Ta'iala mo le Gagana Sāmoa - Pasifika Education Community

Atamai i le Aganu‘uCultural KnowledgeStudents will:‘O ni fa‘ata‘ita‘iga i le aganu‘u fa‘asāmoaSuggested aspects of fa‘asāmoaStudents could be learning through experiences thatallow them to:• experience and respond to gagana Sāmoa texts; • engage with texts that include poems (solo,tauloto, song lyrics), myths and legends (forexample, ‘Apa‘ula and Vaea or Alo ma le Tanifa),songs (for example, “Le Lavalava”), and storiessuch as those in the Tupu series;• make connections with known culture(s). • compare everyday cultural practices, for example,ways of showing respect in Tongan, Māori, andother languages;• compare food practices, such as making an umu orhāngi, serving food, and seating people for a meal.Vāega 2: ‘O ni fa‘ata‘ita‘iga i le fa‘atinoga o a‘oa‘oga ma iloilogaLevel 2: Suggested learning and assessment activities58Not all of the following activities are suitable for every age group. Teachers will select those that areappropriate, adjust a particular activity to suit the needs of their students, or make up their ownactivity appropriate to the objectives to be met. Some activities specific to cultural learning are listedabove under the heading Suggested aspects of fa‘asāmoa. It is also important to acknowledge thecultural context present in all genuinely communicative activities, so that students are supported asthey acquire the linguistic and the cultural knowledge and skills they need to communicate confidentlyand effectively with other speakers of gagana Sāmoa.Gagana fa‘alogo ma le tautalaOral language: Listening and speakingStudents could be learning through:• talking to each other about their family relationships;• drawing weather symbols on a map to match the weather conditions described in a weather report;• using reinforcement strategies, for example, standing in a circle holding pictures of clock faces thateach show a different time – the first student asks a second “Ua tā se fia?” and the second studentresponds, giving the time shown on their clock, the second student then asks the third student thesame question, and so on round the circle;• role-playing an interview in which a prominent community member or celebrity talks aboutthemselves;• creating pictures on the basis of descriptions;• listening to a conversation about people and families and answering questions to demonstratetheir level of understanding;• placing items in the correct sequence according to spoken instructions;• drawing the hands on clock faces according to a time the teacher gives, or stating the timesshown on completed clock faces;