NZC – Gagana Sāmoa (Sāmoan) – Novice

Receptive skills 

Listening

• identify the sounds of the alphabet, letter combinations, intonation, and stress patterns 
• recognise and understand simple classroom language and polite expressions 
• recognise and understand simple, familiar spoken words, phrases, and sentences. 

• recognise and understand familiar spoken words even in some unfamiliar contexts  
• understand simple classroom instructions and respectful expressions  
• begin to understand slightly more complex or less familiar phrases and sentences 
• listen for polite and respectful language substitutions. 

Reading

• Identify letters of the alphabet, letter-sound combinations, basic written language conventions, and simple punctuation  
• recognise and understand simple, familiar written words, phrases, and sentences. 

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• identify letters of the alphabet, letter combinations, and simple punctuation 
• understand short written texts, including cultural texts, that use familiar words, phrases, and simple sentences.  
• begin to understand slightly more complex or less familiar phrases and sentences. 
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Productive skills 

Speaking

• imitate the pronunciation, intonation, stress, and rhythm of Gagana Sāmoa words, phrases, and sentences  
• produce simple, phrases and sentences about themselves, their families, and their immediate surroundings. 

• begin to use pronunciation, intonation, stress, and rhythm for emphasis and to clarify meaning  
• produce simple phrases and simple sentences relating to familiar contexts.  

Writing

• write vowels with macrons and glottal stops 
• write simple, familiar words, phrases, and sentences using the conventions of written language, such as appropriate spelling and punctuation. 

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• reproduce letter combinations and punctuation for words, phrases, and sentences in familiar contexts  
• write a series of simple sentences describing the appearance or characteristics of a specific object or thing. 
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Interacting

• exchange information in highly practised contexts related to themselves and their immediate environment. 
• use formulaic language and simple phrases to exchange information about themselves, their families, and their immediate surroundings.  
• use strategies when communicating, such as relying on a practised format, using facial expressions and gestures, asking others to repeat themselves, and utilising supporting visuals and prompts. 
• begin to interact and communicate in culturally appropriate ways. 

Knowledge

The facts, concepts, principles, and theories to teach.

Practices

The skills, strategies, and applications to teach.

Language

examples

Knowledge

The facts, concepts, principles, and theories to teach.

Practices

The skills, strategies, and applications to teach.

Language

examples

Cultural and sociolinguistic knowledge 

• Gagana Sāmoa is spoken globally in places such as the Pacific Islands, New Zealand, Australia, and the USA.  
• Gagana Sāmoa uses greetings and farewells to reflect cultural values, social relationships, and levels of respect, and these vary depending on context, status, and familiarity. 

• Using basic greetings and farewells for a range of different contexts 
• Using appropriate intonations to communicate ideas 
• Pronouncing Sāmoan words correctly by applying knowledge of vowel sounds and diacritics 

Greetings 

• Tālofa. 
• Mālō. 
• Manuia le aso.  
• Mālō le usu 

Farewells 

• Tōfā.  
• Fā. (slang) 

Politeness conventions 

• Fa‘afetai  
• Fa‘amolemole 
• Tulou 

• Fa‘asāmoa, the Sāmoan way of life, is deeply rooted in the values of respect, community, and cultural identity. It encompasses the Sāmoan language (gagana), customs, and traditions (aganu‘u), which are expressed through everyday interactions, greetings, farewells, and respectful behaviours. 
• It is important to use polite and formal words and phrases that show respect, consideration for others, and an awareness of what is socially appropriate. 
• Speakers often distinguish between polite forms used for others and more casual or everyday forms used for themselves, reflecting social awareness and respect. For example, the use of T- and K-registers refers to a variation in pronunciation and vocabulary, with the T-register being the traditional, formal speech style used in respectful or ceremonial contexts. 
• Respectful behaviours are deeply rooted in Sāmoan values of fa‘aaloalo (respect) and vā fealoa‘i (respectful relational space). 

