Ta'iala mo le Gagana SÄmoa - Pasifika Education Community

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The core values are integral to aganu‘u fa‘asāmoa, as expressed in (and in relation to):• ‘āiga (the immediate and extended family);• fanua (the land that links Samoan people to their heritage);• nu‘u (the village or community to which an individual belongs);• lotu (the Christian values and principles that are embodied in the churchcommunity and the Samoan way of life);• fa‘amatai (the matai title system);• fa‘asinomaga (identity and heritage);• talatu‘u gutu (oral tradition).18
Tōfā LiuliuEffective PedagogyTe Whāriki and The New Zealand Curriculum contain information that is relevant for teachers as theyplan effective teaching and learning programmes. This information is based on a significant amountof research that explores the types of pedagogy shown to be most productive in enabling learners toachieve their intended outcomes.Ā‘oga ‘ĀmataEarly Childhood SettingsTe Whāriki, the early childhood curriculum policy statement, sets out the framework for providingfor children’s early learning and development within a sociocultural context. It emphasises thelearning partnership between teachers, parents, and families. Teachers weave a holistic curriculumbased on their knowledge of the children’s learning and development in the early childhood settingand the wider context of the child's world. The video materials Te Whāriki: Policy to Practice:Early Childhood Curriculum Materials for Aotearoa New Zealand enable teachers and educators tofurther their understanding of how to use Te Whāriki in early childhood settings.Where teaching and learning programmes are offered in gagana Sāmoa, it is vital to incorporateSamoan cultural values (see pages 17–18) in order to provide authentic contexts for learning.19Ā‘ogaSchoolsThe New Zealand Curriculum is the curriculum policy statement for schools. It provides a frameworkthat guides school-based curriculum decision-making to meet the particular needs, interests, andcircumstances of the school’s students and community. Teachers design and use a flexible curriculum,which has been developed in response to their students’ identified learning needs and is inclusiveof the wider sociocultural context of the particular school community.While there is no formula that can guarantee learning for every student in every context, there isextensive, well-documented evidence about the kinds of teaching approaches that consistently havea positive impact on student learning. This evidence tells us that students learn best when teachers:• create a supportive learning environment;• encourage reflective thought and action;• emphasise the relevance of new learning;• facilitate shared learning;• make connections to prior learning and experience;• provide sufficient opportunities to learn;• inquire into the teaching–learning relationship.Teacher actions that promote student learning are described further in The New Zealand Curriculum,on pages 34–35.
Page 1: Ta iala mo leGagana SāmoaThe Gagan
Page 4 and 5: 42 Fa‘aauauina o A‘oa‘ogaTran
Page 6 and 7: Fa‘atomuagaIntroductionE fafaga t
Page 8 and 9: ‘Aiseā e A‘oa‘o ai leGagana
Page 10 and 11: ‘O ai e A‘oina le GaganaSāmoa?
Page 12 and 13: ‘O Leo (Fa‘aleoga) ma Faigafa
Page 14 and 15: Leo “t” ma le Leo “k”The
Page 16 and 17: Poto i le GaganaLanguage KnowledgeV
Page 20 and 21: Ā‘oa‘oga o Feso‘ota‘iga Fa
Page 22 and 23: Iloiloga FitoitonuPurposeful Assess
Page 24 and 25: Ta‘iala mo le Fa‘aaogāinao le
Page 26 and 27: Ālāfua, Sini, ma Fuafa‘atatauSt
Page 28 and 29: Ālāfua 1 - Ola LauleleiStrand 1 -
Page 30 and 31: SiniGoalsFa‘ata‘ita‘iga o tom
Page 32 and 33: Ālāfua 4 - Feso‘ota‘igaStrand
Page 34 and 35: Ālāfua 5 - Ola Su‘esu‘eStrand
Page 36 and 37: Fautuaga o le Utuvāgana, Fa‘aaog
Page 38 and 39: Fa‘aaogāina o ‘upuStructuresYo
Page 40 and 41: ‘O le fuafuaina o se polokalame m
Page 42 and 43: Fa‘aauauina o A‘oa‘ogaTransit
Page 44 and 45: ĀlāfuaStrandsPoto i le GaganaLang
Page 46 and 47: ‘O le ālāfua o le Feso‘ota‘
Page 48 and 49: ‘O ‘Autū o le Utaga Loloto ma
Page 50 and 51: Vāega 1Level 1Ālāfua ma Fuafa‘
Page 52 and 53: Vāega 1: ‘O ni fa‘ata‘ita‘
Page 54 and 55: • writing short texts, such as em
Page 58 and 59: Atamai i le Aganu‘uCultural Knowl
Page 62 and 63: Feso‘ota‘igaCommunication‘O n
Page 68 and 69:
Feso‘ota‘igaCommunication4.6 Re
Page 70 and 71:
Atamai i le Aganu‘uCultural Knowl
Page 72 and 73:
Vāega 5Level 5Ālāfua ma Fuafa‘
Page 74 and 75:
Feso‘ota‘igaCommunication5.4 Co
Page 76 and 77:
Page 78 and 79:
Gagana va‘aia: Maimoaina ma le fa
Page 80 and 81:
Vāega 6: ‘O ni fa‘ata‘ita‘
Page 82 and 83:
Page 84 and 85:
Page 86 and 87:
Vāega 7Level 7Ālāfua ma Fuafa‘
Page 88 and 89:
Feso‘ota‘igaCommunication7.5 Ex
Page 90 and 91:
Page 92 and 93:
• following a recipe, or any set
Page 94 and 95:
Page 96 and 97:
Feso‘ota‘igaCommunication8.6 Un
Page 98 and 99:
98Atamai i le Aganu‘uCultural Kno
Page 100 and 101:
• discussing the food in the scho
Page 102 and 103:
‘O se ‘Auala i Fuafuaga i Ā‘
Page 104:
Mau Fa‘amatalaReferencesEllis, R.
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