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Taha Foki e Feua Sipote Teacher support material

  by Joan Makisi

This story supports:

  • Unit 8 Feua Sipote / Sports

Schools, ECE centres and education providers can order the set of six Haia! An Introduction to Vagahau Niue storybooks from  Down the back of the chair. Enter item number MOE11625 into the search box.

Text features

Language features

The language features of this story include:

  • words in vagahau Niue that are formed through different processes – kiona/snow (derived from the Greek word chiono, the word used for snow in the New Testament of the Bible); pokiata/camera (poki/to catch and ata/shadow or picture); netepolo/netball, lakapī/rugby, tēnisi/tennis, and telefoni/telephone (words transliterated from English words)
  • use of common formulaic expressions – mafola / that’s fine; hau a ke ō / let’s go; ka hā! / of course!
  • reduplication in a verb form – gakigaki / to nod several times (from gaki / to nod)
  • pronouns – tokoua/our (we two); haau/you or your (singular); mautolu/we (three or more); taua/our (we two)
  • phrases indicating place – i kaina / at home; i loto he komopiuta / on the computer
  • imperatives (commands) – omai ki fafo / come outside; totō mai e pokiata haau/grab your camera
  • lafu to refer to siblings or relatives of the same generation – lafu tugaane haaku / my brothers
  • names for new technologies – telefoni uta fano / cellphone (literally “telephone carry about”); pokiata/camera (literally “catch shadow/picture”)

Cultural features

The cultural features in this story include the following.

  • The story refers to tā kilikiki, which is a Niue sport that combines some parts of cricket and some parts of baseball. See Haia! An Introduction to Vagahau Niue, unit 8, page 162 for more information about tā kilikiki and other Niue sports.
  • The word motu can mean country, for example, in the phrase e motu ko Kanatā. The word motu also means island. Because Niue is an island nation, the word motu has come to mean country and nation as well as island.
  • Tau mamatua (parents) is the plural form of matua (parent). It also has the meaning of “elders”, who are respected people in a village or family.
  • The phrase heke toume he kiona / skiing is made up of words that express related concepts. Heke, which means to slip or slide, is placed with toume, which means the spathe of a coconut flower that was traditionally used like a ski in a sliding sport.
  • The illustration on page 8 shows the boy in the house with his shoes off, which is a form of loto fakalilifu (respect).

Links to the New Zealand Curriculum

Key competencies

Reading and working with Taha Foki e Feua Sipote could help students develop key competencies set out in the New Zealand Curriculum: Key Competencies.

Values

The story illustrates many values that relate to the New Zealand Curriculum: Values, in particular community and participation, and to the core Niue value of loto fakalilifu/respect.

Cross-curricular links

Learners who are working at levels 1–2 in Niue may be working at higher curriculum levels in other learning areas. You will need to consider this in order to make effective cross-curricular links. Here are three examples of cross-curricular achievement objectives that could be linked to this story:

Health and physical education, level 3

Personal Health and Physical Development

Students will:

  • Maintain regular participation in enjoyable physical activities in a range of environments and describe how these assist in the promotion of well-being.

Social sciences, level 3

Students will gain knowledge, skills, and experience to:

  • Understand how cultural practices vary but reflect similar purposes.

Technology, level 3

Technological Knowledge

Students will:

  • Understand the relationship between the materials used and their performance properties in technological products.

Learning languages: Achievement objectives

Students will:

  • receive and produce information
  • produce and respond to questions and requests
  • show social awareness when interacting with others

(Communication strand, relating to selected linguistic and sociocultural contexts)

  • recognise that the target language is organised in particular ways
  • make connections with their own language(s)

(Language knowledge strand)

  • recognise that the target culture is organised in particular ways
  • make connections with known culture(s).

(Cultural knowledge strand)

Tau Hatakiaga ma e Vagahau Niue: The Niue Language Guidelines, levels 1 and 2

Students will:

  • give and respond to personal information (1.1)
  • express and respond to desires, needs, and preferences (1.7).

Learning outcomes

Below are some possible learning outcomes for reading this story. Select from and adapt these to meet the needs of your students and share the outcomes with them.

After reading and working with this story, I will be able to:

  • read and understand the main ideas in the story, in particular the characters and the sports they play or like
  • talk about the sports I and others like and listen to and identify the sports others like
  • ask questions about sports others like and write about the sports I and others like, with appropriate use of macrons and correct spelling
  • link sports to their contexts and identify their importance to the people of Niue
  • make connections with the language(s) and culture(s) I know.

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