• Using a range of polite language to greet people appropriately in different social contexts 
• Using different greetings and farewells depending on context (e.g. formal, informal, time of day) 

Formal greetings 

• Tālofa lava. 
• Mālō le soifua. 
• Mālō lava le soifua. 

Farewells 

• Tōfā soifua. 
• Manuia le aso | aoauli | afiafi | po. 

Politeness conventions 

• Fa‘afetai tele lava. 
• Fa‘amolemole lava. 

Respectful behaviours 

• Saying tulou when walking in front or passing people and when passing objects to one another  
• Sitting down when speaking to people who are seated 
• Crouching down when speaking to elders (who are seated) 

Linguistic knowledge 

• Greetings and introductions use consistent, formulaic sentence structures. 
• Intonations can affect meanings when using greetings and asking questions. 
• The Pi Faitau is the Sāmoan alphabet and consists of consonants (f, g, l, m, n, p, s, t, v) and vowels (a, e, i, o, and u).  
• In Gagana Sāmoa, there are no silent letters, consonant clusters, or blends and every vowel in a word is sounded out. Consonants are always followed by a vowel. 
• Gagana Sāmoa is a phonetic language where every letter is pronounced.   
• Vowels and consonants have distinct sounds that are important for correct pronunciation (e.g. tā–lo–fa = tālofa). 
• Vowels have short and long versions, with the long vowel sound indicated by a macron over the vowel (e.g. ā).   
• Macrons and glottal stops are essential in conveying correct meanings in writing, reading, and speaking. If used incorrectly or omitted, they can change the meaning of words. 
• The letters h, k, and r are considered borrowed and are used primarily in loanwords.
• The glottal stop (represented by a reverse apostrophe punctuation sign) is an indicator of a brief pause in speech. 
• The use of songs, rhymes and alphabet charts support language learning by reinforcing vocabulary, sentence structures, and correct pronunciation through repetition, rhythm, and meaningful language use.

• In Gagana Sāmoa, everyday terms are substituted with respectful language to show politeness and cultural respect (e.g. ola for soifua). 
• In Gagana Sāmoa, delivery and tone in greetings and farewells are essential as they convey respect, warmth, and cultural awareness, reflecting relationships, protocol, and intent. 
• Adding lava to the Gagana Sāmoa greeting increases warmth, respect, and sincerity, and is often accompanied by a slightly higher pitch and elongated vowels. 

Cultural and sociolinguistic knowledge 

• In Sāmoan culture, introductions show respect and help build connections by sharing family or village links. 
• Family names hold significance and are passed down through generations. 

• Introducing themselves and others and responding to introductions appropriately
• Asking others how they are and responding appropriately when asked
• Communicating about the names of their parents and/or caregivers

Introduction 

• Tālofa lava. O lo‘u igoa o Lina. Ou te nofo i Ueligitone. O ai lou igoa? 
• Tālofa Lina. O lo‘u igoa o Sione. O lo‘u tamā o Tomasi. O lo‘u tinā o Siniva. O lo‘u uso o Sina. 

Interactions 

• O ai lou igoa? 
• O lo‘u igoa o Ioka.  
• O ā mai oe?  
• O lea ou te manuia fa‘afetai. O ā au mea o fai?  
• O lea e faitau la‘u tusi. 

• In Gagana Sāmoa, polite and respectful language is used when speaking to or about others, but not when referring to oneself.
• Polite language like suafa (name) and tausami (to eat) are used to express the level of politeness within relationships and to show cultural understanding.
• The use of polite language can be interchangeable depending on who they are communicating with.
• The use of polite language reflects relationship, context, and respect.

• Communicating about the relationship between people, including grandparents and siblings 

Family introductions 

• O lo‘u tamā o Peniamina. 
• O le tamā o lo‘u tinā o Tomasi. 
• O o‘u uso matutua o Sione ma Simi. 
• O lo‘u tuafafine la‘ititi o Sina. 
• E to‘atele lā matou usoga. 

