Ta'iala mo le Gagana Sāmoa - Pasifika Education Community

Vāega 5: ‘O ni fa‘ata‘ita‘iga i le aganu‘u fa‘asāmoaLevel 5: Suggested aspects of fa‘asāmoaAt this level, students further develop their knowledge of aganu‘u fa‘asāmoa, and their personal waysof responding to it, as they use the language appropriately in a variety of communicative contexts.They can also compare differences between their own experiences and those found in texts written ingagana Sāmoa. Students can continue to develop their knowledge of aganu‘u fa‘asāmoa and the waysin which language, society, and culture are interrelated.The table below suggests possible aspects of aganu‘u fa‘asāmoa for the Cultural Knowledge strandat level 5.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 that allowthem to:• describe the kinship relations in atypical āiga;• display some knowledge of thestructure of Samoan society;• describe, explain, and illustratefeatures of different types of songs orchants;• use words that explain kinship relationships, for example,‘O lo‘u tamā/tinā (or tua‘ā, uso, tuafafine, tuagane, tausoga,mātua o lo‘u tamā/tinā, tuagane ma uso o lo‘u tinā, tuafafinema uso o lo‘u tamā, tama‘ita‘i, taulele‘a, matai, tulāfale,ali‘i, sa‘o);• talk about ‘āiga;• present a poster that identifies particular features of a typical‘āiga, using concepts such as:‘Āiga la‘itiiti, tagata mātou te nonofo fa‘atasi, tamā, tinā,fānau, uso, tuafafine, tuagane‘Āiga potopoto/lautele, tagata matou te ‘āiga, tua‘ā, mātuao le tamā/tinā, ‘āiga o le tamā/tinā;• analyse songs, for example, by describing the words and soundsof “Minoi, Minoi”;• identify rhymes, for example, minoi/loi, ‘upu fai fa‘alua/fa‘atolu, pea lava pea;• identify repetition, for example, Minoi, minoi, minoi;• talk about rhythm – pā‘ō o le pese (the beat of the song);• analyse chants, for example, by considering the effects ofrepeating the words two or three times in Le Manu Sāmoa ē,‘ua mālō fai o le faiva;• identify fa‘aaogāina o le taimi (use of the present tense),for example, ‘ua ‘ou sau nei;75