’s Cook Islands Màori language resources are
designed to be used in different ways at different levels. Children learning how to read
in a Cook Islands Màori bilingual class in a primary school might read a resource that
could be read to children attending a Cook Islands Màori early childhood centre. The
same resource could be used in yet another way in an introductory Cook Islands Màori
language class in a secondary school. It might also be borrowed from the school library
and read by a student of any age for pleasure or to research a topic they are studying.
The only limit on these options is the interest level of the material in each
resource. A book about writing scripts for a school video production, such as Tàtà Tua
‘Akatùtù nò te Teata Vìtiò, will not be of interest to children in an early childhood
programme. Secondary school students would rightly regard Kàre ‘e Mokorà as a book
for little children, if only because of the age of the children in the illustrations.
After the title of each Ministry of Education resource in the lists on pages 68–
73, an item number is given. Quote this number when ordering any of these resources
from Learning Media. If available, they are free on request to any early childhood
centre or school. Some of these resources may now be out of print, but copies can still
67
be found in many schools or borrowed from public libraries. To find out what is
currently in print, contact Learning Media Customer Services at free facsimile 0800
800 570 and ask for a complete list of all the Ministry’s Pacific Islands resources to
date. This list is updated every time a new resource is produced (or goes out of print).
Learning Materials by Cook Islands Authors

By early 2000, the Ministry of Education had published the following Cook Islands
Màori language materials by Cook Islands authors for early childhood centres and
schools.
‘Aere nà Roto i te Ua ki te Kàinga 05770
‘Aere nà Roto i te Ua ki te Kàinga (audio cassette) 95180
Ko Màmà Rù‘au te Tamà‘ine Mou Tiare 23724
Ko Màmà Rù‘au te Tamà‘ine Mou Tiare/The Granny Flower Girl (audio cassette) 99185
Pò Maru 02761
Pò Maru (audio cassette) 94102
‘E Pànikiniki 94100
I Muri Atu i te Paerangi 05750
I Muri Atu i te Paerangi (audio cassette) 95126
Te Tàmaru ‘è te Tùpàpaku 05782
Te Tàmaru ‘è te Tùpàpaku (audio cassette) 95126
Kà Moe Tòku Ata 20318
Kà Moe Tòku Ata (audio cassette) 96153
Tàkiri ki Runga i te Matie 20361
Tàkiri ki Runga i te Matie (audio cassette) 97201
Ko te Tùpàpaku-kai-toto i te ‘Uapou 23030
Ko te Tùpàpaku-kai-toto i te ‘Uapou (audio cassette) 99109
68
Early Childhood Resource Materials
The following resource materials were developed with children at early childhood
levels in mind. Many resource materials published by the Ministry at other suggested
curriculum levels could also be read to children in Cook Islands Màori early childhood
programmes. An item number is listed after the title of each resource. Quote this
number when ordering any of these Ministry of Education resources from Learning
Media. If they are currently in print, they are available free on request to any early
childhood centre.
Kua Papa Au nò te ‘Àpi‘i 93285

Notes for Teachers 93279
Ko Vènite ‘è te Ràtio Muramura Meangiti 05796
Kàre ‘e Mokorà 21253
Using Cook Islands Maori Learning Materials to Resource Te Whàriki