Family vocabulary (singular) 

• tamā, tinā 
• atali‘i | tama, afafine | tama 
• tuagane | tuafafine | uso 
• ulumatua, ui‘i 
• usoga 
• tamā/tinā matua  

Family vocabulary (plural) 

• mātua 
• fanau 
• Olomātutua / lo‘omātutua 
• toeā‘i‘ina 

Respectful terms 

• O ai lou suafa? O lo‘u igoa o Sione.  
• E te fia tausami pai?  
• Fa‘afetai, fai mea tatau ai.  
• O o‘u mātua o Sina ma Toma.  
• O a‘u o le tama a Pai.  
• O ia o le alo o Pai.

Linguistic knowledge 

• In Gagana Sāmoa, names and relationships follow a set pattern (e.g. O lo‘u tinā o Sina).
• Gagana Sāmoa follows a verb–subject–object (VSO) word order.
• In Gagana Sāmoa, possessive pronouns depend on the type of possession, for example:
  • lo‘u and lou are used for things closely connected to a person, like family members (e.g. O lo‘u tamā — my father, O lou tinā — your mother) 
  • la‘u and lau are used for things someone owns or uses, like objects (e.g. O la‘u api — my book, O lau api — your book).
• The prefix O is used to mark possession.
• Simple diphthongs (e.g. ai, ao, ua) create blended vowels, are part of everyday speech, and influence word sounds.

• Gagana Sāmoa uses singular and plural forms to introduce and describe family members, reflecting relationships within the family structure. 
• Gagana Sāmoa uses specific terms to show age, gender, and family roles. 
• Simple formulaic phrases enable learners to write, read, and speak about self, family, and everyday life. 

Cultural and sociolinguistic knowledge 

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• In Gagana Sāmoa, polite and respectful language is used to address people in formal and cultural contexts, such as: 
  • parent — tua‘ā is used in reference to another person’s parent (e.g. O ā mai lou tua‘ā?) 
  • tama — ali‘i or manaia if used in a cultural context  
  • teine — tamaita‘i or tausala if used in a cultural context. 
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• Exploring ways to describe people 

Adjectives and intensifiers 

• O le teine aulelei.  
• O le ta‘avale mumu.  
• O se tagata fa‘amāoni.  
• E le teine ‘aulelei tele. (intensifier) 

Body parts using the O possessive pronoun 

• O lo‘u lauulu  
• O lo‘u mata  
• O lo‘u taliga  

Linguistic knowledge 

• In Gagana Sāmoa, adjectives (e.g. aulelei — beautiful) typically follow the noun and can describe a person’s appearance, personality, or qualities. 
• Intensifiers (e.g. tele) can be added to adjectives to emphasise meaning 
• Most of the words related to family and body belong to the O possessive pronoun. 

Cultural and sociolinguistic knowledge 

• Birthdays are often celebrated with family gatherings, prayer, and food, reflecting the importance of family (āiga) and community in Sāmoan culture. 

• Communicating about their age and the age of others 
• Counting to 20 and to 100 in tens 

Age 

• E fia ou tausaga? 
• E sefulu lua o‘u tausaga. 

Base numbers 

• tasi, lua, tolu, fā, lima, ono, fitu, valu, iva, sefulu  

11–19 

• sefulu ma le tasi, sefulu ma le lua … 

Multiples of ten 

• sefulu, luasefulu, tolusefulu … 

Hundreds and thousands 

• selau (100), afe (1,000)  

Ordinal numbers 

• muamua (first), lona lua (second) … 

• Important dates or Aso fa‘apitoa are significant to celebrate different events. 
• There are special cultural and historical events or celebrations such as Sāmoa Language Week (Vaiaso o le Gagana Sāmoa) and Sāmoan Independence Day (Tu To‘atasi) which celebrate the richness of Sāmoan identity, language, and history. 

• Knowing months of the year and days of the week 
• Communicating about dates and birthdates 
• Counting to 100 and to 10,000 in tens 

Time-related vocabulary 

• aso  
• masina 
• aso fanau  
• O lo‘u aso fanau o le Aso 10 o Mati 2014. 

Time-related questions  

• O le ā lou aso fānau Timo? 
• O ā fea lou aso fānau? 
• O anafea? 
• O ana fea le masina na fa‘amanatu ai lou aso fanau? 
• E fa‘amanatu lou aso fanau? 

