Tokelau

Guidelines
for
Tokelauan
Language
Programmes
Planning Guidelines to Accompany
Developing Programmes for
Teaching Pacific Islands Languages
1
The photographs on pages 10, 16 (top left), 17, 20 (below text), 31, 43, 58, 61, and 62 are
by Adrian Heke.
The drawings on pages 25 and 65–68 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 © Adrian Heke 2000
All rights reserved. Enquiries should be made to the publisher.
Dewey number 499

ISBN 0 478 23850 9
Item number 23850
2
Contents
4 Introduction
5 How to Use These Guidelines
7 Features of the Tokelauan Language
9 Long-term and Short-term Planning
16 Units of Work and Activities

17 Early Childhood
21 School Curriculum
21 Vàega 1
32 Vàega 2
38 Vàega 3
41 Vàega 4
45 Vàega 5
47 Vàega 6
51 Vàega 7
53 Vàega 8
56 Teaching Several Levels at the Same Time
63 Bilingual Tokelauan Students in Mainstream

Classrooms
64 Blackline Master Sheets
69 Resources for Teaching and Learning

Tokelauan
69 Grammars, Dictionaries, Coursebooks, and Related Material
70 Learning Materials Published in Tokelauan by the Ministry of Education
81 Other Sources of Learning Materials in Tokelauan
84 References
3
Introduction
There are close ties between Tokelau and New Zealand. All Tokelauans are New
Zealand citizens.
The Tokelauan language has had a place in the New Zealand education system
for nearly fifty years. The New Zealand Department of Education (since 1989, the
Ministry of Education) became the first publisher of learning materials in Tokelauan in
1954 when Tala mo À‘oga i Tokelau began to include material in Tokelauan.
Resource materials in Tokelauan have been published by the New Zealand
Ministry of Education ever since 1954. (In recent years, this has complemented
Mataeke o Akoga Tokelau’s own publishing programme.) At first, the New Zealand
Ministry’s Tokelauan publications were only for schools in Tokelau, but they began to
be distributed to New Zealand schools with Tokelauan students from 1976 and to New
Zealand early childhood centres from 1988. The New Zealand Ministry of Education
currently publishes five books and an audio cassette in Tokelauan every year.
The New Zealand Ministry of Education remains the most active publisher of
learning materials for students in Tokelauan. Why is this so? With the 1948 Tokelau
Act, Tokelau became part of New Zealand.1
About sixteen hundred people continue to live on the four atolls that make up
Tokelau, but most Tokelauans – about four thousand people – now live in the Hutt
Valley, Porirua, Auckland, Rotorua, and Taupo. In the 1960s, when population levels
on three atolls reached a point where they were putting too much pressure on limited
resources, the New Zealand Government resettled some of the population of Atafu,
Nukunonu, and Fakaofo to Taupo and Rotorua. Many of these people subsequently
moved to Wellington and Auckland, where other family members joined them.
Tokelauans can, therefore, be regarded as New Zealanders who have moved to another
part of their own country rather than as immigrants to New Zealand.
In 1962, Tokelau was added to the schedule of territories under the supervision
of the United Nations Special Committee on the Granting of Independence to
Colonial Countries and Peoples. Tokelau is currently developing a form of self-
government through a process of constitutional change.2
With more Tokelauan-speaking children in schools in New Zealand cities than
at school on Atafu, Nukunonu, and Fakaofo, the fate of the language depends, at least
to some extent, on the success of Tokelauan language programmes in those cities.
By world standards – even by New Zealand standards – the number of speakers
of Tokelauan is not great. Since the 1960s, Tokelauan has been exposed to the
process of language shift described by Janet Holmes in “Community Languages”. The
research she describes suggests that language shift in New Zealand “occurs over at most
four generations and is sometimes completed in as few as two” (page 19). Richard
Benton (in The Flight of the Amokura) saw, as early as 1981, that Tokelauans were
“finding it difficult to maintain their mother tongue in the face of competition from
other languages” (page 105).
1
This Act covers three atolls – Atafu, Nukunonu, and Fakaofo. Olohega is administered from American
Samoa.
2
This process is summarised on pages 5–6 in Nonu: Notes for Teachers by Epi Swan and in “Tokelau” by
Kelihiano Kalolo.
4
Many New Zealand early childhood centres and schools have Tokelauan-
speaking students on their rolls, particularly those in the urban centres mentioned on
page 4. A growing number offer Tokelauan language programmes.
Tokelauan, then, has a unique place in the New Zealand Curriculum. Guidelines
for Tokelauan Language Programmes will help teachers to develop Tokelauan language
programmes, whether they are working with students who speak Tokelauan as their
first language or students who are learning it. The Tokelauan language programmes in
our early childhood centres and schools contribute to our sense of national identity.
These Guidelines were developed in close consultation with the Tokelauan
community in New Zealand. Their publication is in no way meant to intrude on the
separate curriculum that applies in Tokelau.
Many individuals and groups have assisted with the development of this
resource. To all those who contributed, e fakafetai lahi atu kimàtou ona ko toutou
fehoahoani. 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.
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 Tokelauan Language Programmes is intended to form the basis for
the material that teachers of Tokelauan develop for their own Tokelauan language
programmes. The material provided 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 the Tokelauan language (and about the
language itself), we can take notes and add them to the appropriate section. The
References section on pages 84–90 lists a wide variety of books and articles that are
suitable for further professional reading. We might wish to set a personal goal of
reading a book or article that relates to our Tokelauan 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, of pages that relate to the achievement objectives that our
students are currently working towards);
• copies of the notes for teachers that accompany Tokelauan-language books and
audio cassettes published in the Tupu series;
• photocopies of activities described in the Tupu Handbook;
• copies of learning activities described in Many Voices (for articles relating to
teaching Tokelauan that have appeared in Many Voices up to 1996, see page 54 in
A Guide to the Pacific Learning Materials 1976–1996);
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• 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.
6
Features of the Tokelauan Language
The language of Tokelau is spoken by people on the atolls of Atafu, Nukunonu,
Fakaofo, and Olohega and by the Tokelauan community in New Zealand and
elsewhere. It is important that learners be taught correct pronunciation. This is not
difficult because Tokelauan is phonetically quite regular.
Tokelauan is written using an alphabet of fifteen letters. This was confirmed at
a combined fono in 1974. The letters of the alphabet are: a, e, i, o, u, f, g, k, l, m, n,
p, h, t, and v. There are five vowels (a, e, i, o, and u). The other letters represent
consonants. The Tokelauan alphabetical order used in Ropati Simona, Judith
Huntsman, and Antony Hooper’s Tokelau Dictionary (1986) is: a, à, e, è, i, ì, o, ò, u, ù,
f, g, k, l, m, n, p, h, t, and v. This alphabet is similar to that of other Samoic
Polynesian languages, especially Pukapukan, Tuvaluan, and Samoan.3 It is also similar
in many respects to the alphabet of New Zealand Màori. Students who are already
familiar with the New Zealand Màori alphabet may find this helps them to learn the
Tokelauan alphabet.
Language issues to consider when teaching Tokelauan include:
• the spelling of the sound “f”;
• the influence the churches have had on the spelling of Tokelauan words;
• differences (from atoll to atoll) in accent and dialect;
• the use of macrons in written Tokelauan;
• the differences between formal and informal Tokelauan.
Spelling Issues
Before 1974, the letter f was sometimes written as wh (and s as h). At a 1974 fono, it
was decided that f rather than wh should be used. The Tokelau Dictionary, which was
sanctioned by the faipule, uses f.
Accents and Dialects

Tokelauan people on each of the atolls have a slightly different accent, and there is
some dialect variation. Some words are used on one atoll and not on the others.
These differences can confuse new learners, so teachers may need to explain them.
Using Macrons in Written Language

Writers in Tokelauan have begun to use macrons more and more in recent years. At
one point, the use of macrons was discouraged in the schools on the atolls. However,
without macrons, new learners of Tokelauan often find it difficult to distinguish
between words otherwise spelled the same, for example, between tàua (precious) and
taua (warfare). This kind of confusion can be a problem for learners who are from
homes in which English is the dominant language. Fluent speakers can usually identify
which word is intended from the written context, but we need to provide appropriate
support for students who are not already fluent speakers of Tokelauan.
3
The influence of Samoan, by means of the Bible and other printed religious material, is evident in
Tokelauan. Tuvaluan and I-Kiribati have also left their mark. Contact between Samoa, Tuvalu, Kiribati,
and Tokelau over recent generations has strengthened these influences. The relationship between
Pukapukan and Tokelauan is not so well known. It may surprise students to discover that Tokelauan is in
the same language family as Pukapukan, a language spoken in the northern Cook Islands. There is also a
shared history of Peruvian slavery in the nineteenth century.
7
In any good language-learning situation, the needs of the students should come
first. It makes sense to present written Tokelauan to new learners of the language in
its most supportive form – with macrons to help students pronounce and understand
them correctly. Many computer fonts offer a way to key in macrons.
Formal and Informal Situations

The way in which the Tokelauan language is used differs according to how formal the
occasion is and who the people in the audience are.
Students need to learn that certain titles are reserved for people of status, such
as church ministers, teachers, and heads of families. They need opportunities to take
part in formal gatherings, where they can observe the traditional protocol of the
speech-making by elders with which formal occasions begin. In welcoming or
farewelling another school group, for example, the school principal could take the role
of elder. Teachers should seek the advice of someone in the Tokelauan community if
they are unsure of correct protocol.
While students do not have the status to take part in speech-making when real
events are taking place, they can be given opportunities to role-play formal occasions
in order to practise formal language.
8
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 16–62), 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 Tokelauan 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.
Planning for an Early Childhood Programme

Here is an example of a plan for one term in an akoga kamata. Each “Focus for the
Unit of Work” lasts about two weeks. Many other activities in akoga kamata are
ongoing (see the section on early childhood activities and units of work on pages
17–20 below for ideas about ongoing activities).
Publication details for resource materials named in the plans, together
withÆgtem 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 84–90).
Focus for the Weeks Main Main Learning Main Resources Main
Unit of Work Achievement Activities Assessment
Objectives Activities
Pehe, Kakai, 1–2 • listens and • experiences • Epi Swan’s • observation-
Tauloto, and responds to with Paheka i based
Fàtele others in Tokelauan Nukunonu assessment
appropriate music, • Temukisa
ways traditional Ielemia’s Ko
• initiates talk stories, and te Kimoa ma
about a poetry te Feke
cultural • Pehe i te
practice Gagana
• uses Tokelau
appropriate (edited by
actions and Ioane Iosua)
language
during
cultural
events
Tònati 3–4 • listens and • exploratory • cooking • systematic
responds to play with a utensils and observation of
others in wide range of ingredients children’s
appropriate objects and language
ways materials behaviour
9
Alefapeta 5–6 • attends to • social play • an alphabet • developing
print (with literacy poster portfolios that
• asks for materials) • an alphabet include
things to be • real-life song samples of
written down literacy tasks children’s oral
• recognises (working and written
and responds with adults) language and
to print in storytelling as
the well as
environment descriptions
of their
reading
readiness
skills
Educational 7 • uses a wide • informal talk • Otila • observation-
Outings range of with other Tefono’s Heai based
(for example, speech children and ni Pato – assessment
to a park) functions adults book and
[within • outings that audio cassette
supportive explore the
exchanges] local
• initiates talk environment
that extends
a story
Leoleo 8–10 • listens and • a visit from a • Epi Swan’s • using a

responds to police officer Ko Au Na checklist to
others in • learning the Galo – book record
appropriate leoleo song and audio individual
ways on the audio cassette students’
cassette by developing
listening to language
it, viewing behaviour
the words on
a chart, and
singing along
For an example of one week’s planning for reading and writing in an early childhood
centre, see Developing Programmes for Teaching Pacific Islands Languages, pages 26–27.
10
Planning for a Bilingual Programme in a Primary School
The following is an example of a plan for a term’s work in Tokelauan for a bilingual
primary school class where students are working towards level 3 achievement
objectives. This plan shows the main achievement objectives for Tokelauan with
some of the key resources and learning activities.
Focus for the Weeks Main Main Learning Main Resources

Unit of Work Achievement Activities
Objectives
Ko Au Na Galo 1–3 • report events • produce a • Epi Swan’s Ko

(Keeping [using some written Au Na Galo –
Ourselves Safe) of the description book and
Tokelauan of what it audio cassette
vocabulary in feels like to
the story] be lost
• express and
clarify their
emotions
Matematega 4–6 • express • see page 39 • large pictures
(Guessing) detailed ideas in these
of place and Guidelines
quality
• (when
appropriate)
express
surprise or
disappointment
Fau 7–9 • give and • students • Ester
follow follow Temukisa
instructions instructions Laban Alama’s
and directions in Tokelauan Huiga o he Fau
mo Mama
Tala Fòu 10–12 • report events • give • Tokelauan
information community
about a news newsletter and
item, copies of
answering photographs
questions from
newspapers
and magazines
with items
about Tokelau
A plan for one week’s work allows teachers to relate particular aspects of a
Tokelauan 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 could be
adapted and used with any Pacific Islands language.
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Planning to Support Tokelauan in a Mainstream
Junior Classroom
When supporting Tokelauan 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 Tokelauan 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 Tokelauan, if we
cannot already do so, in order to help them meet level 1 achievement objectives.
Achievement Introduce the Essential Resources

Objectives learning in week Learning Area
(for Tokelauan) number:
• use everyday [Toke- 1 • language and • Tokelauan
lauan] expressions to languages parent
greet, farewell, or
thank people
• use [Tokelauan] 2 • maths • Tokelau
words and Dictionary by
expressions for Ropati Simona
numbers (1–10) et al.
• use [basic 4 • maths • Tokelauan
Tokelauan] parent
expressions to
indicate time
• use [basic 6 • maths • Tokelau
Tokelauan] Dictionary
expressions for
shapes
• use [basic Tokelauan] 3 • maths, visual arts • Tokelauan
expressions … for parent
colours
• follow simple 1 • health and • Tokelauan

instructions (given physical well- parent
in Tokelauan) being (physical
education)
• exchange basic 1 • social studies • Tokelauan
factual information (getting to know students and
(pronouncing one another) their parents
Tokelauan names
correctly)
• ask for … help (in 1 • across the • Tokelauan
Tokelauan) curriculum parent
• take a simple part in 7 • the arts (music) • Education

a [Tokelauan] Advisory
cultural performance Service/School
Support
Services
12
We could also include bilingual resources in our reading programme, for
example:
• Hauni mo te Akoga by Emma Kruse Va‘ai (Tupu series) and the English version,
Ready for School (Tupu series);
• Nofoaga Haogalemu by Sue Mooar (Tupu series) and the English version, The Safe
Place (Ready to Read series);
• Ko Toku Paopao by Tenise Atoni (Tupu series) and the English version, My Canoe
(Tupu series);
• Oiaueke! by Sereima Lumelume (Tupu series) and the English version, Aue! (Tupu
series);
• He Maile by Leon and Fran Hunia (Tupu series) and the English version, Dog
(Ready to Read series).
Use the guide at the back of the Tupu Handbook to access English versions of
other level 1 Tokelauan resources. The Tokelauan 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. Nofoaga Haogalemu
could be introduced beside the big book version of The Safe Place, a story set in
Fenuafala. We could also find stories with a Tokelauan setting that are written in
English, such as Sue Mooar’s story “Fish and Chips in Tokelau” in Junior Journal 6.
As part of the social studies programme, Marti Friedlander’s Atoll Community
picture pack could be explored with the whole class.
Planning for a Tokelauan Secondary School Programme