Almost all the Ministry of Education’s Cook Islands Màori resources are published as
part of the Tupu series. There is information about using resources in the Tupu series
to resource Te Whàriki in the Tupu Handbook on pages 8–9 and 22–25.
Learning Media has published a series of eighteen pamphlets in Cook Islands
Màori for the Early Childhood Development Unit. These have been designed for
parents and are about different aspects of play. For copies of the Cook Islands Màori
series, ‘Au Manako Kimi Pu‘apinga nà Roto i te Kanga i te Kàinga, contact your
nearest local Early Childhood Development Unit district office. The titles of these
pamphlets are:
• Potopotonga Ràkau ‘è te Pi‘a Pepa nò te Ma‘ani ‘Apinga Kanga (Building Blocks and
Cartons)
• ‘Akatangitani ‘Ìmenemene (Music)
• Pakotikoti Tapiripiri Vetevete ‘è te Tamoumou (Cutting, Pasting, Tearing, and
Joining)
• Te Ori-‘aere (Going Out)
• Numero i te Nga‘i Katoatoa (Maths Everywhere)
• Kanga ki Vao (Playing Outside)
• Peni ‘è te Toro (Painting and Drawing)
• Kangakanga Kapiti (Playing Together)
• Ka ‘Akatutu Tàtou (Let’s Pretend)
• Te Kanga Varaoa-opue ‘è te One-Karaea (Play Dough and Clay)
• Te Kai ‘Anga‘anga Kapiti Ma‘ani Kai Kaikai Kapiti (Meals)
• Te One Ta‘atai ‘è te One ‘Enua (Sand and Earth)
• Ka ‘Akatika atu ki te Tatau e te Tata (Towards Reading and Writing)
• Te Kimikimi‘anga Kite nò te Au Peu Kàtoatoa o te A‘o (Discovering Science and
Nature)
• Te Vai (Water)
69
• Te Au Puka ‘è te Au Tua (Books and Stories)
• Te Kanga Maru ‘è te ‘Au (Peaceful Play)
• Rave‘anga i te Au Kanga tei ‘Inangaro‘ia (Choosing Toys).
Refer also to the Cook Islands Màori early childhood resources published by
Anau Ako Pasifika.
Resource Materials for Schools

The curriculum levels for the following learning materials are offered as general guides
only. They are intended to indicate a range of reading and interest levels for each
resource. Thus a resource listed as a level 3 resource has a suggested range from at
least level 2 to level 4.
Level 1
‘E Puakaoa 05576
Tòku Màmà 91226

Tòku Pàpà 92414

Ko te Ngà‘i Meitaki 92345

Te Pona ò Ane 93246

‘Auè! ‘Auè! 93242

Ko te ‘Uri‘ia 94111
Te One Taro à Tono 23035

Level 2
‘Aere nà Roto i te Ua ki te Kàinga 05770
‘Aere nà Roto i te Ua ki te Kàinga (audio cassette) 95180
Kua Imene a Pati è Te Ika à Pati 02881
Ko te Kiore Tòkà ‘è te ‘Eke 02774
Rama Unga-kaveu 92316
‘E Vaitata atu Tò Màtou Kàinga ki te ‘Aua ‘Animara 93265
70
Tu‘a‘anga i te Ka‘avai 93289
Kà Tui i Tèta‘i ‘Ei nò Màmà 94261
E ‘Aere Ana te Au Punupunuà ‘Onu ki ‘Ea? 05762
Te Tàmaru ‘è te Tùpàpaku 05782
Ko te Rà Tù‘aka‘ou‘anga i Nukunonu 02965
Kà Moe Tòku Ata 20318
Kà Moe Tòku Ata (audio cassette) 96153
Te Tiòpu Màroro 20349
Ko te ‘Apinga Aro‘a Muna a Màmà Rù‘au 23637
Level 3
Pò Maru 02761
Pò Maru (audio cassette) 94102
Kua Ngaro Au 92278
Ko te Taime o te Paroro 94197
Ko te Tua i a Aiani ‘è te Tùpàpaku Pia Màori 94270
Te Pòro Kirìkiti Tei Ngaro Atu 23041
Level 4
Ko te Moemoeà Manako Kore‘ia 02974
Te Tìvaevae o Kiri 91248
Te Au Taeake ò Mària 94144
Te Tatau à te Au Tamariki ‘Àmoa 05742
Kàre i te Ika, ‘Ea‘a i Reira? 21274
71
Level 5
‘E Pànikiniki 94100
Ko te Tua i à ‘Ina ‘è te Tuna 05773
Te Tatau‘anga i te Au Vàito Tapa 02944
Reading Siapo (teachers’ notes in a poster format) 02945
Ko‘ai Rà tè Ka Inangaro i te No‘o ki te Kàinga? 20377
Ko te Tùpàpaku-kai-toto i te ‘Uapou 23030
Ko te Tùpàpaku-kai-toto i te ‘Uapou/The Vampire at the ‘Uapou (audio cassette) 99109
Te ‘Ìmene à Màmà Rù‘au 23196
Ko Màmà Rù‘au te Tamà‘ine Mou Tiare 23724
Ko Màmà Rù‘au te Tamà‘ine Mou Tiare/The Granny Flower Girl (audio cassette) 99185
Level 6
Tìpù Màtira 20371
Takiri ki Runga i te Matie 20361
Takiri ki Runga i te Matie/Fishing on the Lawn (audio cassette) 97201
Level 7
Te Kòpù Tangata ò Jojo (picture pack) 89117
I Muri atu i te Paerangi 05750
I Muri atu i te Paerangi (audio cassette) 95126
Te Tautai Tìtomo i Niuafo‘ou 20313
Te Bìti ò te Tuàtau ‘Òu 23734
‘E Au Tua nò Te Pà ‘Enua Pacifica 04190
Ko Jojo o Tokoroa 02660
Ko Tù 02662
Ko Eric, ko Tà, ko Junior, ko Jojo 02658
Ko Isabel 02659
Ko Mi‘i 02661
72
Level 8
Te ‘Akaipoipo‘anga ò Isabelle 92281
I ‘Akarukena‘ia Au, ko Au Anake ‘Ua 05760
Pi‘a ‘Apinga 20593
Tàtà Tua ‘Akatùtù nò te Teata Vìtiò 21282
Levelling Other Resource Materials