Linguistic knowledge

• In Gagana Sāmoa, numbers follow a consistent structure made up of number bases, place value, and patterns. 
• The word tausaga is used to express age and is paired with numbers (e.g. E sefulu ma le lua o‘u tausaga). 
• The connector ma le (and) is used to join numbers when expressing values from 11 to 19 (e.g. sefulu ma le tasi). 
• Numbers are used across different everyday contexts (e.g. tausaga, taimi, aso, and tālā/sene). 

• Time-related vocabulary (e.g. Masina muamua o Ianuari — first month of January, sefulu ma le sefulu ua lua sefulu — ten and ten is twenty)  
• Talking about dates and birthdates in Gagana Sāmoa uses aso (days), masina (months), numbers, and other time-related phrases and vocabulary. 
• The term aso fanau (birthdate) is used in statements and common questions. 

Linguistic knowledge 

• In Gagana Sāmoa, communicating where things are located is an important part of everyday conversation, often using the particle O + subject + i + location. 
• Gagana Sāmoa uses particles or suffixes to indicate location. 
• Locative expressions often combine locative particles (e.g. i) with place nouns. 

• Communicating about where things are located 

Present location 

• O lea ou te i le fale. 
• O la e i le umukuka.  
• O le api o la e i luga o le laulau. 

Locative indicators  

• O le penitala la e i luga o le laulau.  

Locative nouns 

• O ia e i le fale. 
• O le tamaitiiti o lo‘o i le ā‘oga.  
• O le va‘a o lo‘o i le sami. 
• O le ta‘avale o lo‘o i totonu o le lotoā.  

Singular demonstratives 

• lenei — this, near the speaker (e.g. O lenei tusi.)  
• lenā — that, near the listener (e.g. O lenā fale.) 

Plural demonstratives 

• nei — these, near the speaker (e.g. O tusi nei.) 
• ia — those over there, far from both (e.g. O tagata ia.) 

Prepositions of place 

• i luga o 
• i lalo o 
• i luma o 
• i tua o 
• i tafatafa o 
• i totonu o  
• i fafo atu o 
• latalata i le vā o 
• i le vā o 

• In Gagana Sāmoa, communicating about ownership involves using appropriate language to show ownership over a specific object or thing. 
• Adjectives and possessive pronouns describe physical traits and ownership. 
• In Gagana Sāmoa, expressions of ownership using a and o nouns (e.g. la‘u ato, lo‘u fale) are based on the nature of the relationship between the possessor and the item.  
• The a form (e.g. la‘u tusi) is used when the owner has responsibility or control over the item. 
• The o form (e.g. lo‘u fale) is used when the item is received or beyond the owner’s control. 

• Communicating about ownership 

Singular possessive pronouns 

• O lo‘u fale 
• O la‘u vai 
• O lau tusi 
• O lau mea‘ai 
• O lana pāsika 

Plural possessive pronouns 

• O lā tatou aulotu  
• O lō matou āiga  
• O lō latou fale 

Cultural and sociolinguistic knowledge  

• Communicating about significant places, including their own or others’ village and places of family origin, is an important part of Sāmoan culture and identity.   

• Communicating about significant places, including:  
  • their village or place of family origin  
  • where they live  
  • the village and/or place of origin of others 

Village or place of family origin 

• O fea e te sau mai ai? 
• Ou te sau mai Ōpōtiki i Bay of Plenty. 
• O fea le tou nu‘u i Sāmoa?  
• O le lo‘u nu‘u i Sāmoa o Sapapali‘i i Savai‘i. 

Current home 

• O fea e te nofo ai? 
• Ou te nofo i Porirua.  

• People may live in different locations within the islands of Sāmoa and overseas, reflecting the movement of people across the globe and reflecting the richness of Sāmoan identity across borders. 
• In Samoa, there are specific ways to describe the villages or places of origin of multiple family members. These descriptions often include references to districts and villages, which are closely tied to genealogical lines and chiefly titles. Acknowledging both maternal and paternal origins honours lineage and deepens connections to land, community, and cultural identity. 