Page 14 shows an example of how the second term’s work might be planned in a
secondary school Tokelauan-language class working towards achievement objectives at
levels 5 and 6. This long-term plan shows only the main topics for units of work and
some key achievement objectives. Other achievement objectives and activities would
be identified later, in more detailed unit planning.
Not all the resources we will use are listed on page 14 – just those key materials
that have to be gathered in advance so that we have enough copies for class sets or
those that need to be borrowed from other departments (for example, Reading Siapo
might be held in the school’s art department).
13
Week Focus for the Key Achievement Learning Resources Assessment
Week Objectives Activities Activities
Students will be Key resources are:

able to:
1–3 • Malamalama • interpret and • designing • Caroline Lolegi • teacher
i na respond to and Vercoe’s observation
Mamanu meanings discussing Malamalama i na of students’
Hiapo conveyed by non- hiapo Mamanu Hiapo discussion
verbal signs and patterns beside the English
actions (level 6) version Reading
Siapo (listed at
level 5)
4–6 • Inati video • interpret and • attending a • Samson • peer and

respond to cultural Samasoni’s self-
meanings event and Tuhituhiga beside assessment
conveyed by non- discussing the English of how well
verbal signs and what version, Script- the
actions ... at happened writing (listed at completed
cultural events • writing a level 5) video
[like inati] video script • chapter 15 in scripts
(level 6) based on a Matagi Tokelau present
• present cultural • Jennifer Wendt’s information
information using event Food Distribution in
a specific medium (working in Tokelau
(level 6) small • Epi Swan’s Ko te
• present groups) Nonu
alternatives
(level 5)
• respond to
suggestions about
plans (level 6)
7 • Litara Lua • produce a well- • see page 50 • “Fire-fighter from • teacher
(well- structured research in these Tokelau” by David assessment
known report (level 6) Guidelines Somerset of students’
Tokelauan • structure a text reports
firefighter) (level 5)
8 • Faraimo • produce a well- • discussing • books and • teacher
Paulo structured research the artist’s Tokelauan postage assessment
Kitiona – report (level 6) work and stamps illustrated of students’
FaraPikiti • ask for, express, writing a by FaraPikiti reports
(well- and react to review of it
known opinions (level 5)
Tokelauan
painter and
illustrator)
9 • Ko te Koloa • present • planning • Peato Tutu Perez’s • peer
a Tokelau information, using and giving a Ko te Koloa a assessment
several media presentation Tokelau of
(level 6) using • Epi Swan’s Ko te presentations
• giving instructions pictures and Nonu (pages 4–5)
for a procedure other visual
(level 5) aids
14
Long-term plans like those on pages 9–14 will form the basis of short-term plans
(for example, one-week plans) or plans for individual units of work (see pages 21–62).
A plan for one week’s work (for an example, see page 50) allows teachers to relate
particular aspects of a Tokelauan language programme to objectives and learning
activities in a more detailed way than in plans like those above.
15
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 vàega (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 Cook Islands Màori, Samoan,
Niuean, and Tongan programmes could be adapted and added to the following section.
Learning activities can also be found in Nonu: Notes for Teachers, 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.
16
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.
Fakatakitakiga (Example) 1: A Reading Corner

A reading corner is a place where we can give children opportunities to handle and
look through books – some of which have been read to them many times. They will
turn the pages and look at the pictures while recalling the story for themselves or
discussing it with others.
A reading corner needs comfortable cushions and mats, good lighting, and lots
and lots of well-illustrated, interesting books published in Tokelauan. Most of the
Tokelauan books published by the Ministry of Education, Mataeke o Akoga Tokelau,
and Anau Ako Pasifika would be suitable, but there are a few, at advanced levels, that
cover topics more suitable for teenagers. Some early childhood centres with
Tokelauan children attending do not have Tokelauan language programmes. Where
this is the case, we can ensure that there are lots of books available in Tokelauan and
that they are displayed just as prominently as books in other languages.
Fakatakitakiga 2: Block Play

Exploratory play with blocks gives children learning experiences involving shapes,
patterns, colours, positions, and sizes. Block play can reflect what is going on in a
child’s imagination. With our help, children can learn how to talk about what their
constructions represent to them. This negotiation of meaning is an important step in
literacy development.
Blocks also give us opportunities to help children learn the vocabulary and
techniques to handle the disputes that arise when two people both want possession of
the same object or space.
17
Fakatakitakiga 3: Social Play – Communicating
Adults communicate by letter and telephone; they use computers and tape recorders.
Children like to play at doing these things. They can use an old typewriter with the
ribbon removed, a tape recorder that does not work any more, or a telephone that is
no longer connected to pretend to write letters, record stories, and hold conversations.
The language they use can be completely fantastic – or very realistic. For example, a
child might use phrases in Tokelauan, when “talking on the telephone”, to ask
questions like:
“Mami, tà olo là ki te falekoloa?”
(“Mummy, can we go to the supermarket after you pick me up?”)
“Fanatu au là?”
(“Shall I come too?”)
Two children might spend a busy twenty minutes or so “typing” their letters and
then posting them to Tokelau, putting the letters in the akoga kamata’s play postbox.
Snippets of their conversation in Tokelauan might be like these comments:
“He tuhi kià Nena.”
(“This letter’s to Grandma.”)
“Ko toku nena e i Nukunonu. Ko au e tuhi ki ei.”
(“My grandma lives in Nukunonu. I’m writing to her.”)
After the children have finished their letter-writing game, we could draw a
mural with them to show how a letter gets from New Zealand to Tokelau. This would
provide children with simple language that they might like to use the next time they
play the game. They might pretend to buy a stamp, stick it on an envelope, sort the
mail, fly a plane to Samoa, drive a mail van to the wharf in Apia, load their letters on
the ship to Tokelau, and so on. (Tokelauan postage stamps can be soaked off letters
from home and used by children pretending to send letters from Tokelau to New
Zealand.)
Fakatakitakiga 4: Social Play with Boxes

Large cardboard boxes can be a wonderful setting for a play activity. Cardboard boxes
can be painted and decorated to look like fale. Holes can be cut in the sides, and
curtains can be made from old làvalava. Pages from Tokelauan community newsletters
could be used for wallpaper.
Children playing in such a fale might, for example, pretend that there is a
terrible storm coming. This could be a good time to read the children Emma Kruse
Va‘ai’s story Ko te Afà, if the reading is likely to add to (and not interrupt) their
creative play. Vaioleti Uili’s illustrations suggest what it is like to be in the middle of
a terrible storm, safe in the arms of one’s grandma. Children may want to draw a
picture of a stormy day at their house, and we could discuss the picture with them in
Tokelauan.
-
Fakatakitakiga 5: Tonati (Doughnuts)
The early childhood centre environments we provide for young children should be as
stimulating as we can safely make them, with lots of open-ended experiences that
engage children in focused play. For example, we could involve children in making
doughnuts out of play-dough and pretending to cook them. Real doughnuts, made by
18
adults, could be cooked and eaten for morning tea. We might provide illustrated
recipe cards with the recipe written out in Tokelauan and read them to the children.
This could be a large-group or a small-group activity. Children could choose to
take part or do something else. Before the activity starts, we would set everything out,
ensuring that there isn’t anything that could hurt the children if they use it.
While the children are engaged in the activity, our role is to observe, assist, talk
and ask questions in Tokelauan, and monitor the social behaviour of each child.
Children should have opportunities to move on to other activities when they
have helped to tidy up.
Fakatakitakiga 6: An Imaginative-play Area

An area set up for dramatic, imaginative play contains realistic items for children to
play with. Soft toys, for example, can be used in make-believe play and for acting out
everyday events and conversations.
Children develop social and conversational skills as they play in areas that
contain such resources. Developing Programmes for Teaching Pacific Islands Languages
includes achievement objectives for imaginative play. It states that children might:
• engage in imaginary conversations during play;
• use visual language during imaginative play with visual materials.
Fakatakitakiga 7: Portfolio Checklists

Portfolios are a useful assessment tool at this level. Records of children’s achievements
and behaviour can show what they have already learned to do independently and what
they might still 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
Tokelauan.) This example records the behaviour of a child working with a wooden
Pacific jigsaw puzzle.
Portfolio Checklist
Child’s name: Sena 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:
Sena 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:
Sena named the shapes in Tokelauan as she fitted them into the spaces.
The names were a blend of fruit names and her own descriptions:
--
fai (banana), moli (orange), fualakau hehega (orange fruit).
19
Early childhood staff can copy and use the empty form on page 64 to make their
own records of children’s behaviour during specific learning activities.
Fakatakitakiga 8: Outings
Children love going on outings. Properly supervised, they are an excellent stimulus for
language growth.
In Otila Tefono’s Heai ni Pato, Mrs Hakeo takes her akoga kamata group to the
park to feed the ducks. When they find that there are no ducks in the pond, the
children pretend to be ducks. Then they notice some hungry seagulls watching.
We could read Heai ni Pato to an akoga kamata group before taking them to a
park to feed the ducks. They may want to pretend to be ducks like the children in the
story. Afterwards, they could learn to sing the song “Little White Duck” in
Tokelauan.
Resource Materials for Early Childhood Activities

For information about early childhood resource materials published in Tokelauan, go
to page 72 in these Guidelines. Many such resources published by the Ministry of
Education form part of the Tupu series. The early childhood sections in the Tupu
Handbook are on pages 8–9 and 22–25.
20
School Curriculum
Developing Programmes for Teaching Pacific Islands Languages sets out a curriculum model
that teachers can use to structure their Tokelauan language programmes. At each
level, achievement objectives are described within each strand. The achievement
objectives provide the basis for our expectations about how students will learn to use
Tokelauan 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.
As they progress to meet higher levels of achievement, students show increasing
sophistication in their language skills and use Tokelauan 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 give details of learning activities, while others show
a complete unit plan.
VÀEGA (LEVEL) 1
Students working to meet level 1 achievement objectives include older students as well
as children in junior classes. Examples 1, 2, and 3 below are intended mainly for
primary school students, but example 4 on pages 26–31 shows a unit of work that
might meet the needs of students beginning to learn Tokelauan 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.
Fakatakitakiga 1: Ko Au Na Galo (Lost)

Here is a plan for a unit of work for students working towards level 1 achievement
objectives in all strands. The unit is based on Epi Swan’s Ko Au Na Galo.
Objectives
Students should be able to:
• recognise and use letters of the alphabet in words;
• briefly recount personal experiences and imaginary events;
• exchange basic factual information;
• simply express wants and needs;
• begin to use the language of respect;
• view and discuss simple verbal and non-verbal signs, symbols, and movements;
• give their names, ages, and addresses.
21
Language Level Indicators
Students demonstrate that they are meeting the objectives for this level when they
can:
• give basic information about themselves and ask for similar information from
others;
• 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;
• write their own name and address and the names of some other class members;
• read and write about a series of events in a time sequence, using fairly brief
sentences;
• use some formal and informal forms of address;
• talk about the meaning of some signs and symbols;
• participate to some extent in singing and dancing.
Learning Activities
Learning activities could include the following.
Oral Language – Listening and Speaking

Students could:
• listen to and discuss Epi Swan’s story Ko Au Na Galo;
• listen to the song “Ko Au Na Galo” on the audio cassette and learn it well enough
to be able to perform it at assembly;
• discuss what they ought to do if they got lost;
• role-play a scene in pairs, in which one of them is lost and has to ask a police
officer for help, telling him or her their name, address, phone number, and parents’
names;
• play a game in which one person describes an object that appears in the book and
the rest of the class guesses what it is.
Written Language – Reading and Writing

Students could:
• read books, poems, and stories on the theme of being lost;
• brainstorm words on the topic of being lost, which we could write on a wall chart;
• use these words to write about a time (real or imaginary) when they were lost,
describing what happened and how they felt;
• fill in a brief personal information form with their name, address, and phone
number;
• as a class, make a map of their neighbourhood, showing important landmarks and
where each student lives.
22
Visual Language and Cultural Learning
Students could:
• discuss how respect should be shown when addressing a police officer;
• discuss the family relationships depicted in the stories they have read, comparing
them to those in their own family;
• draw a diagram showing members of their family, naming them, and writing the
Tokelauan term for the relationship they have with each person (for example, uho,
tuagàne, màtua, tamana);
• make a classroom display of signs and symbols that it would be helpful to know if
they were lost.
Assessment Opportunities in the Unit of Work

Assessment could include:
• the teacher’s observation and informal notes about students’ use of language during
class discussions;
• students assessing each other on how well they communicated during their role-
plays;
• students selecting samples of their own written work for their portfolios (noting
how far each sample meets their language objectives).
Fakatakitakiga 2: Greetings and Farewells

This is a plan for a unit of work that might meet the needs of students working to
meet level 1 achievement objectives at primary school.
Achievement Objectives
• use everyday expressions to greet, farewell, or thank people (for example, màlò);
• begin to use the language of respect.

Students demonstrate that they are meeting these achievement objectives when they
can:
• recognise and respond to commonly used forms of greetings and farewells;
• use some formal and informal forms of address.
Learning Activities
Learning activities might include:
• practising greetings and farewells in pairs;
• performing greetings and farewells as part of a puppet show;
• greeting and farewelling real visitors;
• making greetings cards to send to family members.
23
As a concluding activity, students could perform a scene in which two families
greet and farewell each other. First, the students divide into small “family” groups. In
their groups, the students practise the greetings, using cards on which are written
different farewells and greetings. The students must name a member of the other
family as part of the greeting or farewell and use the appropriate greeting. They could
repeat the activity, swapping roles. Finally, the groups could perform the scene for the
class, with one group taking the role of the visitors and the other that of the hosts.
Here are some examples of what could be written on the cards:
Tàlofa nì toku màtua, tamana, uho, tuafafine, …
Tòfà nì taku tama, oku màtua, toku màtua, …
Kua ò mai koutou? Kua pà mai koutou?
Màlò nì, fakafetai kua manuia mai te malaga.
Ko te alofa o te Atua kua mafai ai ke fetaui kitatou.
O mamai kò nà màtua.
Resources
Resources could include:
• cards with greetings to different target groups (for example, fathers, mothers,
grandmothers, grandfathers, aunts, uncles, and cousins);
• stick puppets that the students make by drawing pictures of people, cutting them
out, and gluing them to ice cream sticks.
Assessment Opportunities
• the teacher’s observation of and informal notes about students’ use of expressions to
greet and farewell people, and their use of the language of respect, during their
performances;
• comments by the students about how far they met their objectives in their
performance.
Fakatakitakiga 3: Language Experience Stories

One way in which we can help our students learn to read in Tokelauan is by writing
down their spoken words about their own experiences and producing these stories as
hand-made books that can be used at school. Hand-made Books for Your Classroom
explains how to develop the experiences of our students into books that they can read
and reread. The students’ own spoken language provides the text, and the students
can draw the illustrations. Sometimes, photocopies of family photographs can be used.
Photographs taken of students during a school-based activity also make excellent
illustrations – John Hart’s Polynesian Dance Festival is illustrated with such
photographs.
24
Fakapuku
tuhia e Lui Aleta
- - i te Aho Tonai.
Kimatou nae hihi - E pa- mai kimatou ki te matafaga,
-
Kimatou na olo i te Nonu. - -
e fakatali atu o matou kaiga.
-1- -2-
-
Na tofu kimatou ma te peka na foki -
Kua fakafetai atu kimatou, oi foki
mai kae i te paopao kimatou. - -
ai ki ei a matou ika na hi.
-3- -4-
Students want to read these books because the words have come from them
and are about their own experiences. The example above shows the text and
drawings for a four-page hand-made book produced when a teacher wrote down the
words of a student who had just been fishing on Wellington Harbour in Nonu, the
traditional sailing canoe built by the community.
Read the story with a group of students. They may like to role-play the events
in it. If a student recounted a story of their own about going out in a boat, like the
story in the example above, we might share parts of Epi Swan’s book Ko te Nonu
with the student or the class.
Older students working at this achievement level could write their own stories
and make them into books to share with younger students.
25
At level 1, we might use language experience books with students working
towards the following achievement objectives. (Relevant language level indicators and
assessment opportunities are also identified below.)
Achievement Objectives Students will:

• briefly recount personal experiences;
• briefly state likes and dislikes;
• use expressions for … colours;
• view and discuss simple verbal and non-verbal
signs [and] symbols.
Language Level Indicators Students meet the objectives when they:
• make statements about their likes and dislikes
and ask about those of their friends;
• understand and express the main idea of a
written text, using familiar language;
• understand and use familiar expressions to seek
and convey basic information;
• start reading, independently, books intended for
emergent readers;
• use both upper and lower case letters of the
alphabet in their writing;
• read and write about a series of events in a time
sequence, using fairly brief sentences;
• talk about basic colours when describing objects
(in the illustrations).
Assessment Activities Teachers could assess students’ progress through
informal observation when the students are:
• telling or writing a simple narrative to share
experiences or information (speaking, writing);
• matching pictures with words (listening,
reading).
Samples of students’ writing could be added to
their portfolios.
Fakatakitakiga 4: Getting to Know Each Other

Here is a plan for a unit that might meet the needs of students beginning to learn
Tokelauan at secondary school.
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
Tokelauan expressions;
• get to know one another and their teacher.
Objectives
• use everyday expressions to greet, farewell, or thank people;
• label, observe, and briefly describe things;
• briefly recount personal experiences;
26
• exchange basic factual information;
• ask for repetition, clarification, or help;
• briefly state likes and dislikes;
• view and discuss simple verbal and non-verbal signs [and] symbols (on maps).

