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Title / Plan, implement and evaluate a Pasifika language experience for strengthening Pasifika language in an ECE service
Level / 7 / Credits / 20
Purpose / People credited with this unit standard, in the context of an early childhood education (ECE) service, are able to: discuss the relationship between language acquisition theories, Te Whāriki and a Pacific language curriculum document; collect data to inform the development of an experience to strengthen Pasifika language for children; plan an experience to strengthen Pasifika language for children; and reflect on the implementation of the planned language experience and evaluate the effectiveness of the plan and the Pasifika language experience.
Classification / PacificIslands Early Childhood Education > Pacific Early Childhood Education: Curriculum
Available grade / Achieved
Entry information
Recommended skills and knowledge / Unit 26747, Describe the implications of ECE curricular documents and practices for Pasifika children in an ECE service.
Explanatory notes
1This unit standard is intended for those who are trainee managers, or supervisors of Pasifika children in ECE services.
2An early childhood education (ECE) service may include a centre-based service, hospital-based service, or home-based service. The home-based service may be nominated by the child’s parent, be the child’s own home, or the home of the educator.
Evidence of one type of service is required in this unit standard.
3Educatorsmay be persons and groups including teachers, supervisors, co-ordinators, whānau/families, and nannies who are involved in the learning and development of children.
Evidence for one type of educator is required in this unit standard.
4Language acquisition theories may include but are not limited to – studies by B F Skinner, N Chomsky, J Piaget, L Vygotsky, J Bruner.
5People seeking credit for this unit standard will be required to show that their demonstration of the evidence requirements arises from teaching and/or practicum experience in an ECE service, through observing and implementing Te Whāriki and current legislative requirements relating to curriculum.
6The Pasifika language experience must be based on relevant achievement objectives of one or more of the Ministry of Education Pacific language statements and/or guidelines; and learning strands, goals, and outcomes of Te Whāriki.
Evaluation should occur throughout the process of developing and implementing the learning experiences. The Pasifika language experience must be developed for, and implemented in, ECE services attended by Pasifika children.
7Definitions
Pasifika children are pre-school members of Pasifika communities in New Zealand, and may include but are not limited to – Cook Islands Māori, Fijian, Niuean, Samoan, Tokelauan, Tongan, Tuvaluan.
Pasifika language experience is any of the languages of the Pasifika communities in New Zealand, eg gagana Samoa, lea faka-Tonga, te reo Māori Kuki Airani, vagahau Niue, vaka Viti, gagana Tokelau, gana Tuvalu.
Three 'broad age groups' are defined in Te Whāriki for children. These are overlapping age categories and aredefined as:
infant – birth to 18 months;
toddler – one year to three years;
young child – two and a half years to school entry age.
8Legislation includes but is not limited to:
Care of Children Act 2004
Children, Young Persons, and their Families Act 1989
Education (Early Childhood Services) Regulations 2008
Health and Safety in Employment Act 1992
Privacy Act 1993
Vulnerable Children Act 2014
and subsequent amendments.
9References
Education Council New Zealand, The Education Council Code of Ethics for Certificated Teachers; available at
Ministry of Education, Kei Tua o te Pae/Assessment for Learning: Early Childhood Exemplars – Books 1-20(Wellington: Learning Media, 2004-2009); available at
Ministry of Education – Te Kete Ipurangi (TKI), Pasifika languages and resources, available at Ministry of Education,Ministry of Education, Te Whāriki: He Whāriki Mātauranga mō ngā Mokopuna o Aotearoa. Early Childhood Curriculum (Wellington, Learning Media, 1996); available at
Ministry of Education, Developing programmes for teaching Pacific Islands languages (Wellington: Learning Media, 2000).
Ministry of Education, Guidelines for Cook Islands Māori Language Programmes: planning guidelines to accompany developing programmes for teaching PacificIslands languages (Wellington: Learning Media, 2000).
Ministry of Education, Guidelines for Niuean Language Programmes; planning guidelines to accompany developing programmes for teaching PacificIslands languages (Wellington: Learning Media, 2000).
