Ta'iala mo le Gagana SÄmoa - Pasifika Education Community

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Ālāfua, Sini, ma Fuafa‘atatauStrands, Goals, and Learning OutcomesThe strands are:Ola LauleleiWell-being• The health and well-being of the child are protected and nurtured.Fa‘asinomagaBelonging• Children and their families feel a sense of belonging.Ola TautuaContribution• Opportunities for learning are equitable, and each child’s contribution is valued.Feso‘ota‘igaCommunication• The languages and symbols of their own and other cultures are promoted and protected.Ola Su‘esu‘eExploration26• The child learns through active exploration of the environment.Each strand has several goals. In Te Whāriki, learning outcomes have been developed for each goalin each of the strands so that the whāriki (fala) becomes an integrated foundation for every child.The outcomes are indicative only; they are not absolute. Teachers are expected to develop their ownmore specific outcomes in response to children’s learning and development. In Te Whāriki, outcomesare described as knowledge, skills, and attitudes that combine to become working theories and learningdispositions across a range of areas.Ta‘iala mo le Gagana Sāmoa: The Gagana Sāmoa Guidelines selects particular goals within each strandand gives examples of related learning outcomes that are significant to the development of the learner’sunderstanding and use of gagana Sāmoa. It offers examples of learning experiences through which thislearning may occur. Teachers are expected to develop their own gagana Sāmoa outcomes for all thegoals within each strand in response to a child’s individual learning and developmental needs.Ta‘iala mo le Gagana Sāmoa: The Gagana Sāmoa Guidelines includes examples of the kinds of languagethat teachers would expect to hear children using in early childhood settings. These examples includesingle-word responses, incomplete sentences, and sentences that are not well structured grammatically.The teacher's role is to help the child learn. Where a child might say, “Fufulu lima la‘a ‘ai ” (Wash handsto eat), the teacher could respond by modelling the correct sentence pattern, saying: “Fufulu lima ‘ole‘ātatou ‘a‘ai.” (Wash your hands; we're going to eat.)Teachers who wish to incorporate the teaching and learning of gagana Sāmoa into early childhoodprogrammes are recommended to use Te Whāriki (as the foundation curriculum), together with Kei Tua ote Pae/Assessment for Learning: Early Childhood Exemplars and the sections on early childhood settings(pages 24–41), and Samoan values (pages 17–18) in this book, Ta‘iala mo le Gagana Sāmoa: The Gagana
Sāmoa Guidelines. These will help teachers to plan a strong foundation for a holistic and integratedapproach to children’s learning and growth that includes developing their knowledge and use of gaganama le aganu‘u fa‘asāmoa.The fala below (which is adapted from the whāriki on page 13 of Te Whāriki) is woven from thefour principles, the Samoan cultural values, and the five strands or essential areas of learning anddevelopment. (Ola Tautua represents both the Contribution strand and the cultural value of tautua.)Together, the principles and the strands form the framework of the early childhood curriculum.Family and Community ‘Āiga ma Papaega o TagataRelationshipsEmpowermentHolistic DevelopmentAlofaOla LauleleiFa‘asinomagaOla TautuaFeso‘ota‘igaOla Su‘esu‘eFa‘aaloalo27Love, caring, commitmentWell-beingBelongingContributionCommunicationExplorationReciprocal respect‘Āto‘atoaga o le Atina‘eina o le Fānau LāitiFa‘amanainaVā Fealoa‘i
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 18 and 19: The core values are integral to aga
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 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 74 and 75: Feso‘ota‘igaCommunication5.4 Co
Page 76 and 77:
Atamai i le Aganu‘uCultural Knowl
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:
Atamai i le Aganu‘uCultural Knowl
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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