Listening and Speaking
By the end of this unit, students will demonstrate that they are meeting the objectives
for this level when they:
• 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.
Reading and Writing

• express the main idea of a written text, using familiar language;
• understand and express simple details about themselves and their families in written
language;
• 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

• use some polite (formal) and informal forms of address;
• talk about the meaning of some signs and symbols (on a map).
27
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 Tokelauan:
• who they are;
• their feelings;
• the members of their family;
• responsibilities in their family;
• their family tree.
Learning activities might involve teacher and students in:
• talking to each other about their feelings;
• listening to Tokelauan poems and discussing them;
• making a list of things that bother them;
• tracing silhouettes of themselves;
• drawing a picture about being lonely and talking about it;
• learning and using Tokelauan words for emotions;
• completing a piece of writing that describes a situation and then asks the reader,
“He à tà koe kà fai?”;
• drawing faces that show moods and talking about them;
• writing a story called “Ko Au”;
• making a chart showing activities they are good at, activities they are learning to
do, and activities they find hard to do;
• 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 taku miti mo toku lumanaki”;
• interviews where students work in pairs to find out what activities their partners
can do;
• making books about their lives (for example 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 (see page 68);
28
• writing a timetable for a day or a week;
• keeping a diary for a week;
• discussing appropriate vocabulary (introduced by the teacher) and going on to draw
individual family trees;
• describing their families (for example, “Ko toku màtua he fafine pukupuku”);
• listing the responsibilities that each member of their family has;
• drawing a cartoon of their parents, with speech balloons showing what they might
be saying in Tokelauan.
My Friends, My Street, and Our Neighbours

• listing and discussing the qualities students 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, “He à te fiafia ai koe ki tau uò?” 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 “Ko Oku Tuàkoi”;
• 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 “Fehoahoani i Toku Kogàfenua” and then
producing it for an audience.
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 “ko toku aho muamua i te kolihi”;
• finding out the Tokelauan words for some agencies and people in the community
that they go to for assistance, for example, leoleo (police officer);
• talking about how they solve problems that arise in their community.
Our City and Our Country

• comparing maps of places like Porirua and Fenuafala;
• using an atlas to locate Tokelau;
• writing (in Tokelauan) answers to questions like:
– Ko ai te fenua è pili ki Fakaofo?
– Ko ai te igoa o te moana e i ei ia Tokelau?
– Ko Atafu e i màtù, pe ko haute o te ekueta?
– Ko ai nà igoa o nà motu e fà o Tokelau?
29
• the teacher’s observation and informal notes about students’ use of language to
communicate with each other;
• peer assessment using starter sentences, such as “Ko au e fiafia i te tala à Lole
auà _______”;
• gathering samples of students’ written work for their portfolios (noting how far each
sample meets the relevant achievement objectives).
Resource Materials
The following resource materials could be used within this unit. Except for the first
four (the atlas and the three maps), they are all published in Tokelauan by Learning
Media for the Ministry of Education.
Atlas and maps
Atlas of the South Pacific
Nukunonu [map]
Atafu [map]
Fakaofo [map]
For more details of these, refer to pages 83–84.
Tupu series materials that are fairly easy for students at this level to use
He Tamaiti Mohimohi
Hauni mo te Akoga
Heai ni Pato
Heai ni Pato/No Ducks (Tokelauan/English audio cassette)
Toku Màtua
Ko Tenei Toku Tamana
Ko te Kofu o Ane
Ko te Afà
Ko te Maumaga Talo a Tono
Fano ki te Kàiga
Going Home/Alu i le ‘Àiga/Fano ki te Kàiga (English/Samoan/Tokelauan audio cassette)
Tupu series materials that are a little harder for students at this level to use
Havali Fakaua ki te Fale
Ko Fahi e Pehe ma Te Ika a Fahi
Ko To Matou Fale e Lata ki te Hu
Fakahoahoaga o To Matou Faiva
Huiga o he Fau mo Mama
Ko na Fakamalu ma na Aitu
Paheka i Nukunonu
Paheka i Nukunonu (audio cassette)
He Hoa Lava
Hua Ika Hahave
Ko te Taualofa o Nena
30
Ko Au Na Galo
Ko Au Na Galo (audio cassette)
Tupu series materials that are more difficult for students at this level to use
(support will be needed)
Venihe ma te Tamà Leitiò Kukula
Ko he Po Tàligoligoa
Taimi o te Palolo
Ko te Polo Kilikiti Na Galo
Ko te Polo Kilikiti Na Galo/The Missing Kilikiti Ball (Tokelauan/English audio cassette)
For more details about these resource materials (and information on how to
order them), see the section on resources, pages 69–90.
31
VÀEGA 2
Fakatakitakiga 1: Paheka i Nukunonu

Here is an example of how we might build a unit of work around Epi Swan’s story
Paheka i Nukunonu, using the book and the same story on an audio cassette, together
with a wide selection of Easter hymns sung in Tokelauan.
By the end of the unit, students should be able (in Tokelauan) to:
• record information;
• express interest and enjoyment;
• identify some of the different social roles people have in [the Tokelauan] culture
(as described in Paheka i Nukunonu);
• express meaning in [a story] … through visual images.

Students demonstrate that they are meeting the achievement objectives for this unit
when they can:
• listen, understand, and respond in simple social exchanges;
• understand significant information in familiar contexts;
• initiate talk and respond appropriately in brief conversations, using learned
structures;
• understand a simple message and convey one accurately;
• understand and explain the main idea in [this text], using familiar language;
• record information … in a range of ways;
• use both verbal and visual language to communicate some of their ideas.
Learning Activities
Students could:
• listen to the readalong version of Paheka i Nukunonu on the audio cassette;
• read and discuss Paheka i Nukunonu;
• learn and sing Easter songs from the audio cassette;
• in small groups, talk about their own experiences of Easter;
• (if they are in the Wellington region) invite the author to come and talk to the
class in Tokelauan about her book;
• interview the author, either by recording an interview during her visit or through
letters sent to the author (care of the editor of the Tupu series at Learning Media,
Box 3293, Wellington);
• invite someone from Nukunonu to come and describe their Easter experiences;
• prepare a welcome for a visitor, during which they could sing the songs they have
learned;
• in sequence, list the different things that happen on Nukunonu at Easter;
• draw individual pictures, each showing a different stage in the celebrations, to form
a Paheka i Nukunonu sequence mural;
32
• label the different things shown in their mural;
• interview their parents or another adult about their experiences of Easter;
• present their findings to the class as an oral report;
• research how Easter is celebrated in other communities.
• the teacher’s assessment of how effectively students labelled their murals;
• peer assessment of students’ oral presentations against criteria set by the teacher;
• students monitoring their own progress by keeping a daily journal describing what
they have learned.
Fakatakitakiga 2: Talking about Art

Communicative competence in any language improves dramatically when learners
know plenty of words so that they can say what they want to say. This example and
the two that follow illustrate how we can plan to teach specialised Tokelauan
vocabulary in the context of work planned in other curriculum areas.
Unit Plan: Essential Learning Area: Tokelauan (developing vocabulary Level: 2

Talking about Art 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
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 Tokelauan words related to the art focus).
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 students what is themselves, using crayons, paint, crayons, paint,
Tokelauan 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 Tokelauan
• describe, in • demonstrate • keep a written • crayons and • crayons and
Tokelauan, a different record (with paper paper
range of techniques illustrations) of
techniques for their own
using crayons descriptions of
how they used
the crayons
• discuss, in • demonstrate and • discuss what they • pencils, paper, • pencils, paper,
Tokelauan, ways explain to have learned crayons, paint, crayons, paint,
of caring for art students what is about caring for dye, chalk, dye, chalk,
materials expected of them art materials scissors, and glue scissors, and glue
33
• express relevant • brainstorm ideas • explore the uses • pencils, paper, • display space in
concepts in with the students of crayon, pencil, crayons, paint library
Tokelauan, and provide and paint and • sheet on page 67
making and using opportunities to later mount and
appropriate labels carry them out assess a library
display of their
finished work
• demonstrate that • display objects of • construct a graph • their own art • objects of
they have different shapes, to show a works different shapes,
developed their sizes, and shades growing use of sizes, and shades
ability to talk for discussion Tokelauan • vocabulary from
about colour, • discuss colours by vocabulary to Tokelau
shades of colour, encouraging describe art work Dictionary by
size, shape, and students to talk Ropati Simona et
pattern in about the colours al.
Tokelauan in the crayon
pictures
• use Tokelauan • write relevant • list a variety of • vocabulary list

terms for dark vocabulary in colour and shade assembled from
and light shades Tokelauan and terms in Tokelau
appropriately discuss specific Tokelauan Dictionary
meanings
• use Tokelauan • discuss everyday • use Tokelauan • art books, such
terms relating to experiences terms for as Caroline
the concept of involving the use proportion while Vercoe’s
proportion of proportion. drawing Malamalama i na
Mamanu Hiapo.
• discuss their • use three to four • pencils, paper,

pictures in media in a single crayons, paint,
Tokelauan, piece of art work dye, chalk,
identifying things • create cards and scissors, and glue.
and expressing invitations to a
interest and special occasion
enjoyment, as • display
appropriate. completed work
and evaluate it.
By the end of this unit, students should be able to describe different shades of
colours covering the whole spectrum from dark to light. They should be able to talk,
in Tokelauan, about the art works they are creating.
The topic for this unit could also link to a theme being studied in another area
of the curriculum, for example, fale (houses). Students could go on to do
observational drawings of different kinds of houses. Speaking in Tokelauan, we could
encourage students to think about the lines and shapes found in house construction,
commenting on what we can see in their drawings. We could ask such questions as “E
pàleni tau ata?”
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 Tokelauan about each one. Encouraging students
to discuss one another’s work constructively by modelling how to do so is a very useful
approach.
34
Follow-up Ideas
In another session, we could get the students to experiment with different ways of
describing the patterns they see. “Kikila ki te ata i te hiapo. He à te kè kitea? He
manulele? he tapuvae e ò he manulele?” we might ask.
Another activity: for a stronger visual effect, the students could transfer their
drawings onto larger pieces of paper, maintaining the proportions of the drawings, and
go on to add colour, using dyes. First, they might draw an outline with chalk. We
could discuss what we want them to do, explaining how their chalk lines must be at
least 3 to 5 millimetres thick. Then students can crayon between the chalked lines.
Speaking to them in Tokelauan, we can encourage students to think about the
colours they will use. “Ni à nà lanu e kè fia fakaaogà?” we might say. Their crayoning
must cover all the paper (except the chalk lines), or the dye will later show through
where it was not intended to.
Finally, students can dye their larger pictures. Choosing a dye to complement
the colours in their pictures provides another chance to talk in Tokelauan, using the
specialised words needed for this activity. The students will need to cover the whole
picture with dye for the best effect. They can use a wide brush to remove excess dye.
35
Fakatakitakiga 3: Writing Mathematical Problems in
Tokelauan
At level 2, students can start writing their own mathematical problems using
Tokelauan words to meet the achievement objectives “identify people, places, and
things” and “express concepts of amount, ownership, quality, and state”. Such work
provides bilingual students with opportunities to express mathematical ideas in real-life
contexts, using everyday language.
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.
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 Tokelauan.
Activities for this unit could include reading Teresa Manea Pasilio’s book Ko te
Polo Kilikiti Na Galo, listening to the story on audio cassette, and then playing a game
of kilikiti, keeping the score in Tokelauan.
Curriculum Area Mathematics Tokelauan

Strands Number accomplish everyday tasks using
[Tokelauan] to communicate
Achievement writing and solving story • identify people, places, and
Objectives problems which involve whole things
(level 2) numbers, using addition, • express concepts of amount,
subtraction, multiplication, or ownership, quality, and state
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 are able to make discuss how successfully the
up, tell, and record students conveyed their maths
appropriate number stories stories to each other in
and talk about them. Tokelauan, expressing
ownership appropriately.
36
Fakatakitakiga 4: Exploring Physical Properties Using
Tokelauan
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 Tokelauan

Strands Making Sense of the Material accomplish everyday tasks using
World [Tokelauan] to communicate
Achievement group familiar objects, using • express concepts of amount
Objectives observable physical properties and quality
(level 2) • make signs, labels, and lists
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 Teacher and students Teacher and students discuss
consider the students’ ability the ways in which the
to categorise objects and students described the
justify the categories they properties of objects and
choose. consider how far they
communicated information to
one another effectively.
Learning Activity
The students could read Epi Swan’s Ko Au Na Galo. 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 sentence, in Tokelauan, explaining why it was put under
that heading.
37
VÀEGA 3
There will probably never be as many resource materials available in Tokelauan 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 unit built around a resource we
may have used at another level.
Fakatakitakiga 1: Ko Au Na Galo
This example of a many-faceted unit of work is built around just one resource – Epi
Swan’s Ko Au Na Galo. Epi Swan is a writer who uses Tokelauan, Samoan, and
English. She lives in Petone, where this story is set. 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 Tokelauan vocabulary in the story);
• produce [a] longer [story] (with a written description of what it feels like to be lost).
Learning Activities
Following a shared reading of Ko Au Na Galo, we could list the vocabulary that the
students 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 their
own environment and photographs of actual people (family members) that illustrate
the words they are learning.
Exploring this story with our students could link into their work in social studies
and health. As a class, we could list the people involved in the search for Ana. This
could lead to a discussion on 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 Tokelauan to visit the classroom and talk briefly in
Tokelauan about some of these topics; for example, a Tokelauan-speaking police
officer could talk to the students about “Ko tò ola puipuia i loto o te kakai”.
The story could also be used as a basis for estimating time and for discussing
different shapes (of road signs), the emergency phone number, and how to use the
phone correctly.
Assessment Activities
For primary school students working at level 3
The students could use some of the vocabulary they have learned during the unit of
work 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 level 3

With secondary school students, we might take the approach of sharing the plan for
the unit with students by handing out an overview paper. In this way, older students
could be encouraged to take more responsibility for their own learning. Before they
begin work on the unit, we could go through the plan with the students:
• to check that they understand everything;
• to ensure that there are not too many pronunciation difficulties;
38
• to ask students for their input, discussing suggested changes with the class and
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 learning objectives of the unit and by writing
down their conclusions about what they have learned and what they need to work on
next.
Fakatakitakiga 2: Matematega (Guessing)

Here is a simple activity for teaching students to say in Tokelauan, “Ko taku pahi,
he ...”. We put large pictures up around the classroom, with most of each picture
covered up. From what little they can see of the pictures, the students guess what
each one shows. Using a complete sentence in Tokelauan 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 level 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.
Fakatakitakiga 3: Giving Details

Like the example above, this activity helps students learn to express detailed ideas of
place and quality and also provides them with opportunities 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 the other students and we provide.
This activity allows us to model giving a description with some details.
Fakatakitakiga 4: Expressing Surprise or Disappointment

There is an example of an expression of surprise and disappointment at the end of Ko te
Polo Kilikiti Na Galo. Telima is searching for his missing ball. Telima’s little brother is
washing something. “ ‘Aha!’ kua lea atu ia Telima. ‘Fakaali mai ake au kie nae ufi.’ ”
After reading the story and listening to it on audio cassette, students could
explore how Telima expressed surprise and disappointment in this book. What else
might Telima have said and done? As a class, they could brainstorm possible
expressions of surprise and disappointment, which we could write on the blackboard
for them to use. Then they could each write their own alternative ending for the
story, in Tokelauan, which they could read out to the rest of the class.
39
- -
Fakatakitakiga 5: Oiaueke!
For students to play a game of Oiauèkè!, we first need to make a set of Oiauèkè! cards.
We need to use a photocopier to make two copies of each of ten photographs or
drawings taken from books and articles about Tokelau. The pictures could feature, for
example, ugauga (coconut crabs), hamufua (white pandanus mats without any pattern
on them), and paopao (canoes). (An alternative is to substitute used Tokelauan
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.
Up to four students can play the game. The students turn all the cards over and
shuffle them around. 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, “Oiauèkè!”
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 Tokelauan, and that
student forfeits a turn.
This game is great for building students’ vocabulary. Different packs of
Oiauèkè! 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 togo
(dyes).
40
VÀEGA 4
Fakatakitakiga 1: A Unit on the Sea