These levels provide us with a framework for levelling other Cook Islands Màori
resource materials.
A number of factors affect the level of a text for any particular student. The
way that a book’s theme, content, treatment, and underlying values and attitudes
connect with a particular reader’s experiences and expectations can be affected by:
• vocabulary and language use (for example, the presence of high-frequency words,
technical terms, and Cook Islands Màori idioms);
• the genre and the language structures the author uses;
• punctuation, possessives, glottal stops, and macrons;
• the overall length of the book;
• the nature of the topic and theme;
• whether the cultural perspective is familiar to the reader;
• abstract ideas and concepts and changes of time and place;
• the physical layout and design, the amount of text on each page, and the typeface
and type size;
• the extent to which illustrations support (or distort) the text and the type of
illustrations used.
To work out the level of a new Cook Islands Màori resource, we could:
• trial it with our students;
• seek informed advice (levels are often suggested in teachers’ notes);
• use our own professional judgment;
• apply a readability formula (some of which are described in John Smith and
Warwick Elley’s How Children Learn to Read).
There is no single way to arrange resources into a sequence of levels that will
suit every student. What is a barrier to one student may be a welcome challenge to
another. This is why a range of levels for a resource is often more useful than a single
level. A level 3–5 resource might, in fact, be a level 3 resource for native speakers but
a level 5 resource for second-language learners.
73
Locating English Versions
To locate English versions for all but the most recent items in the resource list above,
refer to pages 57–64 in the Tupu Handbook. For Cook Islands Màori resources
published in the Tupu series, English versions are almost always found in the teachers’
notes and are often on side 2 of the audio cassettes (especially the most recent ones).
Occasionally, English versions can also be found in places like the School Journal, the
Ready to Read series, or the early childhood series My Feelings – their usefulness will
depend on the student’s interest and reading levels.
To find Cook Islands Màori material in the School Journal, students should look
under Cook Islands, Cook Islands – Traditional Stories, Melinda Detlefs, Mona
Matepi, Marianna Hodges, and Johnny Frisbie in the School Journal Catalogue or in
Journal Search.
Three titles in the Ready to Read series that have Cook Islands settings or
characters are:
• A Gift for Aunty Ngà by Don Long, with Notes for Teachers (item 23013) written by
Teremoana MaUa Hodges;
• Uncle Timi’s Sleep by Joy Cowley;
• A Quilt for Kiri by Don Long. The Cook Islands Màori version of A Quilt for Kiri is
Te Tìvaevae o Kiri.
- Resource Materials
Using the Ministry’s Cook Islands Maori
across the Curriculum
A Guide to the Pacific Learning Materials 1976–1996 gives information (on page 12)
about the curriculum areas that these resource materials support. Many can be used to
support more than one curriculum area, as described on pages 26–51 in the Tupu
Handbook, where there are lists of titles that can be used for teaching:
• language and languages – pages 26–33;
• mathematics – page 33;
• science – pages 34–37;
• technology – pages 37–42;
• social studies – pages 42–45;
• the arts – pages 45–48;
• health and physical education – pages 49–51.
The following Ministry of Education resources by Cook Islands Màori writers
would be especially useful for teaching in the following curriculum areas:
• social studies – virtually all the resources listed in these Guidelines, and in particular
The Cook Islands Family in New Zealand group of social studies resources