• Communicating about the village and/or place of origin of multiple family members 

Family locations 

• O Tala e nofo i Aukilani. A‘o ona mātua e nonofo i le taulaga o Apia i Sāmoa. 
• E nofo le isi uso o Tala i Porirua i Ueligitone, a‘o lona tuafafine e nofo i Kalaisetete. 

Linguistic knowledge 

• In Gagana Sāmoa, location words, directional phrases, and place names are used to describe their village or place of family origin, as well as their current home.  
• Questions about place start with O fea (where) and are followed by a verb like sau (come) or nofo (live), depending on what you’re asking. 
• Questions about place of belonging begin with O fea e te (Where do you), and answers follow the formulaic expression Ou te + verb + place, using verbs like sau (come) or nofo (live), with mai or i to show location.  
• In Gagana Sāmoa, to ask ‘Where is your village?’, you say O fea lou nu‘u?, and the reply is O lo‘u nu‘u o [village], showing the use of possessive pronouns lou (your) and lo‘u (my).

• In Gagana Sāmoa, terms like nu‘u, taulaga, and atunu‘u are used for describing places people live.
• Place names and relational phrases help describe where family members live. 

Cultural and sociolinguistic knowledge 

• Vocabulary for the days of the week, months, and seasons enable learners to communicate about time in everyday and cultural contexts. 
• Days and months in Sāmoa carry importance for specific events. White Sunday or Lotu Tamaiti (Children’s Sunday) in Sāmoa is celebrated on the second Sunday of October each year, follwed by a national holiday on the Monday. It is a day dedicated to honouring children and their role in the family, church, and community. 

• Communicating about the days of the week, months, and seasons 

Days 

• Aso Gafua, Aso Lua, Aso Lulu, Aso Tofi, Aso Faraile, Aso To‘ona‘i, Aso Sa 

Months 

• Ianuari, Fepuari, Mati, Aperila, Mē, Iuni, Iulai, Aukuso, Sētema, Oketopa, Nōvema, Tēsema  

Days and time 

• aso 
• vaiaso 
• le asō 
• le aso lenei 
• taeao 
• ananafi 
• nei 
• nānei 
• kālena 

• Weather and seasonal patterns in Sāmoa are closely tied to cultural practices and traditional knowledge. The rising of the palolo in Sāmoa is deeply rooted in tradition. Locals gather before dawn with nets and buckets to collect the palolo, often by canoe or on foot. The worms are considered a delicacy, often eaten fresh or cooked. 

• Communicating about the weather  
• Comparing the weather and seasons 

Weather vocabulary 

• O ā mai le tau i lenei aso? E malūlū le tau i lenei aso.  
• E mālūū le savili. 
• E vevela le la / susulu o le la. 
• E a‘asa le la.  
• E puaoa le aso.  
• E sili atu le malulu o Kalaisitete nai lo‘o Aukilani. 
• E tutusa lava le tau i Aukilani ma Whangarei. 
• E ese le māfanafana o le tau i Rotorua, e tutusa lava ma le tau i Aukilani. 

Descriptions with adjectives 

• Agi malosi (strong blow of winds) 
• Matagi malolosi (strong winds) 
• Timu mamafa (heavy rain) 
• Timu māmā (light rain) 
• Mauluulu (drizzle)  
• Lagi lelei (nice skies/clear) 
• Lagi manino (clear skies) 
• Vevela (heat) 

Comparative vocabulary 

• e sili atu 
• e tutusa 
• e ese 

Linguistic knowledge 

• In Gagana Sāmoa, days and months are proper nouns that can act as subjects, objects, or modifiers. 
• Time phrases like le aso lenei (today) and taeao (tomorrow) show how time is expressed and how these words function in sentences. 
• Months of the year in Gagana Sāmoa are loanwords from English, adopted to Sāmoan phonology. 