In this unit of work for a Tokelauan 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 level 4 and another almost ready to start working towards
level 5 objectives. Relevant level 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 June Tangaere’s Meakai mai te Tai. The
students will draw a picture from the story, labelling interesting things in
their pictures with captions.
• Guided reading: The teacher will introduce a story like Johnny Frisbie’s
-
I Mua atu o te Tafatafakilagi . 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 Tokelauan 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 Tokelauan that
suits their level. The inquiry cards will ask questions like:
• He a- nei te- kona ai te tai?
• He a- te mafua
- ai na- galu i te tai?
-
• He a te mamaha ma hua ai te tai?
• He a- te galulolo?
The students will be expected to explore these questions from a
scientific point of view as well as in terms of how traditional Tokelauan
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 Tokelauan at our school.
0ther Activities
Students will find and share Tokelauan songs about the sea. They will write
poems or their own songs on the theme of the sea. Resources will include
Songs and Stories of Tokelau by Allan Thomas et al., Teresa Manea Pasilio’s
Nuanua of Tokelau, Faraimo Paulo Kitiona’s Na Faiva o Tautai Tokelau,
Matiti School’s E Ke Iloa Au?, Luhiano Perez’s Ko Toku Faiva ko te Tulituli,
and Tuiaki i te Kaumahina by Kelihiano Kalolo. The display and presentation
activities will give everyone a chance to enjoy one another’s creative work
and to talk about it in Tokelauan.
41
Fakatakitakiga 2: Sustaining Culture
This example suggests activities through which students could work towards the
objectives of Social Studies in the New Zealand Curriculum. However, we can identify
Tokelauan-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 Level: 4
Tokelauan and Social migration
Studies – Culture and
Heritage
Settings: The Pacific Curriculum Links: The Arts – Music (dance and Perspective:
and New Zealand music), Technology (cooking) Multicultural
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 family resources (in the Tokelauan culture).
Indicators (social Learning and Assessment Activities Resources

studies) and
Language Level
Indicators
(Tokelauan) 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 picture pack Materials 1976–
understandings participant in a conversation they are (Ministry of 1996
when they: listening to from things like tone, Education) • Tupu Handbook
• describe intonation, and body language; • Nukunonu • Social Studies in
various ways in • read Tokelauan texts about migration (map) the New Zealand
which cultural experiences; • Fakaofo (map) Curriculum
practices and • construct a database showing special • Atafu (map) • Social Studies in
heritage are occasions celebrated in Tokelau and • Ko te Taualofa o the New Zealand
recorded and within the Tokelauan community in Nena by Curriculum:
passed on to New Zealand; Kaliopeta Getting Started
others; • construct a database showing some Hu‘akau • maps of the
• give examples celebrations of other Pacific cultures; • He Palakuta Pacific and of
of ways in • interview parents and friends about Tukehe Tenei! Tokelau
which people their favourite celebrations; by L. W.
can retain their • draw a map showing celebrations Ranfurly
culture and shared between different Pacific • Ko Ai nei te Fia
heritage when countries; Nofo i te Fale?
they move to a • read relevant material at appropriate by Pepe
new reading levels; Robertson
community. • read information presented on a map; • their own
• gather examples of illustrations, families
drawings, photographs, and other • the School
visual material related to the Journal
migration of Pacific communities to Catalogue or
New Zealand. Journal Search
• invited guests
42
Students • discuss, with a visitor, the purpose of a • Songs and Stories • invited guest
demonstrate that song and the message it conveys; of Tokelau by
they are meeting • listen to a short talk about a Allan Thomas et
achievement Tokelauan song and then present the al.
objectives at this information in a different form;
level when they • find, on a map of Tokelau, the names
can: of villages mentioned in songs;
• explain the • write a brief report about the lyrics of
imagery in a specific Tokelauan song;
simple songs, • give a brief presentation on a familiar
giving topic that relates to a Tokelauan song.
examples.
Students • perform a traditional action song in • materials for • a tutor for dance
demonstrate that front of an audience; costumes they movements
they are meeting • describe the verbal and non-verbal will help make
achievement aspects of a dance;
objectives at this • sing in Tokelauan, demonstrate
level when they understanding of a song’s meaning, and
can: perform it with appropriate
• explain the movements.
meaning of
movements
(that relate to
the words of a
song) in
performing
Tokelauan
dances
(extended from
level 2
indicator).
Students • research how food used to be gathered • Lino Nelisi’s • invited guests
demonstrate that in Tokelau and stored for periods of Aiani ma te Aitu who can help
they are meeting drought and famine; o na Màhoà with craft work
the objectives for • discuss a traditional method of food • Ester Temukisa (making dance
this level when preparation and compare it to the Laban Alama’s costumes) and
they can: modern way of preparing that food; Huiga o he Fau cooking (giving
• explain, in some • discuss and plan a menu for a special mo Mama advice in
detail, the occasion; • Caroline Lolegi Tokelauan)
process involved • participate in a traditional way of Vercoe’s
in a traditional cooking; Malamalama i na
way of cooking; • listen to and then carry out a set of Mamanu Hiapo
• explain some four to five instructions;
techniques • research a traditional craft;
involved in • make a craft object (dance costumes);
traditional arts • display and label work they have made
and crafts. in a craft they have researched.
43
Fakatakitakiga 3: Ha Hahave Tenei
Two of the achievement objectives students should be working towards at level 4 are
that they should be able to “make comparisons” and “produce explanations” in
Tokelauan.
Students could compare Sister Juliana Perez’s Tokelauan book He Hahave Tenei
with Hua Ika Hahave, the Tokelauan translation of Aue Sabina Fakanaiki’s Niuean
book, which describes how flying fish are caught and cooked in Niue.
They could find out more about this topic by interviewing people who grew up
in Tokelau or Niue, by reading Chapter 17 of Matagi Tokelau, or by using the
Children’s Subject Index at the back of the Tokelau National Bibliography/
Fakamaumauga o na Tuhituhiga o Tokelau, which is available from the National Library
of New Zealand.
Students could write a report in Tokelauan, explaining what they have learned
about the similarities and differences in the way flying fish are caught and cooked in
Tokelau and Niue.
44
VÀEGA 5
Fakatakitakiga 1: Social Structure in a Nuku

This unit gives students the opportunity to meet objectives at both level 5 and level 6.
Focus Ideas
This unit of work will provide opportunities for students to:
• learn about the social structure of the villages on the three main atolls in Tokelau;
• learn about how the social structure on these three atolls is reflected in the way
Tokelauan communities in Taupo, Rotorua, Auckland, Porirua, and the Hutt
Valley structure themselves.
• suggest a course of action, giving reasons for it;
• structure a text to meet the needs of a specific audience;
• ask for … and react to opinions;
• participate in cultural [kàiga and puikàiga] events, showing an understanding of
appropriate behaviour (with respect to toeaina, lòmatua, members of taupulega,
faipule, and so forth);
• describe the social structure of a [Tokelauan] village (considering kakai and nuku);
• recognise the features of different types of songs (for example, pehelotu [hymns]).
Learning Activities
• discussing the best way to build a scale model of a village in Tokelau and then
building it and labelling the different parts, such as the gàtai (lagoon side) and the
tua (ocean side);
• making a diagram of the social structure of an extended family, showing the
relationships between the members, to present to their peers within the school or
class;
• participating in a community event;
• as a class, recording an audiotape demonstrating the different types of pehe;
• interviewing senior members of the local Tokelauan community about their
opinions on differences between the social structure of the Tokelauan community
in New Zealand and that in Tokelau.
Resources
Resource materials might include:
• Kelihiano Kalolo’s article “Tokelau” ;
• Grahame Keen’s book Atoll;
• Marti Friedlander’s picture pack showing Falè village on Fakaofo;
• chapters 15 and 16 in Matagi Tokelau;
• Neville Peat’s photographs in his book Tokelau: Atoll Associate of New Zealand;
• Glenn Jowitt’s photographs in Jennifer Wendt’s book Food Distribution in Tokelau;
• Arno Gasteiger’s photographs in Mark Scott’s article “Tokelau: Islands of the Wind”.
45
Fakatakitakiga 2: Giving Instructions
One of the achievement objectives for level 5 is that students should be able to “give
instructions for a procedure”. Here is an activity we can use to teach students how to
give (and follow) instructions in Tokelauan.
Behind a screen, make an arrangement with coloured blocks or small objects.
Each member of a small group of students has similar blocks or objects. Their task is
to copy your arrangement without seeing it, by listening to what you say. Describe the
arrangement you have made, saying things in Tokelauan like, “Tuku te loli ki tua o te
tàvale.” Tell the students (in Tokelauan) if they get something wrong – but don’t
touch their arrangements. The students are allowed to ask you questions and help
each other as long as they speak only in Tokelauan. 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
pattern behind the screen.
Fakatakitakiga 3: Pehe
By level 5, students should be learning to “recognise the features of different types of
songs”. They should look at a wide range of pehe (Tokelauan songs), discussing their
features and developing performance skills that bring out those features. A unit of
work on pehe will usually culminate in an authentic performance for a real audience.
Resource materials could include the following.
Resource materials that provide information about pehe

• Ingjerd Hoëm’s “Songs and Cultural Identity” in Kupu mai te Tùtolu: Tokelau Oral
Literature
• Allan Thomas, Ineleo Tuia, and Judith Huntsman’s Songs and Stories of Tokelau: An
Introduction to the Cultural Heritage
• Chapter 18 in Matagi Tokelau, especially the section on page 219 on ancient
Tokelauan songs
Audio cassettes
• The audio cassette that accompanies Songs and Stories of Tokelau: An Introduction to
the Cultural Heritage by Allan Thomas et al.
• Tagi’s Lagi a Tokelau
• The pehelotu on Epi Swan’s Paheka i Nukunonu audio cassette
• The fishing songs on Epi Swan’s Pehe i na Faiva Faka-Tokelau audio cassette
Sources of activities for teaching songs and teaching about songs

• Music Education Standard Two to Form Two: A Handbook for Teachers (teaching
within the context of taking a Pacific Islands cultural group is covered on pages
218–220)
• Music Education in Secondary Schools: A Handbook for Teachers (teaching Pacific
Islands music is covered on pages 63–73)
46
VÀEGA 6
Fakatakitakiga 1: Tokelauan Fishing Technologies –

Making Hikaki
Fishing is very important to Tokelauan people, whether they live on one of the four
atolls or in coastal urban centres like Porirua and the Hutt Valley. For Tokelauan
communities in New Zealand urban centres, passing on knowledge about how to make
and use fishing gear to young, New Zealand-born Tokelauans (who may never have
been to Fakaofo, Nukunonu, or Atafu) is an important part of preserving Tokelauan
culture. In Wellington, the Tokelauan community has built a traditional sailing canoe
called Nonu. From time to time, students are taken out onto Wellington Harbour to
learn how to sail and fish in traditional ways.
This unit of work helps students meet the language objectives of Developing
Focus Ideas
This unit will give students opportunities to:
• learn about and compare some of the ways in which Tokelauan people in New
Zealand cities and on the four atolls use different types of gear for different types of
fishing;
• make and use hikaki (light bamboo fishing rods).
• handle many social situations with increasing confidence;
• discuss the likely consequences of their actions;
• present information, using several media;
• produce well-structured research reports;
• respond to suggestions about plans;
• pay compliments and accept them appropriately.
Learning Activities
• comparing the fishing gear used in different parts of the Pacific;
• interviewing a Tokelauan visitor about their fishing gear and methods;
• examining and comparing examples of home-made and manufactured fishing gear;
• identifying the kind of gear needed to do a particular kind of fishing and describing
it in Tokelauan, combining words with diagrams;
• working in small groups and talking in Tokelauan in order to develop a plan,
identify all the components they will need, allocate tasks, and develop a timeline to
meet the deadline of a fishing trip;
• conducting “trial runs” to test their equipment and make any necessary
modifications;
• assembling hikaki, working to the instructions given in Tokelauan in Epi Swan’s
Hikaki;
47
• discussing the central role that fishing plays in preserving Tokelauan culture within
the Tokelauan community in New Zealand;
• each student choosing to research another example of a Pacific fishing technology,
using the learning materials introduced to them at the beginning of this unit;
• discussing how fishing technologies affect the choices available to Pacific people
who wish to fish in traditional ways in New Zealand.
Resource Materials
The following Ministry of Education Tupu series resource materials could be used in
this unit. Refer to pages 73–76 for item numbers for these. The main topic that each
covers is given in brackets after the title.
Fakahoahoaga o To Matou Faiva (fishing with rods off a wharf);
Taimi o te Palolo (using lights and a scoop to catch palolo);
I Mua atu o te Tafatafàkilagi (fishing with a glass box);
Ko te Nonu (fishing from a traditional Tokelauan canoe in Wellington Harbour);
Hìhì Kaukau (using the equipment associated with a method of “boatless” fishing);
Ko te Koloa a Tokelau (making fishing lures with mother-of-pearl shell);
Hikaki (making and using a light bamboo fishing rod);
Hua Ika Hahave (catching flying fish with a light and a net).
Resources about different aspects of Tokelauan fishing technology published by
Mataeke o Akoga Tokelau for students (and listed on pages 81–82) include:
• Kelihiano Kalolo’s Tuiaki i te Kaumahina (fishing from a boat in the lagoon and
from a reef at night);
• Luhiano Perez’s Ko Toku Faiva ko te Tulituli (chasing fish with a spear in shallow
water);
• Faraimo Paulo Kitiona’s Na Faiva o Tautai Tokelau (a general look at a number of
different fishing methods and the fishing gear used).
Assessment
The teacher could keep a log describing group progress towards the relevant
achievement objectives for the duration of the unit of work, noting the contributions
of members to group work and assessing the developing language skills of individual
students. Each group of students could keep a group portfolio containing a record of
their group’s progress and achievements.
Extensions
The technology section in Nonu: Notes for Teachers (pages 17–32) contains further
suggestions for studying aspects of Tokelauan fishing technologies in the classroom.
Pages 45–52 provide further ideas for using the topic to teach Tokelauan.
The topic could be interwoven with the science activity called Gone Fishing,
described in the Ministry of Education book Developing Science Programmes. This
activity makes use of Tokelauan learning materials about fish and fishing to enable
“students from non-English speaking backgrounds to be fully involved in the [science]
programme” (page 43). In mainstream classrooms, bilingual students could take
48
Tokelauan books about fishing home to explore with their parents. They could then
report back in English to the rest of the class. For ideas for this science extension of
the topic, see pages 43–50 of Developing Science Programmes.
Fakatakitakiga 2: Expressing Empathy

Students working within level 6 are learning how to express empathy. Students could
work in pairs and share memories of occasions when they experienced feelings of
regret. They could go on to help each other use one of these memories to write and
illustrate a children’s book for a junior class in a primary school. In Tokelauan, they
could make editing suggestions to their partners to help them improve a first draft.
We can help students take part in this kind of activity by teaching them how to
say, in Tokelauan, things like:
• “E kò hàfia te mea e kè lagona.”
• “Na pà au foki ki he tùlaga vènà.”
• “E i là vènà foki hoku lagona.”
• “He à e hè hui ai tau tala kae ke …”
• “Ko te mea e fiafia ai au i tau tala …”
• “Kà nei ko au te òku te tala, ko au e …”
Fakatakitakiga 3: Tokelauan Patterns

By level 6, students are coming to understand the meaning of some traditional images
and patterns found in Tokelau and other Pacific Islands cultures. Students could
study, discuss, and present the patterns and designs used in Tokelauan tattooing, and
in Tokelauan mats and fans,4 to meet the objectives:
• present information, using several media;
• produce well-structured research reports;
• explain traditional imagery …;
• explain Pacific perceptions of tattooing and describe some of the traditions
associated with it.
Students could study the passages in Tokelauan about weaving in chapter 3 of Kupu
mai te Tùtolu by Ingjerd Hoëm et al. (pages 59–72) and in the section on weaving in Songs
and Stories of Tokelau by Allan Thomas et al. (pages 38–53).
Both these sources include photographs and diagrams showing many of the patterns
used and how they are formed, including fete, kafa, kopa, pale, and tupono, and provide an
explanation in Tokelauan with an English translation. Kupu mai te Tùtolu adds a section
on mat-weaving terms (on pages 66–69). Fatai Tumua is the lòmatua who is quoted in
Songs and Stories of Tokelau, and Uga Peni is the lòmatua quoted in Kupu mai te Tùtolu.
4
The Tokelauan artist and illustrator Faraimo Paulo Kitiona (FaraPikiti) first became interested in art as
he attempted to copy with a stick in wet sand the patterns and designs his mother wove into fans.
49
Fakatakitakiga 4: “Fire-fighter from Tokelau”
The example below shows a plan for the first week’s work of a level 6 unit built
around David Somerset’s interview with Litara Lua, “Fire-fighter from Tokelau”.
(Litara Lua was New Zealand’s first Tokelauan woman fire-fighter. She died in 1998,
diving in Owhiro Bay, while she was a member of the Blue Watch at Kilbirnie Fire
Station.) Before the unit starts, we would need to translate the interview into
Tokelauan at a reading level appropriate for our students.
Aho o te Achievement Activities for This Key Resources

Vaiaho Objectives Week
Aho • express empathy • read and discuss • 111 – Emergency!

