Ta'iala mo le Gagana Sāmoa - Pasifika Education Community

• discussing the food in the school canteen with classmates and writing a letter of complaintor praise to health authorities, summarising the views presented in the discussion;• reassembling a narrative that has been cut into sections, then writing a summary of the keyevents in the story;• writing a newspaper editorial about a social or environmental issue, in which they present aparticular point of view;• researching an important social topic such as global warming, identifying the central issue,and listing the arguments on either side;• taking notes and writing a report of a class meeting.Gagana va‘aia: Maimoaina ma le fa‘atinogaVisual language: Viewing and presenting or performingStudents could be learning through:100• reviewing recordings of their own performance or presentation, receiving feedback from theaudience, then checking that they are using the feedback provided to improve specific aspectsof their knowledge, skills, and performance;• viewing a speech and then discussing the significance and effectiveness of the non-verbal culturalelements used;• contributing to a cultural event and discussing how they felt about their involvement;• preparing and delivering a speech, using language, gesture, movement, and aids (as required)effectively to communicate the intended message(s);• comparing aspects of fa‘asāmoa with those of another Pasifika culture and discussing somefeature that is common to both cultures;• extending hospitality to visitors to their school (or classroom) in culturally appropriate ways;• demonstrating understanding of fa‘asāmoa values through specific behaviour in particular situations.For classroom language learning activities to be effective in promoting learning, teachers needto consistently monitor their students’ progress, provide quality feedback, and offer guidance asstudents make progress in achieving the objectives. Effective teachers encourage their studentsto monitor their own progress and to develop effective learning strategies.All activities need to be designed with the goal of communication in mind, because theCommunication strand specifies the objectives that students are to achieve at each level.See earlier sections (pages 19–22) and refer also to The New Zealand Curriculum for furtherinformation on Effective Pedagogy (pages 34–36) and Assessment (pages 39–41).