Ta'iala mo le Gagana Sāmoa - Pasifika Education Community

Fuafuaina o Polokalame i Ā‘ogaPlanning Programmes in SchoolsThe guidance offered for schools in Ta‘iala mo le Gagana Sāmoa: The Gagana Sāmoa Guidelines issummarised in this section as a logical series of steps for teachers to take in order to create effectiveprogrammes for teaching and learning gagana Sāmoa and aganu'u fa'asāmoa.It is suggested that teachers:• incorporate into their planning frameworks the philosophy, aims, key competencies, and values ofThe New Zealand Curriculum, including the directions set by the Learning Languages learning areastatement and the table of achievement objectives;• find ways to integrate the philosophy, aims, and values of Ta‘iala mo le Gagana Sāmoa: The GaganaSāmoa Guidelines into their programme development;• identify the needs, interests, and prior language experiences of their students and any specialrequirements or school policies that relate to language learning;• consider the school-wide language policy (for example, the sequencing of levels, the timetablingoptions, or possible national awards) and how this policy relates to their short-term planning (forexample, the term and the weekly plan);• look for opportunities to make links with programmes in other learning areas (for example, art, music,and food technology) and other institutions and events (for example, community programmes andcultural festivals);• identify the target achievement objectives from the relevant level or levels and clarify the intendedlearning outcomes and possible dates for their achievement;• decide on suitable themes that would be relevant and interesting, selecting appropriate topicswithin the themes to provide a balanced and well-sequenced learning programme and to enablethe intended outcomes to be achieved;• consider the pedagogy that is most effective for introducing, reinforcing, consolidating, andextending the students’ communication skills within and beyond the classroom (for example,homework planning, vocabulary notebooks, and ways to be involved in the community);• select (or develop) suitable resources and learning activities that will enable the students to acquirespecific content (such as language structures, vocabulary, and cultural knowledge) and to combineand apply their knowledge in meaningful communication to achieve the intended outcomes;• plan to collect and analyse data on student achievement in order to provide students with usefulfeedback on their progress and learning needs and to gain evidence to use in ongoing adjustmentto their programmes to ensure they continue to meet their students’ needs;• prepare summative assessments that are well aligned to the outcomes to be achieved and that canalso help students to continue to progress;• develop ways to evaluate their teaching and learning programmes against their objectives.101