published in Cook Islands Màori and English between 1986 and 1993 (look under
McPherson, Jan and Smith, Margaret in the references section);
• English – Kà Moe Tòku Ata by Ma‘ara Taia Scheel; Ko Màmà Rù‘au te Tamà‘ine
Mou Tiare, I Muri atu i te Paerangi, and ‘E Pànikiniki by Johnny Frisbie; Takiri ki
Runga i te Matie by ‘Aka‘iti Tamarua ‘Ama; and Ko te Tùpàpaku-kai-toto i te ‘Uapou
by Tària Kingstone (all these stories are also available in English either in a book
or on audio cassette);
• science – Pò Maru by Johnny Frisbie Hebenstreit;
74
• technology – Tàkiri ki Runga i te Matie by ‘Aka‘iti Tamarua ‘Ama and ‘E Pànikiniki
and I Muri atu i te Paerangi, both by Johnny Frisbie;
• the arts – Ko te Tùpàpaku-kai-toto i te ‘Uapou by Tària Kingstone;
• health and physical education – ‘Aere nà Roto i te Ua ki te Kàinga by Mere Tapaeru
Tereora (and Feaua‘i Amosa Burgess), Kà Moe Tòku Ata by Ma‘ara Taia Scheel,
Takiri ki Runga i te Matie by ‘Aka‘iti Tamarua ‘Ama, and Ko te Tùpàpaku-kai-toto i te
‘Uapou by Tària Kingstone.
The Tupu series includes a wide range of resources for social studies programmes
in bilingual classes – one of the settings in Social Studies in the New Zealand Curriculum
is “The Pacific”. Of the five books in Cook Islands Màori published each year by the
Ministry of Education, one is usually by a Cook Islands author and the other four are
translations of books by other Pacific Islands writers, set within other Pacific cultures.
Don Long’s “Cook Islands Màori Learning Materials for the New Zealand Curriculum”,
in Many Voices 11, includes a list of the Ministry’s Cook Islands Màori resource
materials arranged according to the writer’s original language or culture.
-
Ordering the Ministry of Education’s Cook Islands Maori
Resources
To order the Ministry of Education’s existing Cook Islands Màori-language learning
materials, photocopy the order form on page 76 and send it to Learning Media
Customer Services, Box 3293, Wellington, facsimile (04) 472 6444.
Early childhood centres and schools can establish standing orders for the
Ministry of Education’s Cook Islands Màori resources at any time. Use the form on
page 77 of these Guidelines. A street address, where someone can accept packages
during the day, is appreciated.
Up to thirty copies of every new Cook Islands Màori book, together with copies
of the notes for teachers and one preview copy of each Cook Islands Màori audio
cassette, are available, free on request, to schools as a standing order.
Two copies of every book in Cook Islands Màori, together with copies of the
notes for teachers and one preview copy of every Cook Islands Màori audio cassette,
are also available free on request to early childhood centres as a standing order.
Additional copies of Cook Islands Màori audio cassettes are $4.00 (including
GST) to schools and early childhood centres.
Schools and early childhood centres with a standing order for the Ministry of
Education’s Cook Islands Màori resources automatically obtain resources published in
the Tupu series. This list often forms the basis for the distribution of other Cook
Islands Màori resources, such as these Guidelines. Centres and schools without a
standing order risk missing out, so schools and early childhood centres are advised to
set up a standing order as soon as they have Cook Islands Màori students on their roll.
Many Voices is the Ministry of Education’s professional journal for teachers of
community languages, including Cook Islands Màori. (It is also for ESOL teachers.)
Schools and early childhood centres can establish standing orders for additional copies
of Many Voices; the order form on page 77 may be used for this.
75
Order Form
Te Tipàtimani o te ‘Àpi‘i
WA R E H O U S I N G S E RV I C E
c o n t r a c t e d t o L e a r ni n g M e d i a L i m i t e d Te ‘Are Turuturu ‘Àpi‘i
SEND GOODS TO: P O S T, F A X, O R E M A I L T O :
Attention Resource Orders

