Ta'iala mo le Gagana SÄmoa - Pasifika Education Community

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Fa‘aauauina o A‘oa‘ogaTransitionsProviding learners with a continuum of learning is an important goal of the education system.The learners are at the centre of teaching and learning. They need to experience a curriculum thatengages and challenges them, is forward-looking and inclusive, affirms New Zealand’s unique identity,and provides a coherent and consistent education from early childhood to secondary school.They need to continue to make progress along a continuum of learning.As learners progress through the education system, they change location many times: from earlychildhood centres to primary schools and through to secondary educational settings. In addition,families move and learners enrol in another school or early childhood service in a different part ofthe country. Learners also come from many other countries and may be new to the New Zealandeducation system. These learners may or may not be familiar with the English language. All learnersare entitled to experience coherent transitions in ways that allow them to make steady progress, thatopen up pathways to further learning, and that provide the best opportunities for their future careers.42Transitions are effective when:• the curriculum supports and empowers all learners to learn and to achieve personal excellence;• learners experience a curriculum that has meaning for them and connects with their wider lives;• learners are well informed about their own progress and have the support of their family, whānau,and communities;• learners’ identities, languages, abilities, and talents are recognised and affirmed;• learners’ individual learning needs are identified and addressed;• learners reflect on their own learning processes as they increasingly take responsibility for theirown learning;• the curriculum provides for incremental learning progression and opens up pathways forfuture learning.For further information on principled curriculum decision-making, refer to Te Whāriki and The NewZealand Curriculum.
Ta‘iala mo le GaganaSāmoa i Ā‘oga: Vāega 1 i le 8The Gagana Sāmoa Guidelinesfor Schools: Levels 1 to 8This section provides the framework for teaching and learning gagana Sāmoa in schools. It isconsistent with the overarching aims of the Learning Languages learning area in The New ZealandCurriculum. The framework proposes a teaching and learning progression for gagana ma le aganu‘ufa‘asāmoa, identifying specific communication objectives at eight levels of achievement. It alsoidentifies the kinds of knowledge, skills, and activities that have the potential to assist that learning.An overview of the framework is set out on page 44.43
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 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 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 74 and 75: Feso‘ota‘igaCommunication5.4 Co
Page 78 and 79: Gagana va‘aia: Maimoaina ma le fa
Page 88 and 89: Feso‘ota‘igaCommunication7.5 Ex
Page 92 and 93:
• following a recipe, or any set
Page 94 and 95:
Vāega 8: ‘O ni fa‘ata‘ita‘
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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