Gafua with another person interview with (Choices series) or
Litara Lua in English School Journal, Part 3
and Tokelauan Number 3, 1993
Aho Lua • give [and follow] • begin to recast “Fire- • 111 – Emergency!
detailed instructions fighter from (Choices series) or
Tokelau” as a series School Journal, Part 3
of questions and Number 3, 1993
answers in
Tokelauan
Aho Lulu • give [and follow] • continue work on • 111 – Emergency!

detailed instructions recasting interview (Choices series) or
School Journal, Part 3
Number 3, 1993
Aho Tofi • present information, • video of students • Samson Samasoni’s

using several media role-playing the Tuhituhiga
interview
Aho • discuss the evidence • discuss the • Even Hovdhaugen’s
Falaile both for and against advantages and “The Work of
a point of view disadvantages of fire- Tokelauan Women”
[acting appropriately fighting as a career (pages 59–72 in
with regard to • discuss traditional Kupu Mai te Tùtolu
Tokelauan cultural Tokelauan by Ingjerd Hoëm et
values] perceptions of the al.)
• produce a well- roles of women and • Tokelauan visitor
structured research how these are (a woman in a non-
report changing traditional
• research the occupation)
changing roles of
women in
Tokelauan society
50
VÀEGA 7
Fakatakitakiga 1: Autobiography
At this level, students’ reading should include Tokelauan 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 level 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 level 7 includes:
• Johnny Frisbie Hebenstreit’s Ko he Po Tàligoligoa (published in English in the Tupu
series as A Quiet Night);
• Johnny Frisbie’s Ko to Matou Paopao Fou (published in English in the School Journal
as “Pànikiniki”);
• Ropati Simona’s Kua Tukua Tautahi Au (told in both Tokelauan and English by the
author on the Tupu audio cassette Kua Tukua Tautahi Au/Left on My Own);
• ‘Elenga Mailangi’s Hìhì Kaukau (published in English in the School Journal as
“Fakalukuluku”).
Students could use these texts as models for their own autobiographical material,
looking critically at and describing incidents from their own lives. Or they could use
Ko te Taualofa o Nena by Kaliopeta Hu‘akau as a model for describing an important
incident from their own lives and present it as a school project.
How does autobiographical writing differ from fiction? In their own writing,
students could explore this distinction, which is not as clear-cut as they might think.
Lino Nelisi’s stories about Aiani and Uncle Tuki are largely based on her relationship
with her older brother in Niue. To what extent, then, are these stories really fiction?
Fakatakitakiga 2: Presenting Viewpoints through Video

This unit of work could help students meet the following level 7 achievement
objectives (from Developing Programmes for Teaching Pacific Islands Languages):
• report points of view;
• 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 Tokelauan
language. A dramatic event, factual or imaginary, that relates to Tokelauan history or
culture could be used as a starting point. For example, what if the descendant of a
Peruvian slaver were to meet the descendant of one of the Tokelauan people taken to
Peru? Such a meeting could form the basis for an extremely powerful script, with
dramatic tension arising from the very different points of view that the characters
51
could present.5 (Many New Zealand students think first of the American South in
connection with slavery, not realising that there is an example much closer to home.)
Such a school video production could feature more than one language. Work
on it will involve the four traditional language modes – listening, speaking, reading,
and writing – as well as the visual language skills of viewing and presenting. Students
could refer to Tuhituhiga, 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 as
models for their own interpretations and analyses.
The classroom can be turned into a scriptwriting workshop for the duration of
the unit. There could be camera gear with parts labelled in Tokelauan.
5
Chapter 8, Na Vaka-kaihohoa-tino – The Slave Ships, in Matagi Tokelau, could provide students with the
information for a script on this subject.
52
VÀEGA 8
Fakatakitakiga 1: Kua Tukua Tautahi Au (Left On My Own)

• compare the cultural practices of different Pacific cultures;
• put forward a hypothesis.

Students demonstrate that they are meeting achievement objectives at this level when
they can:
• compare aspects of their own culture with aspects of other cultures;
• evaluate a … short story critically.
Specific Learning Outcomes for This Unit of Work

By the end of this unit, students will be able to use the Tokelauan language to:
• compare some aspects of Tokelauan culture with the corresponding aspects of the
culture of Papua New Guinea;
• discuss similarities and differences between the two cultures, using appropriate
language for an essay;
• form a hypothesis to use as the basis of their critical evaluation of a short story.
Learning Activities
The students begin by reading and listening to Ropati Simona’s Kua Tukua Tautahi
Au, a story about a Tokelauan missionary family in Papua New Guinea. Then, as a
class, they discuss how the main character felt while he was lost in the bush and how
the community felt. Encourage the students to discuss how the community supported
the father and to work out what the main theme of the story is.
Talk about the values that are illustrated in Kua Tukua Tautahi Au. Encourage
the students to discuss what values are and how they are expressed in the Tokelauan
culture and in other cultures the students know, using examples from their own
experience.
Students could compare Ropati Simona’s feelings towards his father with how
they imagine their own feelings would be in a similar situation. The class could
discuss particular scenes, for example:
• the elders rubbing and kissing the boy’s face;
• the same group taking turns to hold him when he returned;
• the searchers feasting by the river.
Ask the students to consider what these scenes tell us about Papua New
Guinean culture. Would things have been done the same way in Tokelau? What
would have happened differently?
Each student prepares an oral presentation for the class, comparing aspects of
the Tokelauan culture with aspects of another culture (which may or may not be the
culture of Papua New Guinea).
53
Each student forms a hypothesis about the main theme of the story they have
studied and writes an essay in which they outline their hypothesis and go on to
evaluate the story from this perspective.
Extension work
Working towards the achievement objective “explain ways in which different
combinations of visual and verbal language features can achieve different purposes”,
students could look at how Ropati Simona and Jack Kirifi have combined their writing
and illustrations in Kua Tukua Tautahi Au. Who is their intended audience? What
culture do the border patterns suggest? Why have photographs been used on the front
and back covers and not inside? Students could discuss the advantages and
disadvantages of using drawings, photographs, and traditional patterns to illustrate this
autobiographical story.
Fakatakitakiga 2: Persuading
In the strand “exchange experiences, information, and points of view”, students at this
level learn to “put forward a hypothesis”, to “discuss advantages and disadvantages”,
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 Tokelauan.
To find such stories, students could look in the books and audio cassettes
published in the Tupu series, the four stories published in He Kete Kakai (edited by
Aleki Silao), the four in Ni Tala mai te Pahefika (Department of Education), and
among the many stories published by Mataeke o Akoga Tokelau.
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 Hikaki, Uncle
Avito persuades the three children to help him make some home-made 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
bring them to us for confirmation and 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.
54
Fakatakitakiga 3: Developing a Personal Writing Style
for Stories
One level 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 Taualofa o Nena and talk about what
distinguishes its style. The book is very personal. It builds up to a surprise ending that
the reader may guess before the narrator in the story does. It is touched with a sense
of loss. We might contrast that with how Ropati Simona almost conceals his anger in
Kua Tukua Tautahi Au.
Students could write in Tokelauan 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, letting their feelings show.
Which style do they prefer? There is no right or wrong answer to this. It is a
matter of personal choice. We could also encourage them to try using a first-person
and a third-person voice in their writing and work out which they prefer for which
purposes.
Finally, students could use one of the styles they have developed to write in
Tokelauan about a second incident. They may like to offer their completed work to a
community newspaper or class newsletter published in Tokelauan.
55
Teaching Several Levels at the Same Time
Fakatakitakiga 1: Using the Theme of Special Occasions

This example shows how we might plan to teach different groups of students (working
towards Tokelauan-language achievement objectives at several different levels) at the
same time. (The unit is intended for a bilingual class working in Tokelauan and
English on a social studies topic.)
We begin by identifying 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
are language and languages (Tokelauan and English) and social studies, the levels
covered are 1 to 3, and the duration is five weeks.
Strands
• Language and languages (English) – Oral, Written, and Visual Language
• Language and languages (Tokelauan) – exchange experiences, information, and
points of view; communicate feelings and attitudes; act appropriately with respect
to Tokelauan culture; experience and respond to visual language
• Social studies – Culture and Heritage (strand) through the Inquiry process
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 (Tokelauan and English)
At each of the relevant 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 process)
Students will demonstrate skills as they collect, process, and communicate information
about human society.
(Culture and Heritage strand)

Level 1: demonstrate knowledge and understandings of [Tokelauan] customs and
traditions associated with participation in cultural activities (by describing a special
family occasion and a traditional Tokelauan celebration)
Level 2: 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 Tokelauans and by people of other cultures, past and
present, in New Zealand, on the four atolls of Tokelau, and elsewhere)
Level 3: 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, Cook Islands Màori, Samoan,
Tongan, and Tokelauan cultures)
56
Concepts, Skills, and Values
Next, we could plan our work in each area in more detail. In social studies, the focus
could be on taking part in a special occasion. Concepts to be explored could include:
• special occasions;
• rituals, rites, and celebrations;
• participation and roles;
• religious beliefs;
• superstitions;
• traditions.
In learning about these concepts, students will have opportunities to meet such
Tokelauan-language achievement objectives as “briefly recount personal experiences”
(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.
In practising these skills, students could meet such Tokelauan-language
achievement objectives as “exchange basic factual information” (level 1) and “identify
some of the social roles people have in a Pacific culture” (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.
Suggested Learning Activities

Picture Interpretation
We could select some photographs of special occasions from the Ministry of
Education’s Ceremonies and Celebrations picture pack. Working in groups, the
students could answer the following questions (in Tokelauan to the extent that each
group can cope).
• He à te kè kitea i te ata?
• He à nei te kua tupu?
• Ni à tà nà tino i te ata tènei e fai?
• E vèfea nei a latou kupu e fai?
• He fakatahiga à tènei?
• He à he fakatahiga fakapitoa kua pà koe ki ei?
• Ni fakatahiga vèfea te fakapitoa e koe?
57
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.
Labelling Pictures during a Group Discussion

Students could look carefully at photographs and group them (for example, into
photographs of birthdays, Christmas, weddings, hair-cuttings, blessings, and so on).
Ask what each picture tells them about the special occasion.
At this point, we could discuss the students’ responses to a question like “At
Christmas, 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: “He à te kua kitatou maua mai i nà fakatahiga fakapitoa?”
“E kitatou maua vefea nei niètahi fakamatalaga ki nà mea vènà?” (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:
• Paheka (Easter);
• birthdays, including “twenty-firsts”;
• New Year celebrations;
• the Indian Festival of Lights;
• a Niuean or Cook Islands hair-cutting ceremony;
• a Samoan ‘ava ceremony;
• a White Sunday celebration;
• a Tongan Fakamè celebration.
The class could brainstorm to create lists of subtopics. Subtopics that relate to
special occasions could include:
• ceremonies and celebrations;
• competitions;
• social and economic obligations;
• traditional skills.
Each of these subtopics could also be brainstormed by separate groups, who
could come up with ideas like those listed on page 59.
58
Ceremonies and Aho Ha o Tamaiti (Samoan White Sunday)
celebrations Fakapuku
Birthdays
Birth celebrations
Faipoipoga (weddings)
Funerals and unveilings of headstones
Coming-of-age ceremonies
Fakamè (Tongan Children’s Day)
Paheka
Christmas and New Year celebrations
Yam blessings (in Niue)
Hair-cuttings
Ear-piercing celebrations
Competitions Faigà hiva (dance competitions)
Speechmaking competitions
Choir festivals
Tauvàgà kilikiti (kilikiti tournaments)
Tòhoga (tug-of-war competitions)
Stilt competitions
Sailing races and six-seater canoe competitions
Weaving competitions
Social and Entertaining visiting groups (cultural groups and sports teams, for
economic example)
obligations Haogà tupe (raising funds for community functions)
Inati
Ni tino malaga (receiving visitors)
Exchanging gifts
Pange tìvaevae (Cook Islands quilt-sewing circles)
Traditional Dancing
skills Tapa printing (as in Samoa and Tonga)
Weaving with pandanus and sinnet
Kuka/tunugà meakai (cooking)
Faifaiva (fishing)
Sailing
Making canoes
Tunugà lolo popo (making coconut oil)
Making traditional items (such as fans)
Sewing tìvaevae (quilts) in the Cook Islands and Tahiti
Embroidering special pillowcases
Preparing pandanus
Making màhoà (arrowroot flour)
Collecting shells and making necklaces with them
Fìligà lama (torch-making)
In groups based on the curriculum 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?
59
• 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 the feelings of the people involved?
We could then identify and evaluate:
• the Tokelauan-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.
Finally, we can develop a separate unit plan for each essential learning area,
referring to the relevant handbooks. For social studies, we would refer to pages 92–93
of Social Studies in the New Zealand Curriculum: Getting Started. For Tokelauan, we
could use the format for a unit plan on page 132 in Developing Programmes for Teaching
Pacific Islands Languages.
Fakatakitakiga 2: Tokelauan Music

Here is an example of planning for a levels 1 to 3 unit to develop the language
associated with Tokelauan music.
Unit Plan Topic: Tokelauan Music Level: 1–3

Curriculum Links: The Arts (music, dance )
Achievement Objectives:
• follow simple instructions (level 1);
• briefly state likes and dislikes (level 1);
• take a simple part in a cultural performance (level 1);
• view and discuss simple verbal and non-verbal signs, symbols, and movements (level 1);
• express interest and enjoyment (level 2);
• make signs, labels, and lists (level 2);
• understand and respond to the visual aspects of [a cultural performance] (level 2);
• express meaning in [a performance] through visual images (level 2);
• express more complex likes and dislikes (level 3);
• take an active part in cultural activities (level 3);
• make connections between cultural values and some visual features of a situation (level 3).
Learning Learning and Assessment Activities Resources
Outcomes
Students will: Students will: Students Teacher
• talk in Tokelauan • explore sound, using musical • Tokelauan • Music Education
about their instruments associated with musical for Young Children
discoveries as Tokelauan music instruments (Ministry of
they explore and • use traditional Tokelauan musical Education)
experiment with instruments to make music as a class
Tokelauan music
60
Learning Learning and Assessment Activities Resources
Outcomes
Students will: Students will: Students Teacher
• identify various • listen to Tokelauan songs on audio • Epi Swan’s Pehe i • Songs and Stories
forms of cassettes na Faiva Faka- of Tokelau by
Tokelauan • discuss the songs, saying which they Tokelau (audio Allan Thomas et
music, using the enjoyed the most and want to hear cassette) al. (book and
correct terms at again • Epi Swan’s audio cassette)
an appropriate • discuss different forms of Tokelauan Paheka i
level music, listing the songs they have Nukunonu (audio
heard under headings for these cassette)
forms of music • Tagi’s Lagi a
Tokelau (audio
cassette)
• explain the • view a Tokelauan cultural • Songs and Stories

imagery in performance of Tokelau (book
simple songs, • talk to the dancers, after their and audio
giving examples performance, about the meanings of cassette)
the words and gestures used
• write a brief report about the lyrics
of a specific Tokelauan song
• demonstrate some of the movements
in a dance to the rest of the class
and explain the meaning of the
movements
• express interest • discuss songs and dances for • materials for the • members of the
and enjoyment different occasions costumes local Tokelauan
about performing • select and rehearse Tokelauan songs community who
in a small group and dances for a performance can help make
before an • make their own costumes (with the costumes and
audience help) tutor the dance
• perform a traditional action song movements
before an audience of parents
61
Fakatakitakiga 3: A Fakapuku Exchange
Here is a plan for work towards Tokelauan-language achievement objectives at
levels 3 and 4.
Strands and Achievement Learning Activities Assessment Activities