Learning Media Customer Services
Institution
Box 3293
Address Wellington
Fax: (04) 472 6444
Email: orders@learningmedia.co.nz
Phone (0 )
Signature Date
Institution order (goods to remain the property of a school or early childhood centre)
ITEM NO. TITLE QUANTITY
If individuals wish to purchase personal copies of materials, please contact Learning Media for pricing information.
To fax orders: freefax 0800 800 570 or fax (04) 472 6444
For information: freephone 0800 800 565 (0800 800 LML) or phone (04) 471 5549
76
Standing Order Form
Te Tipàtimani o te ‘Àpi‘i
WA R E H O U S I N G S E RV I C E
c o n t r a c t e d t o L e a r ni n g M e d i a L i m i t e d Te ‘Are Turuturu ‘Àpi‘i
SEND GOODS TO: P O S T, F A X, O R E M A I L T O :
Attention Resource Orders

Learning Media Customer Services
Institution
Box 3293
Address Wellington
Fax: (04) 472 6444
Email: orders@learningmedia.co.nz
Phone (0 )
Signature Date
Institution order (goods to remain the property of a school or early childhood centre)
RESOURCE STANDING ORDERS REQUESTED FOR NO. OF COPIES
Many Voices
-
Tupu series in Cook Islands Maori
To fax standing orders: freefax 0800 800 570 or fax (04) 472 6444
For information: freephone 0800 800 565 (0800 800 LML) or phone (04) 471 5549
77
Other Sources of Learning Materials in Cook
Islands Màori
The following have published Cook Islands Màori resources for students and teachers:
• Cook Islands Ministry of Education, PO Box 97, Rarotonga, Cook Islands –
facsimile (00682) 28357;
• Cook Islands Natural Heritage Project, PO Box 781, Rarotonga, Cook Islands –
facsimile (00682) 24894;
• PIERC Education, PO Box 22 654, Otahuhu, Auckland – facsimile (09) 276 3656;
• Anau Ako Pasefika, 12 Turner Place, Tokoroa – facsimile (07) 886 9062.
South Pacific Books is a specialist mail-order bookshop. Early childhood centres
and schools can request free copies of their Cook Islands Màori and general Pacific
children’s catalogues. Both list children’s books published in Cook Islands Màori.
This is one of the best ways to access Cook Islands Màori learning materials published
by publishers other than the Ministry of Education. (Early childhood centres and
schools need to be careful not to order New Zealand Ministry of Education resources
from South Pacific Books as they can be obtained free on request directly from
Learning Media.)
Other publishers occasionally bring out children’s books in Cook Islands Màori.
Information about Cook Islands Màori resources from these and other publishers can
be found in the following works:
• Coppell, W. G. A Bibliography of the Cook Islands.
• James, H. Bond. A Bibliography of Publications in Cook Islands Màori.
• Long, Don. “Cook Islands Màori Learning Materials for the New Zealand
Curriculum”.
• Marshall, Donald Stanley. A Working Bibliography of the Cook Islands.
78
References
In addition to the grammars, dictionaries, coursebooks, and related items already
covered with a full bibliographic reference on page 66, the following are cited in these
Guidelines or could be useful for people planning Cook Islands Màori language
programmes. They are in English, unless otherwise indicated.
Aiono-Iosefa, Sarona. Te ‘Ìmene à Màmà Rù‘au. Wellington: Learning Media, 1999.
[in Cook Islands Màori – item 23196]
Aitutaki. Wellington: Land Information New Zealand, 1983. [map]
Alama, Ester Temukisa Laban. Kà Tui i Tèta‘i ‘Ei nò Màmà. Wellington: Learning
