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Title / Practise Tongan protocols of faka'apa'apa' in a Tongan early childhood service
Level / 5 / Credits / 4
Purpose / People credited with this unit standard are able to: describe and implement protocols of social interactions relating to young children; communicate with Tongan community elders ('ulumotu'a); describe Tongan code of dress, and dress in traditional Tongan costumes for occasions; and coordinate the preparation of cultural practices for ceremonies in a Tongan early childhood service.
Classification / Pacific Islands Early Childhood Education > Tonga: Akoteu
Available grade / Achieved
Guidance Information
1 Glossary
Tulou – excuse me.
Faka'apa'apa' – respect for human relationships.
Mālō or fakafeta'i – saying ‘thank you’.
Fakamolemole – saying ‘please’.
'ulumotu'a – elders.
Talatupu'a – ancestry genealogical history.
Koloa – contribution of fine mats, tapa cloth, money, and traditional and contemporary treasures.
2 Definitions
A Tongan early childhood education service, Akoteu, is a culture specific service responsible for all aspects of a child’s development based on Christian values and consideration for others.
Protocols are procedures and experiences which reflect traditional and cultural practices.
Service may include but is not limited to – early childhood centres, home based early childhood educational programmes.
3 All outcomes and performance criteria must be in accordance with any policies, procedures, standards, and requirements of the organisation involved, and with the following:
Children, Young Persons, and their Families Act 1989;
Education Act 1989;
Human Rights Act 1993;
Privacy Act 1993;
Education (Early Childhood Centres) Regulations 1998;
Education (Early Childhood Services) Regulations 2008;
Education (Home-Based Care) Order 1992.
4 References may include but are not limited to:
Ministry of Education, Te Whāriki, He Whāriki Mātauranga mō ngā Mokopuna o Aotearoa: Early Childhood Curriculum (Wellington: Learning Media, 1996).
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 (Wellington: Learning Media, 1998).
Ministry of Education, The quality journey: He haerenga whai hua. Improving quality in early childhood services (Wellington: Learning Media, 1999).
Ministry of Education, Kei Tua o te Pae/Assessment for learning: Early Childhood Exemplars (Wellington: Learning Media, 2007).
Ministry of Education, The New Zealand Curriculum (Wellington: Learning Media, 2007).
Ministry of Education, Developing programmes for teaching Pacific Islands languages (Wellington: Learning Media, 2000).
Ministry of Education, Guidelines for Tongan language programmes: planning guidelines to accompany Developing programmes for teaching Pacific Islands languages (Wellington: Learning Media, 2000).
Ministry of Education, Pasifika Education Plan 2013-2017 (Wellington: Ministry of Education, 2012).
Outcomes and performance criteria
Outcome 1
Describe and implement protocols of social interactions relating to young children.
Range protocols of social interactions include but are not limited to – saying ‘tulou’ when walking in front of people at a lower level, eating and drinking while standing is prohibited, fakafeta’i, mālō, fakamolemole.
Performance criteria
1.1 Description specifies the situations in which the protocols should be used.
Range evidence of three situations is required.
1.2 Description identifies the manner in which the protocols should be carried out.
1.3 Implementation of protocols is consistent with situations and manner described.
Outcome 2
Communicate with Tongan community elders ('ulumotu'a).
Performance criteria
2.1 Description of communication is in relation to the ranking of the community elders.
2.2 Communication with community elders uses oratory speeches appropriate for the occasion and the status relationships of attendants.
2.3 Communication with community elders uses oratory speeches which reflect knowledge of staff and community elders’ talatupu'a.
2.4 Communication with community elders demonstrates respectful behaviour.
Range sitting or standing, use of language, dress code.
Outcome 3
Describe Tongan code of dress, and dress in traditional Tongan clothing for occasions.
Performance criteria
3.1 Description of Tongan code of dress is in terms of the occasion.
Range traditional dress for women, traditional dress for men.
3.2 Dress worn is appropriate for the gender and occasion.
Range may include but is not limited to – weddings, funerals, welcome ceremonies, visits by special guests, Coronation Day.
Outcome 4
Coordinate the preparation of cultural practices for ceremonies in an Akoteu.
Range includes but is not limited to cultural practices for – Coronation Day, Children’s Day, presentation of koloa, welcoming visitors.
Performance criteria
4.1 Coordination of preparation is in accordance with the protocols appropriate to each cultural ceremony.
4.2 Coordination of preparation is appropriate to the koloa in relation to each cultural ceremony.
This unit standard is expiring. Assessment against the standard must take place by the last date for assessment set out below.
Status information and last date for assessment for superseded versions
Process / Version / Date / Last Date for Assessment /Registration / 1 / 21 November 2008 / 31 December 2015
Rollover and Revision / 2 / 21 March 2013 / 31 December 2019
Review / 3 / 23 November 2017 / 31 December 2019
Consent and Moderation Requirements (CMR) reference / 0157
This CMR can be accessed at http://www.nzqa.govt.nz/framework/search/index.do.
NZQA National Qualifications ServicesSSB Code 130301 / Ó New Zealand Qualifications Authority 2017 / / New Zealand Qualifications Aut