Objectives
Strand Before Viewing Teacher Assessment
Students should have • Establish students’ existing • observations of student
opportunities to exchange knowledge of the fakapuku performance during tasks
experiences, information, and ceremony, including their • written assessment against
points of view. knowledge of the purpose of performance criteria (to be
the exchange, the people likely developed with students at the
Achievement Objectives to be involved, the procedures, start of the unit)
Students should be able to: and the significance of the • records of the various types of
• report events (level 3); ceremony. text students are dealing with
• produce explanations (level 4); • List words that relate to the and notes on how they are
• make comparisons (level 4). topic. coping with them
• Listen to a story about the
Strand origins of the fakapuku Peer Assessment
Students should have ceremony (see page 27 in • written reviews of one
opportunities to experience and Nonu by Epi Swan). another’s work against the
respond to visual language. performance criteria set by the
Viewing teacher
Achievement Objectives • Students view a fakapuku
Students should be able to: exchange on video (or watch a Self-assessment
• make connections between real-life fakapuku exchange). • students keep a journal of
[the visual features of a what they have experienced
fakapuku exchange of food and After Viewing and learned, including
the cultural values involved] After viewing or experiencing a comments on how far they met
(level 3); fakapuku exchange, students the performance criteria
• respond to and discuss the could:
meanings and purposes of … • complete a diagram showing
the non-verbal elements of a where people with particular
ceremony (level 4). roles stand or sit;
• explain who speaks, the order
in which they speak, and what
they are likely to say;
• complete a chart on the
presentations for toeaina and
the rest of a crew, showing the
type of language used, the
order of serving, and the
delivery of peka and fish.
Cultural Learning
Students will be given an
opportunity to learn appropriate
behaviour for a fakapuku
exchange and to discover the
Tuvaluan origins of the
ceremony and how it originally
reached Fakaofo from Funafuti.
62
Bilingual Tokelauan Students in
Mainstream Classrooms
Many of the units of work and activities suggested in these Guidelines could meet the
needs of students in Tokelauan early childhood programmes, bilingual classes in
primary schools, and Tokelauan-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 Tokelauan students use their language as part of
their schooling. As mainstream class teachers with some Tokelauan-speaking students,
we can:
• take care to pronounce the Tokelauan names of our students and Tokelauan place
names correctly;
• learn (along with our non-Tokelauan students) common Tokelauan expressions,
including farewells and greetings, such as “Màlò!”;
• learn how to count in Tokelauan and teach the whole class to do this (and
occasionally use Tokelauan number names during mathematics lessons afterwards);
• ensure that our school has a standing order for the Ministry’s Tokelauan learning
materials;
• add Tokelauan 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 Tokelauan resource materials in appropriate topic areas (using the
accompanying teachers’ notes as a guide to the topics each resource covers) in the
school library – not just in a Tokelauan-language section;
• order extra copies of any teacher’s notes and of Tokelauan audio cassettes and use
them to make English versions easily available (for example, we could put a
Tokelauan book with an audio cassette featuring audio versions in both languages,
and the students could choose when to listen to the Tokelauan and when to the
English version);
• encourage students to access Tokelauan resource materials along with others for any
curriculum subject;
• include Tokelauan music in our music programme;
• include a Tokelauan dictionary and maps of the atolls among our classroom’s
reference materials.
We can use resource materials published by the Ministry in English and
Tokelauan (for example, in the School Journal and the Tupu series) to make the work
of well-known Tokelauan writers like Epi Swan, Teresa Manea Pasilio, and Otila
Tefono, of scriptwriters like Samson Samasoni, and of artists like Samuel Sakaria,
Vaitoa Baker, and Faraimo Paulo Kitiona (FaraPikiti) readily available to all students.
Tokelauan 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 Tokelau, reading the work of Tokelauan 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.
63
Blackline Master Sheets
Early Childhood Portfolio Checklist
Akoga Kamata 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 Tokelauan.
64
Classroom Objects
uati
fàitotoka
nofoa
laulau
fàmalama
peni
vahe
penitala
Niètahi Kupu
fakatànoa (sink), puha tuhi (book box), fàfanua (map), heleulu (scissors), kelù
(glue), laupapa (blackboard), penihina (chalk), ata (picture), telefoni (telephone)
65
Fuainumela 1–10
1 tahi
2 lua
3 tolu
4 fà
5 lima
6 ono
7 fitu
8 valu
9 iva
10 hefulu
66
Lanu
paepae
hehega
lanumeamata
lanumoana
kukula
uliuli
kekena
piniki
Niètahi Kupu
lanumoli (orange), pàuli (grey), violè (purple)
67
-
Vaega o te Tino
Ulu
làulu
lae
taliga
mata
pàkòkò
ihu
gutu
kauvae
Luga o te Tino
takuau
fatafata
tulilima
lima
manava
tapulima
muamuàlima
Lalo o te Tino
uluàlaga
kauaga
vae
tulivae
tapuvae
muamuàvae
Niètahi Kupu
laumata (eyelid), fulufulu mata (eyelash), laugutu (lip), nifo (tooth), laulaufaiva
(tongue), huhu (breast), pute (navel), puimanava (waist), tua (back).
68
Resources for Teaching and
Learning Tokelauan
Grammars, Dictionaries, Coursebooks, and

Related Material
The following dictionaries, coursebooks, descriptions of Tokelauan grammar, and
related material could be of assistance when developing Tokelauan language
programmes.
Boardman, D. W. A Tokelau-English Vocabulary. Wellington: Department of Education
for the Department of Màori and Islands Affairs, 1969.
Dickie, Jim. The Importance of Using the Tokelau Language: Discussion Sheets. Wellington:
English Language Institute, Victoria University, 1987.
Hooper, Anthony, Judith Huntsman, and Kelihiano Kalolo. “The Tokelauan Language
1841–1991”. The Journal of the Polynesian Society, vol. 101 no. 4 (1992): pp. 343–372.
Hovdhaugen, Even, Ingjerd Hoëm, Consulata Mahina Iosefo, and Arnfinn Muruvik
Vonen. A Handbook of the Tokelau Language. Oslo: Norwegian University Press, 1989.
[For a companion volume in Tokelauan, see Ko te Kalama Tokelau Muamua.]
Vonen. Ko te Kalama Tokelau Muamua. Oslo: Norwegian University Press, 1989.
Hooper, Robin. Tokelauan. Munich: Lincom Europa, 1996.
Iosua, Ioane and Clive H. Beaumont. An Introduction to the Tokelauan Language.
Auckland: Beaumont, 1997.
Sharples, Peter R. An Orthography for the Language of the Tokelau Islands. Auckland:
Department of Anthropology, University of Auckland, 1970.
Sharples, Peter R. Tokelau Syntax: Studies in the Sentence Structure of a Polynesian
Language. PhD thesis. University of Auckland, 1976.
Simona, Ropati, Judith Huntsman, and Antony Hooper. Tokelau Dictionary. Apia:
Office of Tokelau Affairs, 1986. [includes an outline of Tokelauan grammar]
Vonen, Arnfinn Muruvik. The Noun Phrase in Samoan and Tokelauan. Oslo: Department
of Linguistics, University of Oslo, 1988.
69
Learning Materials Published in Tokelauan by
the Ministry of Education
This section begins by listing the Ministry of Education’s Tokelauan-language resource
materials by Tokelauan authors and goes on to list all the Ministry’s Tokelauan-
language resource materials (including those translated into Tokelauan) under
suggested curriculum levels. For general information about Ministry of Education
resource materials in Pacific Islands languages, refer to pages 36–39 of Developing
Most of the Ministry of Education’s Tokelauan language resources are designed
to be used in different ways at different levels. Children learning how to read in a
Tokelauan bilingual class in a primary school might read a resource that could be read
to children attending an akoga kamata. The same resource could be used in yet
another way in an introductory Tokelauan-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
Tuhituhiga, will not be of interest to children in an early childhood programme.
Secondary school students would rightly regard Heai ni Pato as a book for little
children, if only because of the age of the children in the illustrations.
On pages 70–76, an item number is listed after the title of each Ministry of
Education resource. Quote this number when ordering any of these resources from
Learning Media. All of them are available, free on request, to any early childhood
centre or school. For further details about each resource, refer to its listing in the
Ministry of Education 1998–99 Catalogue or A Guide to the Pacific Learning Materials
1976–1996. Or access this information through the Internet at
www.learningmedia.co.nz
All items except Ko te Nonu, Ni Tala mai te Pahefika, and more recent titles
published in the Tupu series are supported by the Tupu Handbook.
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 comes
out (or goes out of print).
Learning Materials by Tokelauan Authors

By early 2000, the Ministry of Education had published the following Tokelauan-
language learning materials by Tokelauan authors for early childhood centres and
schools. Some of these items may now be out of print, but copies can still be found in
many akoga kamata and schools or borrowed from public libraries.
Ko Au Na Galo 92276
Ko Au Na Galo (audio cassette) 92415
Notes for Teachers (includes an English version) 92268
Lost (published as part of a Keeping Ourselves Safe kit) 05913
Hikaki 20338
Pehe i na Faiva Faka-Tokelau (audio cassette) 97139
70
Heai ni Pato 21249
Heai ni Pato/No Ducks (audio cassette) 98113
Tuhituhiga 21484
Scriptwriting 21488
Notes for Teachers 21285
Ko te Nonu 05731
Nonu (English version) 05700
Nonu: Notes for Teachers 05732
He Kete Kakai 91202
He Kete Kakai (audio cassette) 94185
Notes for Teachers 91139 (no English version was published)
Ko te Koloa a Tokelau 92384
Notes for Teachers 92385 (no English version was published)
Paheka i Nukunonu 02958
Paheka i Nukunonu (audio cassette) 96111
Kua Tukua Tautahi Au 05748
Kua Tukua Tautahi Au/Left on My Own (audio cassette) 95131
Atoll (English) 02566
Atoll Community (Fakaofo picture pack) 02566
Atoll (Tokelauan/English audio cassette) 02566
Ko te Polo Kilikiti Na Galo 23024
Ko te Polo Kilikiti Na Galo/The Missing Kilikiti Ball (audio cassette) 99110
Fano ki te Kàiga 23835
Going Home/Alu i le ‘Àiga/Fano ki te Kàiga (audio cassette) 10039
Tokelauan material in English can also be found in:
The Safe Place (Ready to Read) 92297
The Safe Place (Ready to Read big book version) 23052
Junior Journal 6 05548
School Journal, Part 2 Number 3, 1974
111 – Emergency! (Choices series) 94137
71
Early Childhood Resource Materials
The following materials were developed for children at akoga kamata levels. Many
resource materials published by the Ministry at other suggested curriculum levels could
also be read to children in Tokelauan early childhood programmes.
He Tamaiti Mohimohi 92427
Hauni mo te Akoga 93284
Venihe ma te Tamà Leitiò Kukula 05797
Heai ni Pato 21249
Heai ni Pato/No Ducks (Tokelauan/English audio cassette) 98113
Using Tokelauan Learning Materials to Resource Te Whàriki

Almost all of the Ministry of Education’s Tokelauan 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.
Eighteen pamphlets for parents about different aspects of play are available in
Tokelauan from the Early Childhood Development Unit. The series is called
Faitafaoga ma Olo Akoako i te Kàiga. It is also available in English. For copies,
contact your local Early Childhood Development Unit district office. The titles of
these pamphlets are:
• Poloka Takalo ma ni Atigi Puha Pepa (Building Blocks and Cartoons)
• Muhika (Music)
• Tipitipiga Fakapipikiga Haega ma te Hohokoga (Cutting, Pasting, Tearing, and
Joining)
• Olo Tafafao Matamata (Going Out)
• Ko te Numela e i na Mea Uma Lele (Maths Everywhere)
• Faitafaoga i Fafo (Playing Outside)
• Valivali ma te Tuhiata (Painting and Drawing)
• Faitafaoga Fakatahi (Playing Together)
• Ta Fakatagafai/Talafaitaki Ve … (Let’s Pretend)
• Tou Takalo ma te Ele (Play Dough and Clay)
• Na Kàiga Fetufaaki Haonioni Kakai Fakatahi (Meals)
• Oneone ma te Palapala (Sand and Earth)
• Agai atu ki te Faitau ma te Tuhituhi (Towards Reading and Writing)
• Hafia te Fakahaienihi ma te Natula o Mea (Discovering Science and Nature)
• Vai (Water)
• Tuhi Faitau ma na Faiga Tala (Books and Stories)
• Tafaoga Fai Fìlemù (Peaceful Play)
• Ko te Filifiliga o na Mea Takalo (Choosing Toys).
72
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
He Maile 05575
Toku Màtua 91228
Ko Tenei Toku Tamana 92413
Ko te Kofu o Ane 93248
Oiaueke! 93238
Ko te Afà 94110
Ko te Maumaga Talo a Tono 23056
Fano ki te Kàiga 23835
Going Home/Alu i le ‘Àiga/Fano ki te Kàiga (English/Samoan/Tokelauan audio cassette)
10039
Level 2
Havali Fakaua ki te Fale 05767
Ko Fahi e Pehe ma Te Ika a Fahi 02682
Ko te Kimoa ma te Feke 02776
Fai Ugauga 92357
Meakai mai te Tai 93226
Ko To Matou Fale e Lata ki te Hu 93263
Fakahoahoaga o To Matou Faiva 93254
Huiga o he Fau mo Mama 94262
73
E Olo ki Fea na Punuà Fonu? 05763
Ko na Fakamalu ma na Aitu 02941
Paheka i Nukunonu 02958
Paheka i Nukunonu (audio cassette) 96111
He Hoa Lava 20317
Hua Ika Hahave 20348
Ko te Taualofa o Nena 23635
Level 3
Puhi 91224
Ko he Po Tàligoligoa 92338
Ko Au Na Galo 92276
Ko Au Na Galo (audio cassette) 92415
Taimi o te Palolo 94198
Aiani ma te Aitu o na Màhoà 94271
Ko te Polo Kilikiti Na Galo 23024
Ko te Polo Kilikiti Na Galo/The Missing Kilikiti Ball (Tokelauan/English audio cassette)
99110
Level 4
Ko he Pole Fakatèkia 02973
Na Tuakoi o Malia 94146
Aho Ha o Tamaiti 05739
He Palakuta Tukehe Tènei! 21276
74
Level 5
Ko to Matou Paopao Fou 94175
Ko te Kakai o Hina ma te Tuna 05778
Malamalama i na Mamanu Hiapo 02942
Reading Siapo (teachers’ notes in a poster format) 02945
Ko Ai nei te Fia Nofo i te Fale? 20376
Ko Tulivae Pupula i te Tauàlaumua 23045
Ko te Pehe a Toku Nena 23636
Ko te Teine Kave Teu 23733
(An English version can also be heard on audio cassette 99185.)
Atoll (Tokelauan/English audio cassette) 02566
Atoll Community (Fakaofo, Tokelau) (picture pack) 02566
Atoll (English book) 02566
Level 6
He Kete Kakai 91202
He Kete Kakai (audio cassette) 94185
Hikaki 20338
Pehe i na Faiva Faka-Tokelau (audio cassette) 97139
Fagotaga i te Vao 20575
Ko te Nonu 05731
Nonu (English) 05700
Nonu: Notes for Teachers 05732
Level 7
Ko te Koloa a Tokelau 92384
I Mua atu o te Tafatafàkilagi 05755
Hìhì Kaukau 20328
75
He Mùhika Tùkehe Tènei 23737
(An English version can also be heard on audio cassette 99186.)
Ni Tala mai te Pahefika 04191
Spirit of the Reefs (English) 04197
Level 8
Kua Tukua Tautahi Au 05748
Kua Tukua Tautahi Au/Left on My Own (Tokelauan/English audio cassette) 95131
Fakamomoli 20574
Tuhituhiga 21484
Scriptwriting (English) 21488
Levelling Other Resource Materials