Media, 1994. [in Cook Islands Màori – item 94261]
Alama, Ester Temukisa Laban. Ko te Tua i à ‘Ina ‘è te Tuna. Wellington: Learning
Alama, Ester Temukisa Laban. Te Pona ò Ane. Wellington: Learning Media, 1993.
‘Ama, ‘Aka‘iti Tamarua. Takiri ki Runga i te Matie. Wellington: Learning Media,
1997. [in Cook Islands Màori – item 20361]
‘Ama, ‘Aka‘iti Tamarua. Takiri ki Runga i te Matie /Fishing on the Lawn. Wellington:
Learning Media, 1997. [Cook Islands Màori/English audio cassette – item 97201]
Amituanai, Temukisa, Phonderly Siohane, Philip Walker, and Glenys Williamson.
The Robati Family: Cook Islanders in New Zealand. Multicultural Families study series.
Auckland: North Shore Teachers’ College, 1982.
‘Àtiu and Ma‘uke. Wellington: Land Information New Zealand, 1994. [map]
Atlas of the South Pacific. Wellington: Government Printing Office for Department of
Lands and Survey, 1986.
‘Au Tua nò te Tamariki o te Kùki ‘Airani. Wellington: Department of Education, 1959–
66. [journal in Cook Islands Màori]
Balawa, Vilisi. “Cook Islands Màori”. Pacific Languages in Education. France Mugler
and John Lynch, eds. Suva: Institute of Pacific Studies, 1996.
Benton, Richard A. The Flight of the Amokura: Oceanic Languages and Formal Education
in the South Pacific. Wellington: New Zealand Council for Educational Research, 1981.
[Cook Islands Màori is discussed on pages 98–102.]
Burgess, Feaua‘i Amosa. ‘E Vaitata Atu Tò Màtou Kàinga ki te ‘Aua ‘Animara.
Wellington: Learning Media, 1993. [in Cook Islands Màori – item 93265]
Campbell, Alistair. Collected Poems 1948–81. Martinborough: Alister Taylor, 1981.
Campbell, Alistair Te Ariki. Pocket Collected Poems. Christchurch: Hazard Press,
1996.
Carpentier, Tai Tepuaoterà Turepu and Clive Beaumont. Kai Kòrero: A Cook Islands
Màori Language Coursebook. Auckland: Pasifika Press, 1995. [with audio cassette]
Coppell, W. G. A Bibliography of the Cook Islands. Wellington: Victoria University
Library, 1971.
79
Cowley, Joy. Kua Imene a Pati è Te Ika à Pati. Wellington: Learning Media, 1988. [in
Cook Islands Màori – item 02881]
Cowley, Joy. Uncle Timi’s Sleep. Wellington: Learning Media, 1988. [item 05596]
Cowley, Joy. Uncle Timi’s Sleep. Wellington: Learning Media, 1988. [audio cassette –
item 96157]
Department of Education. A Cook Islands Family in New Zealand. Wellington: School
Publications Branch, 1986. [kit that includes five resources for students, teachers’
notes, an audio cassette, and a filmstrip – item 04233]
Department of Education. ‘E au Tua nò Te Pà ‘Enua Pacifika. Wellington: School
Publications Branch, 1983. [item 04190]
Department of Education. Te Kòpù Tangata ò Jojo/Jojo’s Family. Wellington: Visual
Production Unit, 1989. [picture pack – item 89117]
Department of Education. Three Festivals. Wellington: Visual Production Unit, 1989.
[video cassette – item 86101]
Detlefs, Melinda. “Girls Don’t Go Fishing”. School Journal, part 4 no. 2 (1993):
pp. 26–30.
Establishing a Pacific Islands Language Group. Wellington: Early Childhood
Development Unit, 1994.
Everitt, Henare. Tòku Màmà. Wellington: Learning Media, 1991. [in Cook Islands
Màori – item 91226]
Fakanaiki, Aue Sabina. Te Tiòpu Màroro. Wellington: Learning Media, 1997. [in
Frisbie, Johnny. ‘E Pànikiniki. Wellington: Learning Media, 1994. [in Cook Islands
Frisbie, Johnny. I Muri atu i te Paerangi. Wellington: Learning Media, 1995. [in