• Gagana Sāmoa includes specific words (e.g. matagi) and phrases (e.g. ua timu le aso) that are used to describe weather conditions in everyday conversation.  
• In Gagana Sāmoa, tutusa and sili atu are used to show similarities and differences in weather. 
• The Sāmoan language is ever evolving, with more speakers, especially younger generations, using urban slang (e.g. e ova, instead of traditional expressions like e sili atu). While this reflects natural language change, it is important to remember that traditional expressions are still the correct and culturally appropriate way to communicate. 

Linguistic knowledge 

• There are different words that can express similar meanings when talking about time (e.g. taimi, tā, fia, te‘a, kuata, ‘afa, itālā, minute, sekone). 

• Communicating about time 

Different versions of telling time 

• Ua tāa se fia?  
• Ua tā le tasi.  
• Ua afa le tasi.  
• Ua te‘a le tasi. Ua kuata i le tasi. 

Time vocabulary 

• ananei 
• analeilā 
• anapō 
• ananafi (upu fa‘asino taimi)  

Linguistic knowledge 

• Communicating about the things they like and dislike helps learners express personal preferences, build relationships, and participate in meaningful conversations. 
• Appropriate vocabulary and sentence structures are key to sharing opinions clearly in both informal and formal contexts. 

• Communicating about the things they like and dislike  
• Justifying likes and dislikes where appropriate 

Conversation  

• O le ā le mataupu e te fiafia iai (subject)? 
• Ou te fiafia ou te ti‘eti‘e ta‘avale. 
• O le ā le … e te fiafia i ai? 
• O le ā le … e te lē fiafia i ai? 

Cultural and sociolinguistic knowledge 

• There are ways to show respect to others using body language and positioning (e.g. lowering their body slightly or bowing their head when passing elders) and using a gentle tone of voice when speaking. 

• Understanding and using a range of basic classroom instructional language 

Classroom greetings 

• Tālofa vasega. 
• Tālofa faiā‘oga Mr Ioane.  

Classroom phrases and commands 

• Va‘ai mai fa‘amolemole.  
• Aua le pisa.  
• Si‘i lima ‘i luga.  
• E mafai ‘ona ‘ou alu ‘i le fale‘ese, faamolemole?  
• E iai sau peni? 
• Tuu i luga lou nofoa / toso i totonu lou nofoa. 

School and classroom vocabulary 

• kesi, laulau, nofoa, laupapa, tusi faitau, ‘api, pepa, peni, vase, titina, vali, sioka, penisina 

Roles in school  

• Pule Ā‘oga  
• Sui-Pule  
• Pulelua  
• Pule Lagolago  
• Ulu Matā‘upu  
• Aiga Faiā‘oga  
• Faiā‘oga  
• Tama ā‘oga  
• Teine ā‘oga  
• Tamaiti ā‘oga  
• Potu ā‘oga  
• Ā‘oga — Laumua 

• Understanding and using of a range of polite classroom language and conventions 

Classroom greetings 

• Tālofa vasega. 
• Tālofa lau susuga le faiā‘oga Mr Ioane.  

Classroom phrases and commands 

• Va‘ai mai fa‘amolemole.  
• Aua le pisa fa‘amolemole. 
• Si‘i lou lima i luga fa‘amolemole. 
• E mafai ona ou alu i le fale ese, fa‘amolemole?  
• E iai sau peni fa‘amolemole? 

Politeness language 

• Body language — students knowing to stand when being addressed or raising hand when wanting to ask a question  
• Saying tulou after burping or when wanting to be excused 

Linguistic knowledge 

• Learning simple classroom language helps students to understand, clearly pronounce, and use Gagana Sāmoa in everyday routines, building confidence and familiarity through regular use. 
• Classroom language includes commands and polite expressions like fa‘amolemole and fa‘afetai. 
• There are different vocabulary to identify roles within a school setting, such as Pule Ā‘oga (principal), Faiā‘oga (teacher), and Tamaiti ā‘oga (students), to support learners to understand school structures and communicate appropriately in educational contexts. 

• Repetition is a key strategy for language learning. 
• Respectful language is often used in classroom instruction or when communicating with others.