The levels given above for Ministry of Education resources provide a framework for
levelling other Tokelauan 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 Tokelauan idioms);
• the genre and the language structures the author uses;
• punctuation, possessives, and macrons;
• the overall length of the book;
• the nature of the topic and theme;
• whether the cultural perspective is familiar to the reader;
• the use of 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 Tokelauan 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
others. 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.
76
Locating English Versions
To locate English versions for many of the items in the resource list above, refer to
pages 57–64 in the Tupu Handbook. For Tokelauan 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
students’ interests and reading levels.
To find Tokelauan material in the School Journal, students should look under
“Tokelau Islands” and “Tokelauans in New Zealand” in the School Journal Catalogue or
in Journal Search. This will take students to “Fish and Chips in Tokelau” in Junior
Journal 6 (1991), “Mr Puka – Machine-moulder” in Part 2 Number 3 (1974), and
“Fire-fighter from Tokelau” in Part 3 Number 3 (1993).
A Tokelauan title in the Ready to Read series is The Safe Place (item 92297),
which has a big book version (item 23052). These are adaptations of Sue Mooar’s
Nofoaga Haogalemu.
Using the Ministry’s Tokelauan Resource Materials across

the Curriculum
A Guide to the Pacific Learning Materials 1976–1996 gives information (on page 40)
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.
Further information can be found in Don Long’s “Tokelauan Learning Materials
for the New Zealand Curriculum” in Many Voices 13.
In an arts programme, students could explore the art work of Tokelauan
illustrators like Zac Mateo, Moses Viliamu, Jack Karifi, Samuel Sakaria, Fuimanu
Kirifi, Vaitoa Baker, and Faraimo Paulo Kitiona (FaraPikiti). Vaitoa Baker’s artwork,
for example, has appeared in the Tupu series, in Fòlauga, and in a number of the
Ministry of Education’s New Zealand Màori language publications.
77
Ordering the Ministry of Education’s Tokelauan-language
Resources
To order the Ministry of Education’s existing Tokelauan-language learning materials,
photocopy the order form on page 79 and send it to Learning Media Customer
Services, Box 3293, Wellington, facsimile (04) 472 6444.
Early childhood centres and schools (including those on Fakaofo, Nukunonu,
and Atafu) can establish or vary standing orders for the Ministry of Education’s
Tokelauan resources at any time. Use the form on page 80 of these Guidelines. A
street address, where someone can accept packages during the day, is appreciated.
Up to thirty copies of every new Tokelauan book, together with copies of the
notes for teachers and one preview copy of each Tokelauan audio cassette, are
available, free on request, to schools as a standing order.
Two copies of every book in Tokelauan, together with copies of the notes for
teachers and one preview copy of every Tokelauan audio cassette, are also available
free on request to early childhood centres as a standing order.
Additional copies of Tokelauan 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 Tokelauan resources automatically obtain resources published in the Tupu
series. This list often forms the basis for the distribution of other Tokelauan 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 Tokelauan students on their roll.
Many Voices is the Ministry of Education’s professional journal for teachers of
community languages, including Tokelauan. (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 80 may be used for this.
78
Order Form
Mataeke o Akoga
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 Fakahalalauga tau Akoakoga
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: [email protected]
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
79
Standing Order Form
Mataeke o Akoga
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 Fakahalalauga tau Akoakoga
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: [email protected]
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 Tokelauan
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
80
Other Sources of Learning Materials in Tokelauan
The easiest way to access Tokelauan language material published by publishers other
than the New Zealand Ministry of Education and Mataeke o Akoga Tokelau is to
contact South Pacific Books, a specialist mail order bookshop in Auckland, asking for
a copy of their Tokelauan and children’s book catalogues. These catalogues list
resources in both Tokelauan and English. The address for South Pacific Books is:
PO Box 3533, Auckland, facsimile (09) 376 2141.
Resources Published by the Office for Tokelau Affairs

Mataeke o Akoga Tokelau and/or the Office for Tokelau Affairs have published the
following resources. Those marked * were made available free on request to schools
and early childhood centres through Learning Media. Although Learning Media no
longer stocks these titles, some have subsequently been available through the
Polynesian Bookshop (more recently called Books Pasefika and now replaced by South
Pacific Books). Not all of them remain in print.
Enquiries can also be directed to Ofiha o Fehokotakiga Tokelau ma Apia
(Tokelau Apia Liaison Office), PO Box 865, Apia, Samoa, facsimile 00685 21 761.
Aleta, Moe. Ko te Tau. Apia: Office of Tokelau Affairs, 1990. [in Tokelauan]
Atoni, Tenise. Ko Toku Mòli. Apia: Office of Tokelau Affairs, 1990. [in Tokelauan]
Atoni, Tenise. Ko Toku Paopao. Apia: Office of Tokelau Affairs, 1989. [in Tokelauan]*
Elia, Sena. Ko te Puha. Apia: Office of Tokelau Affairs, 1990. [in Tokelauan]
Etuati, Peleiupu. Ko Au ma Toku Tamana. Apia: Office of Tokelau Affairs, 1990. [in
Tokelauan]
Fa‘amaoni, Eliu. Ko Au he Mati. Apia: Office of Tokelau Affairs, 1990. [in Tokelauan]
Faleasiu, Meaalofa. Tufafau. Apia: Office of Tokelau Affairs, 1989. [in Tokelauan]*
Gau, Fono. Ko te Pua Kua Vili. Apia: Office of Tokelau Affairs, 1986. [in Tokelauan]
Hakalia, Elekana. Ko te Vaka Akoga o Tamaiti. Apia: Office of Tokelau Affairs, 1990. [in
Tokelauan]
Iohefo, Maliana. Oku Matua. Apia: Office of Tokelau Affairs, 1990. [in Tokelauan]
Iupati, Miriama. Ko Toku Tamana. Apia: Office of Tokelau Affairs, 1990. [in
Tokelauan]
Kalolo, Kelihiano. Ko te Uo. Apia: Office of Tokelau Affairs, 1990. [in Tokelauan]
Kalolo, Kelihiano. Ko Tinilau ma Hina. Apia: Office of Tokelau Affairs, 1989. [in
Tokelauan]*
Kalolo, Kelihiano. Lakia ma Tana Punua. Apia: Office of Tokelau Affairs, 1989. [in
Tokelauan]*
Kalolo, Kelihiano. Tuiaki i te Kaumahina. Apia: Office of Tokelau Affairs, 1989. [in
Tokelauan]*
Kitiona, Faraimo Paulo (FaraPikiti). Fatuga mai na Kakai Tokelau. Apia: Office of
Tokelau Affairs, 1989. [in Tokelauan]*
81
Kitiona, Faraimo Paulo (FaraPikiti). Na Faiva o Tautai Tokelau. Apia: Office of Tokelau
Affairs, 1989. [in Tokelauan]*
Matagi Tokelau. Apia: Office for Tokelau Affairs, 1990. [Separate English and Tokelauan
versions, with the same title, are available.]
Matiti School. E Ke Iloa Au? Apia: Office of Tokelau Affairs, 1989. [in Tokelauan]*
Mooar, Geoff. Developing English Reading Skills with Tokelauan Children. Apia: Office of
Tokelau Affairs, 1984.
Mooar, Sue. Ko Au. Apia: Office of Tokelau Affairs, 1990. [in Tokelauan]
Mooar, Sue. Ko Pama. Apia: Office of Tokelau Affairs, 1990. [in Tokelauan]
Mooar, Sue. Nofoaga Haogalemu. Apia: Office of Tokelau Affairs, 1989. [in Tokelauan]*
Ofisa, Timi. Ko na Tamamanu e Tolu. Apia: Office of Tokelau Affairs, 1990. [in
Tokelauan]
Pasilio, Teresa Manea, ed. Nuanua of Tokelau: A Collection of Poems by Young Writers
from Tokelau. Apia: Office of Tokelau Affairs, 1992.
Perez, Sr Juliana. He Hahave Tenei. Apia: Office of Tokelau Affairs, 1990. [in
Tokelauan]
Perez, Sr Juliana. Na Figota Ienei i Luga o te Akau. Apia: Office of Tokelau Affairs, 1990.
[in Tokelauan]
Perez, Luhiano. Gahelevao. Apia: Office of Tokelau Affairs, 1990. [in Tokelauan]
Perez, Luhiano. Ko Hio ma Tana Meakai. Apia: Office of Tokelau Affairs, 1990. [in
Tokelauan]
Perez, Luhiano. Ko Toku Faiva ko te Tulituli. Apia: Office of Tokelau Affairs, 1989. [in
Tokelauan]*
Simona, Ropati, Judith Huntsman, and Antony Hooper. Tokelau Dictionary. Apia: Office
of Tokelau Affairs, 1986.
Suka, Sinapati. Ko na Paka o te Laukelekele. Apia: Office of Tokelau Affairs, 1989. [in
Tokelauan]*
Tumua, Kalolo. Kaihohoa Moa. Apia: Office of Tokelau Affairs, 1990. [in Tokelauan]
Useful Resources from Various Publishers