Frisbie, Johnny. I Muri atu i te Paerangi. Wellington: Learning Media, 1995. [Cook
Islands Màori audio cassette – item 95126]
Frisbie, Johnny. Ko Màmà Rù‘au te Tamà‘ine Mou Tiare. Wellington: Learning Media,
1999. [item 23724]
Frisbie, Johnny. Ko Màmà Rù‘au te Tamà‘ine Mou Tiare/The Granny Flower Girl.
Wellington: Learning Media, 1999. [Cook Islands Màori/English audio cassette – item
99185]
Frisbie, Johnny. Miss Ulysses from Pukapuka: The Autobiography of a South Sea Trader’s
Daughter. New York: Macmillan, 1948.
Frisbie, Johnny. “Nightmare on Anchorage Island”. School Journal, part 4 no. 1
(1999): pp. 43–48. [with audio cassette item 10003]
Frisbie, Johnny. “Pànikiniki”. School Journal, part 3 no. 2 (1991): pp. 36–42.
Frisbie, Johnny. The Frisbies of the South Seas. New York: Doubleday, 1959.
Frisbie, Johnny. “The Moray Eel”. School Journal, part 4 no. 3 (1994): pp. 2–7.
80
Fuemana-Foa‘i, Lisa. Te Bìti ò te Tuàtau ‘Òu. Wellington: Learning Media, 1999. [in
Hammond, Joyce D. Tìfaifai and Quilts of Polynesia. Honolulu: University of Hawai‘i
Press, 1986.
Hebenstreit, Johnny Frisbie. A Quiet Night. Wellington: Learning Media, 1990. [item
02760] (see also Frisbie, Johnny)
Hebenstreit, Johnny Frisbie. Pò Maru. Wellington: Learning Media, 1990. [in Cook
Islands Màori – item 02761] (see also Frisbie, Johnny)
Hebenstreit, Johnny Frisbie. Pò Maru. Wellington: Learning Media, 1994. [Cook
Islands Màori audio cassette – item 94102] (see also Frisbie, Johnny)
Hodges, Marianna. “The Waka Ama Nationals”. School Journal, part 4 no. 2 (1999):
pp. 2–7.
Hu‘akau, Kaliopeta. E ‘Aere Ana te Au Punupunuà ‘Onu ki ‘Ea? Wellington: Learning
Hu‘akau, Kaliopeta. Ko te ‘Apinga Aro‘a Muna a Màmà Rù‘au. Wellington: Learning
Hunia, Leon and Fran. Dog. Wellington: Learning Media, 1995. [item 05776; big
book – item 21460]
Hunia, Leon and Fran. ‘E Puakaoa. Wellington: Learning Media, 1991. [in Cook
Islands Màori – item 05576]
Ielemia, Temukisa. Ko te Kiore Tòkà ‘è te ‘Eke. Wellington: Learning Media, 1991.
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81
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82
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83
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88
Acknowledgments
The Ministry of Education would like to thank the AIMHI Pacific Islands School-
Parent-Community Liaison Project, Anau Ako Pasifika, Kuinimere Bailey, Dr. Clive
Beaumont, Tai Tepuaoterà Turepu Carpentier, the Centre for Pacific Studies at the
University of Auckland, the Cook Islands Teachers’ Association, Ina Cutler, the Early
Childhood Development Unit, Teremoana MaUa Hodges, Annette Lole Karepa,
Tària Kingstone, Tupu Manapouri, the Ministry of Pacific Islands Affairs, Rangitukua
Moeka‘a, Teupoko Ina Morgan, Terangi Nikora, NZEI Komiti Pasifika, the Pacific
Island Early Childhood Council of Aotearoa (PIECCA), PIERC Education, PPTA
Komiti Pasifika, Enoa Raea, Strengthening Education in Màngere and Òtara (SEMO),
Tuhono Tangata at the Wellington College of Education, Tà‘okota‘i‘anga te Reo Màri
Kùki ‘Airani o Aotearoa Inc., Te Pùnanga o te Reo Màri Kùki ‘Airani o Aotearoa Inc.,
and Mere Tapaeru Tereora, for their assistance and advice during the development of
Guidelines for Cook Islands Màori Language Programmes.
Thanks to Màngere Central School, Auckland, and Hillary College, Auckland, where
the photographs were taken.
Designer: Liz Tui