Ministry of Education, Guidelines for Samoan Language Programmes: planning guidelines to accompany developing programmes for teaching PacificIslands languages (Wellington: Learning Media, 2000).
Ministry of Education, Guidelines for Tokelauan Language Programmes: planning guidelines to accompany developing programmes for teaching PacificIslands 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).
Outcomes and evidence requirements
Outcome 1
Discuss the relationship between language acquisition theories, Te Whāriki, and a Pacific language curriculum document.
Rangeevidencefor children as a whole group is required.
Evidence requirements
1.1Guidelines from national curriculum statements that address Pasifika children’s language learning and development needs are discussed.
Rangeachievement objectives of national Pasifika language statements; relevant learning strands, principles, goals and outcomes of Te Whāriki.
1.2Language acquisition theories are discussed in terms of their relationship to Te Whāriki and a Pacific language curriculum document.
Rangeevidence of two theories is required.
1.3Own experiences of language acquisition in own community are compared with current understanding of language acquisition theories.
Outcome 2
Collect data to inform the development of an experience to strengthen Pasifika language for children in an ECE service.
Rangeevidencefor children as a whole group is required.
Evidence requirements
2.1Data is collected and referenced from assessment documentation, ECE service documentation, and own formal and informal observations of Pasifika children.
Rangedocumentation may include but is not limited to – recorded conversations with children, teachers, families, colleagues; portfolios; environments (eg physical, social, cultural); policies; philosophies; statements of practise.
2.2The children’s language skills, dispositions and ways to strengthen their language learning are identified in consultation and collaboration with Pasifika educators and families.
Outcome 3
Plan an experience to strengthen Pasifika language for children in an ECE service.
Rangeevidence of one age category is required.
Evidence requirements
3.1The plan for the language experience incorporates goals and learning outcomes that strengthen Pasifika language development.
3.2 The plan incorporates criteria for assessment of the child’s progress against learning outcomes.
3.3 The plan incorporates criteria for evaluating the quality and effectiveness of the experience.
Outcome 4
Reflect on the implementation of the planned language experience and evaluate the effectiveness of the plan and the Pasifika language experience.
Rangeevidence of one age category is required.
Evidence requirements
4.1Implementation of the language experience is reflected on in terms of engagement of the child in the experience and is supported by documented evidence.
Rangeevidence may include but is not limited to – portfolios, learning stories, photographs, videos, reflective statements.
4.2Evaluation determines if the language experience brought about the intended outcomes specified in the plan.
4.3Any areas for improvement and further development of the plan and its implementation are reflected on in terms of greater effectiveness for strengthening Pasifika language learning.
Replacement information / This unit standard replaced unit standard 18788.Planned review date / 31 December 2019
Status information and last date for assessment for superseded versions
Process / Version / Date / Last Date for AssessmentRegistration / 1 / 9 December 2010 / 31 December 2017
Revision / 2 / 8 December 2011 / N/A
Rollover and Revision / 3 / 20 August 2015 / N/A
Consent and Moderation Requirements (CMR) reference / 0182
This CMR can be accessed at
Please note
Providers must be granted consent to assess against standards (accredited) by NZQA, before they can report credits from assessment against unit standards or deliver courses of study leading to that assessment.
Industry Training Organisations must be granted consent to assess against standards by NZQA before they can register credits from assessment against unit standards.
Providers and Industry Training Organisations, which have been granted consent and which are assessing against unit standards must engage with the moderation system that applies to those standards.
Requirements for consent to assess and an outline of the moderation system that applies to this standard are outlined in the Consent and Moderation Requirements (CMR). The CMR also includes useful information about special requirements for organisations wishing to develop education and training programmes, such as minimum qualifications for tutors and assessors, and special resource requirements.
Comments on this unit standard
Please contact NZQA National Qualifications Services if you wish to suggest changes to the content of this unit standard.
NZQA National Qualifications ServicesSSB Code 130301 / New Zealand Qualifications Authority 2018