• writing short texts, such as email messages and lists;• reading and writing short descriptions of familiar peop<strong>le</strong> and objects;• carrying out a survey, for examp<strong>le</strong>, finding out peop<strong>le</strong>’s ages, likes and dislikes, and wherethey live, and then plotting this information on a chart;• preparing interview questions on a particular theme, for examp<strong>le</strong>, family;• filling in a form with personal information, then swapping forms with a classmate andsummarising each other’s information;• reassembling the text of a song or story as they listen to it being sung or retold;• constructing a simp<strong>le</strong> timetab<strong>le</strong> or itinerary, then having a classmate ask questions in orderto enter the information on a blank form;• writing simp<strong>le</strong> sentences that describe someone performing actions (after viewing the performance);• labelling pictures in order to explain relationships, for examp<strong>le</strong>, between the speaker andtheir father, <strong>mo</strong>ther, sister, and pet.<strong>Gagana</strong> va‘aia: Mai<strong>mo</strong>aina ma <strong>le</strong> fa‘atinogaVisual language: Viewing and presenting or performingStudents could be <strong>le</strong>arning through:54• observing greetings, introductions, and <strong>le</strong>ave-taking in different contexts (for examp<strong>le</strong>, on digitalmedia) and taking turns to ro<strong>le</strong>-play;• creating an appropriate greetings card or item for a birthday or festival;• viewing aspects of aganu‘u fa‘asā<strong>mo</strong>a and discussing what they see in relation to theirown culture(s);• performing a cultural item, for examp<strong>le</strong>, pese, sāsā, or fa‘ataupati;• matching pictures, <strong>mo</strong>vie scenes, or dance <strong>mo</strong>vements with words or short descriptions;• producing their own version of a song, dance, or poem using another medium;• ro<strong>le</strong>-playing a situation that they have observed (on digital media or at a cultural event)and then discussing aspects of the performance;• identifying patterns of behaviour in what they observe and de<strong>mo</strong>nstrating that they understandthe significance of those patterns of behaviour in particular contexts, for examp<strong>le</strong>, understandingthat in formal Sa<strong>mo</strong>an contexts there will be a formal b<strong>le</strong>ssing of the food before eating.For classroom language <strong>le</strong>arning activities to be effective in pro<strong>mo</strong>ting <strong>le</strong>arning, teachers needto consistently <strong>mo</strong>nitor their students’ progress, provide quality feedback, and offer guidance asstudents make progress in achieving the objectives. Effective teachers encourage their students to<strong>mo</strong>nitor their own progress and to develop effective <strong>le</strong>arning 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 <strong>le</strong>vel.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).
Vāega 2Level 2Ālāfua ma Fuafa‘atatauStrands and Achievement ObjectivesĀlāfua: Poto i <strong>le</strong> <strong>Gagana</strong>Strand: Language Know<strong>le</strong>dgeStudents will:• interpret short texts, identifying key details;• interact in short conversations;• understand and express meaning in a range of oral, written, and visual texts;• interpret and create simp<strong>le</strong> texts, using oral, written, and visual conventions;• make connections with their own language(s).Ālāfua: Feso‘ota‘igaStrand: CommunicationIn se<strong>le</strong>cted linguistic and sociocultural contexts, students will:2.1 communicate interest, need, enjoyment, and opinion;2.2 communicate about peop<strong>le</strong>, places, and things;2.3 use concepts of a<strong>mo</strong>unt, quality, and state;2.4 offer, accept, refuse, and deny things;2.5 recognise and express ownership and relationship;2.6 understand and use expressions of time and condition;2.7 make requests, give instructions, and respond to requests and instructions.55Ālāfua: Atamai i <strong>le</strong> Aganu‘uStrand: Cultural Know<strong>le</strong>dgeStudents will:• differentiate and express social ro<strong>le</strong>s and relationships;• use appropriate forms of language for themselves and others in specified situations and contexts;• recognise and express fa‘aaloalo in a variety of contexts;• experience and respond to gagana Sā<strong>mo</strong>a texts;• make connections with known culture(s).The tab<strong>le</strong> below suggests possib<strong>le</strong> aspects of gagana Sā<strong>mo</strong>a for the Communication strandat <strong>le</strong>vel 2.