Editors: Don Long, Margaret Smith, Kate Dreaver
89

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Guidelines

Published 2000 for the Ministry of Education by

Text and drawings copyright © Crown 2000

Dewey number 499

6 Teaching Cook Islands Màori in New Zealand

8 Long-term and Short-term Planning

15 Units of Work and Activities

60 Bilingual Cook Islands Màori Students in

61 Blackline Master Sheets

66 Resources for Teaching and Learning Cook

Keying in macrons and glottal stops on computers

Planning for an Early Childhood Programme

Te kòpapa 3–4 • use a • singing and • dolls and • systematic

Kupu noa nò te 9–10 • use a • mystery bag • mystery • developing

Focus for the Weeks Main Main Learning Main Resources

Talking about 1–3 • make signs, • discuss what • see pages

Supermarkets 7–9 • identify people, • visit a • Cook Islands

Achievement Introduce the Essential Resources

• use [Cook Islands 2 • maths • Kai Kòrero: A

• use [basic Cook 3 • the arts • Cook Islands

In addition to the above, we could include bilingual resources in our reading

Students will be Key resources are:

9–11 ‘Uapou • interpret and analyse • create a • Ko te Tùpàpaku- • view the

Child’s name: Mi‘i Date: 10/4/2000 Activity: Jigsaw puzzle

Child initiated the task Teacher initiated the task

Resource Materials for Early Childhood Activities

Suggested Learning Activities

Assessment Opportunities in the Unit of Work

Assessment Opportunities in the Unit of Work

Assessment Opportunities in the Unit of Work

‘Akara‘anga 6: Kara (Colours)

Language Level Indicators

Visual Language and Cultural Learning

My Friends, My Street, and Our Neighbours

Our City and Our Country

Curriculum Links: From the arts curriculum, a visual art topic

Learning Outcomes Learning and Assessment Activities Resources

Students will: The teacher will: Students will: Student Teacher

• discuss their • use three to four • pencils, paper,

Curriculum Area Mathematics Cook Islands Màori

Strands Number accomplish everyday tasks,

Assessment The teacher notes whether The teacher and students

Curriculum Area Science Cook Islands Màori

Strands Making Sense of the Material accomplish everyday tasks,

Language Level Students meet the objectives

Assessment Opportunities in the Unit of Work

Assessment Opportunities in the Unit of Work

For secondary school students working at tu‘anga 3

Indicators (Social Learning and Assessment Activities Resources

Students • research how food used to be gathered • invited guests

Curriculum Area Mathematics Cook Islands Màori

Achievement Objectives • constructing triangles • take part in

‘Akara‘anga 3: Giving Instructions

1. Kato ma te ‘òrei i te rùkau ki te vai.

Day Achievement Activities for the Key Resources for

Ru‘irua • propose a course of • write a “treatment” of • Tàtà Tua ‘Akatùtù nò

Ru‘itoru • experiment with • write a story outline • Tàtà Tua ‘Akatùtù nò

Paraparau • experiment with • learn to do a “scene • Tàtà Tua ‘Akatùtù nò

Culture and Heritage

Concepts, Skills, and Values

Suggested Learning Activities

Labelling Pictures during a Group Discussion

Child’s name: Date: _ Activity: ___________