Coppell, W. G. Bibliographies of the Kermadec Islands, Niue, Swains Island, and the Tokelau
Islands. Honolulu: Pacific Islands Studies Program, University of Hawai‘i at Mànoa, 1975.
Galuega a te Màtua/Mother’s Jobs. Auckland: Pacific Islanders’ Educational Resource
Centre, 1984.
Galuega i te Fale/Jobs at Home. Auckland: Pacific Islanders’ Educational Resource Centre,
1984.
I te Kàiga/At Home. Auckland: Pacific Islanders’ Educational Resource Centre, 1984.
Jennings, Ieti. “Be More Aware of Cultural Difference: A Tokelauan Perspective”. New
Settlers and Multicultural Education Issues, vol. 4 no. 3 (1987): pp. 41–44.
82
Koloi, Sefilina Isitolo. He Ahiahiga ki te Falemai. Wellington: Wellington Multicultural
Educational Resource Centre, 1991.
Krauss, N. L. H. Bibliography of the Tokelau or Union Islands, Central Pacific. Honolulu:
N. L. H. Krauss, 1969.
Long, Don. “Tokelauan Learning Materials for the New Zealand Curriculum”. Many
Voices 13 (1998): pp. 16–24.
To Matou Fale/Our House. Auckland: Pacific Islanders’ Educational Resource Centre,
1984.
To Tàtou Kàiga/Our Family. Auckland: Pacific Islanders’ Educational Resource Centre,
1984.
Toku Aso-fànua/My Birthday. Auckland: Pacific Islanders’ Educational Resource Centre,
1984.
Wall maps of Atafu, Fakaofo, and Nukunonu were published by the Department of
Survey and Land Information in 1982, 1983, and 1984 respectively. The scale is 1:25000.
83
References
The following are cited in Guidelines for Teaching Tokelauan or could be useful for
planning Tokelauan language programmes. They are in English unless otherwise
indicated.
Aiono-Iosefa, Sarona. Ko te Pehe a Toku Nena. Wellington: Learning Media, 1999. [in
Tokelauan – item 23636]
Alama, Ester Temukisa Laban. Huiga o he Fau mo Mama. Wellington: Learning Media,
1994. [in Tokelauan – item 94262]
Alama, Ester Temukisa Laban. Ko te Kofu o Ane. Wellington: Learning Media, 1993.
[in Tokelauan – item 93248]
Aleta, Moe. Ko te Tau. Apia: Office of Tokelau Affairs, 1990. [in Tokelauan]
‘Ama, ‘Aka‘iti Tamarua. Fagotaga i te Vao. Wellington: Learning Media, 1997. [in
Atafu. Wellington: Land Information New Zealand, 1982. [map]
Atlas of the South Pacific. Wellington: Government Printing Office for Department of
Lands and Survey, 1986.
Atoni, Tenise. Ko Toku Paopao. Apia: Office of Tokelau Affairs, 1989. [in Tokelauan]
Atoni, Tenise. My Canoe. Wellington: Learning Media, 1990. [item 02794]
Baker, Vaitoa. Fano ki te Kàiga. Wellington: Learning Media, 2000. [in Tokelauan –
item 23835]
Baker, Vaitoa. Going Home/Alu i le ‘Àiga/Fano ki te Kàiga. Wellington: Learning Media,
2000. [English/Samoan/Tokelauan audio cassette – item 10039]
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.
[Tokelauan is discussed on pages 105–6.]
Burgess, Feaua‘i Amosa. Ko To Matou Fale e Lata ki te Hu. Wellington: Learning Media,
Burgess, Feaua‘i Amosa and Mere Tapaeru Tereora. Havali Fakaua ki te Fale. Wellington:
Learning Media, 1995. [in Tokelauan – item 05767]
Cowley, Joy. Ko Fahi e Pehe ma Te Ika a Fahi. Wellington: Learning Media, 1988. [in
Department of Education. Ni Tala mai te Pahefika. Wellington: School Publications
Branch, 1983. [in Tokelauan – item 04191]
Department of Education. Spirit of the Reefs. Wellington: School Publications Branch,
1983. [item 04197]
Establishing a Pacific Islands Language Group. Wellington: Early Childhood Development
Unit, 1994.
Everitt, Henare. He Tamaiti Mohimohi. Wellington: Learning Media, 1993. [in
Everitt, Henare. Toku Màtua. Wellington: Learning Media, 1991. [in Tokelauan – item
91228]
84
Fakanaiki, Aue Sabina. Hua Ika Hahave. Wellington: Learning Media, 1997. [in
Fakaofo. Wellington: Land Information New Zealand, 1983. [map]
Friedlander, Marti. Atoll Community (Fakaofo, Tokelau). Wellington: Department of
Education, 1976. [picture pack item 02566]
Frisbie, Johnny. I Mua atu o te Tafatafàkilagi. Wellington: Learning Media, 1995. [in
Frisbie, Johnny. Ko to Matou Paopao Fou. Wellington: Learning Media, 1994. [in
Frisbie, Johnny. “Pànikiniki”. School Journal, part 3 no. 2 (1991): pp. 36–42.
Hamiora, Angeline. Puhi. Wellington: Learning Media, 1991. [in Tokelauan – item
91224]
Hart, John. Polynesian Dance Festival. Wellington: Learning Media, 1997. [item 21210]
Hebenstreit, Johnny Frisbie. Ko he Po Tàligoligoa. Wellington: Learning Media, 1992. [in
Tokelauan – item 92338] (see also Frisbie, Johnny)
Hebenstreit, Johnny Frisbie. A Quiet Night. Wellington: Learning Media, 1990. [item
02760] (see also Frisbie, Johnny)
Hoëm, Ingjerd, Even Hovdhaugen, and Arnfinn Muruvik Vonen. Kupu mai te Tùtolu:
Tokelau Oral Literature. Oslo: Scandinavian University Press, 1992.
Holmes, Janet. “Community Languages”. New Settlers and Multicultural Education Issues,
vol. 7 no. 3 (1990): pp. 19–26.
Vonen. Ko te Kalama Tokelau Muamua. Oslo: Norwegian University Press, 1989.
Hu‘akau, Kaliopeta. Ko te Taualofa o Nena. Wellington: Learning Media, 1999. [in
Hu‘akau, Kaliopeta. E Olo ki Fea na Punuà Fonu? Wellington: Learning Media, 1995. [in
Hunia, Leon and Fran. Dog. Wellington: Learning Media, 1995. [item 05776; big book
version – item 21460]
Hunia, Leon and Fran. He Maile. Wellington: Learning Media, 1991. [in Tokelauan –
item 05575]
Ielemia, Temukisa. Ko te Kimoa ma te Feke. Wellington: Learning Media, 1990. [in
Iosua, Ioane, ed. Pehe i te Gagana Tokelau. Auckland: Ofaga o te Gagana Tokelau, 1999.
[bilingual]
Iosua, Ioane and Clive H. Beaumont. An Introduction to the Tokelauan Language.
Auckland: Beaumont, 1997.
Journal Search. Wellington: Learning Media Limited. [1998–]
Kalolo, Kelihiano. “Tokelau”. The Contemporary Pacific, vol. II no. 1 (1999): pp. 228–236.
Kalolo, Kelihiano. Tuiaki i te Kaumahina. Apia: Office of Tokelau Affairs, 1989. [in
Tokelauan]
85
Keen, Grahame. Atoll. Wellington: Department of Education, 1976. [item 02566]
Keen, Grahame. Atoll. Wellington: Department of Education, 1976. [Tokelauan/
English audio cassette – item 02566]
Kitiona, Faraimo Paulo (FaraPikiti). Na Faiva o Tautai Tokelau. Apia: Office of Tokelau
Affairs, 1989. [in Tokelauan]
Long, Don. “Tokelauan Learning Materials for the New Zealand Curriculum”. Many
Voices 13 (1998): pp. 16–24.
Lumelume, Sereima. Aue! Wellington: Learning Media, 1993. [item 93236]
Lumelume, Sereima. Oiaueke! Wellington: Learning Media, 1993. [in Tokelauan – item
93238]
Mailangi, ‘Elenga. “Fakalukuluku”. School Journal, part 3 no. 1 (1997): pp. 22–24.
Mailangi, ‘Elenga. Hìhì Kaukau. Wellington: Learning Media, 1996. [in Tokelauan –
item 20328]
Many Voices. Wellington: Learning Media for the Ministry of Education, 1991–. [a
professional journal for teachers of community languages, including Tokelauan; was
formerly called New Settlers and Multicultural Education Issues, 1984–90]
Matagi Tokelau. Apia: Office of Tokelau Affairs, 1990. [Separate English and Tokelauan
versions with the same title are available.]
Matiti School. E Ke Iloa Au? Apia: Office of Tokelau Affairs, 1989. [in Tokelauan]
Ministry of Education. 1998–99 Catalogue. Wellington: Learning Media, 1998. [item
21247; Tokelauan resources are listed on pages 76–80]
Ministry of Education. A Guide to the Pacific Learning Materials 1976–1996. Wellington:
Learning Media, 1997. [item 20345; Tokelauan resources are described on pages 41–47]
Ministry of Education. Ceremonies and Celebrations. Wellington: Learning Media, 1994.
[picture pack – item 94139]
Ministry of Education. Developing Programmes for Teaching Pacific Islands Languages.
Wellington: Learning Media, 2000. [item 23749]
Ministry of Education. Developing Science Programmes. Wellington: Learning Media,
1995. [item 02865]
Ministry of Education. E Fehoahoani Fehoahoani Vefea Kitatou kia Tatou Fanau, i te
Faitauga o na Tuhi Faitau, e Kilatou Kaumaia ki te Fale mai te Akoga? Wellington: Learning
Media, 2000. [in Tokelauan – item 10013]
Ministry of Education. E Fehoahoani Vefea Kitatou kia Tatou Fanau ke Fakalelei Atili te
Tautala ma te Fakalogo? Wellington: Learning Media, 2000. [in Tokelauan – item 10025]
Ministry of Education. E Fehoahoani Vefea Kitatou kia Tatou Fanau ke Iloa Oi Tuhituhi?
Wellington: Learning Media, 2000. [in Tokelauan – item 10014]
Ministry of Education. English in the New Zealand Curriculum. Wellington: Learning
Media, 1994. [item 94294]
Ministry of Education. Hand-made Books for Your Classroom. Wellington: Learning
Media, 1993. [item 93213]
86
Ministry of Education. He a nei he Fehoahoani e Fai, kia Tatou Fanau Kua Lima Tauhaga te
Matutua, ke Kilatou Iloa ai Oi Fai te Numela? Wellington: Learning Media, 2000. [in
Ministry of Education. Health and Physical Education in the New Zealand Curriculum.
Ministry of Education. Kàiga e Akoako Fakatahi. Auckland: SEMO (Strengthening
Education in Màngere and Òtara), 1999. [in Tokelauan – item 23656; frieze – item
99143]
Ministry of Education. Mathematics in the New Zealand Curriculum. Wellington: Learning
Media, 1996. [item 92418]
Ministry of Education. Music Education for Young Children: A Handbook for Early
Childhood Staff and Teachers of Junior Classes. Wellington: Learning Media, 1994. [item
94115]
Ministry of Education. Music Education in Secondary Schools: A Handbook for Teachers.
Ministry of Education. Music Education Standard Two to Form Two: A Handbook for
Teachers. Wellington: Learning Media, 1992. [item 92272]
Ministry of Education. Quality in Action/Te Mahi Whai Hua: Implementing the Revised
Statement of Desirable Objectives and Practices in New Zealand Early Childhood Services.
Ministry of Education. School Journal Catalogue: 1982–97. Wellington: Learning Media,
1998. [item 21257]
Ministry of Education. Science in the New Zealand Curriculum. Wellington: Learning
Media, 1993. [item 93375]
Ministry of Education. Social Studies in the New Zealand Curriculum. Wellington:
Learning Media, 1997. [item 21217]
Ministry of Education. Social Studies in the New Zealand Curriculum: Getting Started.
Ministry of Education. Technology in the New Zealand Curriculum. Wellington: Learning
Media, 1995. [item 02898]
Ministry of Education. Te Whàriki: He Whàriki Màtauranga mò ngà Mokopuna o Aotearoa/
Early Childhood Curriculum. Wellington: Learning Media, 1993. [item 02980]
Ministry of Education. The New Zealand Curriculum Framework. Wellington: Learning
Media, 1993. [item 93243]
Ministry of Education. Tupu Handbook. Wellington: Learning Media, 1997. [item
20381]
Mooar, Geoff. Developing English Reading Skills with Tokelauan Children. Apia: Office of
Tokelau Affairs, 1984.
Mooar, Sue. “Fish and Chips in Tokelau”. Junior Journal 6 (1991): pp. 2–6.
Mooar, Sue. Nofoaga Haogalemu. Apia: Office of Tokelau Affairs, 1989. [in Tokelauan]
87
Mooar, Sue. The Safe Place. Wellington: Learning Media, 1992. [item 92297; big book
version – item 23052]
Nelisi, Lino. Aiani ma te Aitu o na Màhoà. Wellington: Learning Media, 1994. [in
Nelisi, Lino. Venihe ma te Tamà Leitiò Kukula. Wellington: Learning Media, 1996. [in
Nelisi, Lino. Venise and the Little Red Radio. Wellington: Learning Media, 1995. [item
02877]
Nukunonu. Wellington: Land Information New Zealand, 1994. [map]
Pasilio, Teresa Manea. Ko te Polo Kilikiti Na Galo. Wellington: Learning Media, 1999.
Pasilio, Teresa Manea. Ko te Polo Kilikiti Na Galo/The Missing Kilikiti Ball. Wellington:
Learning Media, 1999. [Tokelauan/English audio cassette – item 99110]
Pasilio, Teresa Manea, ed. Nuanua of Tokelau: A Collection of Poems by Young Writers
from Tokelau. Apia: Office of Tokelau Affairs, 1992.
Peat, Neville. Tokelau: Atoll Associate of New Zealand. Wellington: Compatriot Press,
1984.
Perez, Sr Juliana. He Hahave Tenei. Apia: Office of Tokelau Affairs, 1990. [in
Tokelauan]
Perez, Luhiano. Ko Toku Faiva ko te Tulituli. Apia: Office of Tokelau Affairs, 1989. [in
Tokelauan]
Perez, Peato Tutu. Ko te Koloa a Tokelau. Wellington: Learning Media, 1992. [in
Ranfurly, Lomeli Wally. He Palakuta Tukehe Tenei! Wellington: Learning Media, 1998.
Robertson, Pepe. Ko Ai nei te Fia Nofo i te Fale? Wellington: Learning Media, 1997. [in
Samasoni, Samson. Scriptwriting. Wellington: Learning Media, 1998. [item 21483 with
Notes for Teachers item 21285]
Samasoni, Samson. Tuhituhiga. Wellington: Learning Media, 1998. [in Tokelauan –
item 21484]
Scheel, Ma‘ara Taia. He Hoa Lava. Wellington: Learning Media, 1996. [in Tokelauan –
item 20317]
Scheel, Ma‘ara Taia. Ko na Fakamalu ma na Aitu. Wellington: Learning Media, 1995. [in
Scott, Mark. “Tokelau: Islands of the Wind”. New Zealand Geographic no. 24 (1994): pp.
16–46.
Silao, Aleki, ed. He Kete Kakai. Wellington: Learning Media, 1991. [in Tokelauan –
item 91202]
Silao, Aleki, ed. He Kete Kakai. Wellington: Learning Media, 1991. [Tokelauan audio
cassette – 94185]
88
Simona, Ropati. Kua Tukua Tautahi Au. Wellington: Learning Media, 1995. [in
Simona, Ropati. Kua Tukua Tautahi Au/Left on My Own. Wellington: Learning Media,
1995. [Tokelauan/English audio cassette – item 95131]
Simona, Ropati, Judith Huntsman, and Antony Hooper. Tokelau Dictionary. Apia: Office
of Tokelau Affairs, 1986.
Smith, John and Warwick Elley. How Children Learn to Read. Auckland: Longman, 1997.
Somerset, David. “Fire-fighter from Tokelau”. School Journal, part 3 no. 3 (1993): pp.
43–51.
Somerset, David. “Fire-fighter from Tokelau”. 111 – Emergency! Wellington: Learning
Media, 1994. [item 94137]
Swan, Epi. Hikaki. Wellington: Learning Media, 1997. [in Tokelauan – item 20338]
Swan, Epi. Ko Au Na Galo. Wellington: Learning Media, 1992. [in Tokelauan – item
92276]
Swan, Epi. Ko Au Na Galo. Wellington: Learning Media, 1992. [Tokelauan audio
cassette – item 92415]
Swan, Epi. Ko te Nonu. Wellington: Learning Media, 1995. [in Tokelauan – item 05731]
Swan, Epi. Nonu. Wellington: Learning Media, 1995. [item 05700]
Swan, Epi. Nonu: Notes for Teachers. Wellington: Learning Media, 1995. [item 05732]
Swan, Epi. Paheka i Nukunonu. Wellington: Learning Media, 1996. [in Tokelauan –
item 02958]
Swan, Epi. Paheka i Nukunonu. Wellington: Learning Media, 1996. [Tokelauan audio
cassette – item 96111]
Swan, Epi. Pehe i na Faiva Faka-Tokelau. Wellington: Learning Media, 1997. [Tokelauan
audio cassette – item 97139]
Tagi. Lagi a Tokelau. Lower Hutt: Tagi, 1992. [audio cassette of songs in Tokelauan]
Tala mo À‘oga i Tokelau. Wellington: School Publications Branch, 1951–1958. [journal
in Tokelauan]
Tangaere, June. Meakai mai te Tai. Wellington: Learning Media, 1993. [in Tokelauan –
item 93226]
Taylor, Tia Aluni. Fakahoahoaga o To Matou Faiva. Wellington: Learning Media, 1993.
Tefono, Otila. Heai ni Pato. Wellington: Learning Media, 1998. [in Tokelauan – item
21249]
Tefono, Otila. Heai ni Pato/No Ducks. Wellington: Learning Media, 1998. [Tokelauan/
English audio cassette – item 98113]
Thomas, Allan, Ineleo Tuia, and Judith Huntsman. Songs and Stories of Tokelau: An
Introduction to the Cultural Heritage. Wellington: Victoria University Press, 1990. [audio
cassette also available]
89
Tokelau National Bibliography/Fakamaumauga o na Tuhituhiga o Tokelau. Wellington:
National Library of New Zealand, 1992. [items published since 1992 are available on the
New Zealand Bibliographic Network (NZBN) database]
Tuhi Tala mo Tamaiti. Wellington: School Publications Branch, 1959–1964. [journal in
Tokelauan]
Va‘ai, Emma Kruse. Hauni mo te Akoga. Wellington: Learning Media, 1993. [in
Va‘ai, Emma Kruse. Ko te Afà. Wellington: Learning Media, 1994. [in Tokelauan – item
94110]
Va‘ai, Emma Kruse. Ready for School. Wellington: Learning Media, 1993. [item 93278]
Va‘ai, Emma Kruse. Taimi o te Palolo. Wellington: Learning Media, 1994. [in Tokelauan
– item 94198]
Vercoe, Caroline Lolegi. Malamalama i na Mamanu Hiapo. Wellington: Learning Media,
Wendt, Jennifer. Food Distribution in Tokelau. Auckland: Longman Paul, 1987.
Yates, Piatarihi. Ko Tenei Toku Tamana. Wellington: Learning Media, 1992. [in
90
Acknowledgments
The Ministry of Education would like to thank the AIMHI Pacific Islands School-
Parent-Community Liaison Project; Anau Ako Pacifika; Dr Clive Beaumont; the Early
Childhood Development Unit; Amosa Fa‘afoi; Ioane Iosua; Loimata Iupati; the
Ministry of Pacific Islands Affairs; the Komiti o te Fakaliliuga o te Tuhi Paia ki te
Gagana Tokelau; NZEI Komiti Pasifka; Òfaga o te Gagana Tokelau; the Pacific Island
Early Childhood Council of Aotearoa (PIECCA); PIERC Education, PPTA Komiti
Pasifika; Aleki Silao; Strengthening Education in Màngere and Òtara (SEMO); and
Kailelei Tepou for their assistance and advice during the development of Guidelines for
Tokelauan Language Programmes.
Thanks to Russell School, Porirua, and Òfaga Tokelau, Petone, where the photographs
were taken.
Designer: Liz Tui

Editors: Don Long, Margaret Smith, Kate Dreaver
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Guidelines

Published 2000 for the Ministry of Education by

Text and drawings copyright © Crown 2000

Dewey number 499

7 Features of the Tokelauan Language

9 Long-term and Short-term Planning

16 Units of Work and Activities

63 Bilingual Tokelauan Students in Mainstream

64 Blackline Master Sheets

69 Resources for Teaching and Learning

How to Use These Guidelines

Accents and Dialects

Using Macrons in Written Language

Formal and Informal Situations

Planning for an Early Childhood Programme

Leoleo 8–10 • listens and • a visit from a • Epi Swan’s • using a

Focus for the Weeks Main Main Learning Main Resources

Ko Au Na Galo 1–3 • report events • produce a • Epi Swan’s Ko

Achievement Introduce the Essential Resources

• follow simple 1 • health and • Tokelauan

• take a simple part in 7 • the arts (music) • Education

Planning for a Tokelauan Secondary School Programme

Students will be Key resources are:

4–6 • Inati video • interpret and • attending a • Samson • peer and

Fakatakitakiga (Example) 1: A Reading Corner

Fakatakitakiga 2: Block Play

Fakatakitakiga 4: Social Play with Boxes

Fakatakitakiga 6: An Imaginative-play Area

Fakatakitakiga 7: Portfolio Checklists

Child’s name: Sena Date: 10/4/2000 Activity: Jigsaw puzzle

Child initiated the task Teacher initiated the task

Resource Materials for Early Childhood Activities

Fakatakitakiga 1: Ko Au Na Galo (Lost)

Oral Language – Listening and Speaking

Written Language – Reading and Writing

Assessment Opportunities in the Unit of Work

Fakatakitakiga 2: Greetings and Farewells

Language Level Indicators

Tàlofa nì toku màtua, tamana, uho, tuafafine, …

Tòfà nì taku tama, oku màtua, toku màtua, …

Kua ò mai koutou? Kua pà mai koutou?

Màlò nì, fakafetai kua manuia mai te malaga.

Ko te alofa o te Atua kua mafai ai ke fetaui kitatou.

Fakatakitakiga 3: Language Experience Stories

Achievement Objectives Students will:

Fakatakitakiga 4: Getting to Know Each Other

Language Level Indicators

Reading and Writing

Visual Language and Cultural Learning

My Friends, My Street, and Our Neighbours

Our City and Our Country

Fakatakitakiga 1: Paheka i Nukunonu

Language Level Indicators

Fakatakitakiga 2: Talking about Art

Unit Plan: Essential Learning Area: Tokelauan (developing vocabulary Level: 2

Curriculum Links: From the arts curriculum, a visual art

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

• use Tokelauan • write relevant • list a variety of • vocabulary list

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

Curriculum Area Mathematics Tokelauan

Child’s name: Date: _ Activity: ___________