Ta'iala mo le Gagana Sāmoa - Pasifika Education Community

• identifying a problem at school, such as the quality of the food in the school canteen, and listingsome possible solutions;• reading a text about a disastrous event, such as a volcanic eruption or tsunami, and writing atext that advises readers about possible precautions;• matching captions describing what people are about to do with appropriate pictures, such as aperson carrying a skateboard or an empty shopping bag;• analysing information on an issue and presenting a convincing argument either for or againsta particular course of action;• producing first drafts, showing evidence of pre-writing processes such as analysing taskrequirements, generating ideas, and gathering information;• reading one another’s written texts and reviewing them against specified criteria.Gagana va‘aia: Maimoaina ma le fa‘atinogaVisual language: Viewing and presenting or performingStudents could be learning through:• explaining aspects of a cultural event that uses different media;• researching and presenting findings on a significant art form;• preparing brochures, posters, and photos to promote a particular event, for example, a schoolfestival, White Sunday, or Sāmoa’s Independence Day;• using traditional materials and patterns to convey meaningful representations of items oroccasions that have cultural significance;• using diagrams, charts, and other visual tools to support a presentation on an aspect ofaganu‘u fa‘asāmoa;• interviewing expert informants and recording, editing, and critiquing their own interviews;• comparing aspects of different cultures for example, weddings or funerals, and analysing theirvisual and verbal features;• preparing and giving a talk to younger children, using appropriate protocols, and then seekingfeedback from the audience about their effectiveness as a speaker;• role-playing the use of polite language in a specified situation;• comparing the use of visuals in various presentations – live, video, or static.85For classroom language learning activities to be effective in promoting learning, teachers needto consistently monitor their students’ progress, provide quality feedback, and offer guidance asstudents make progress in achieving the objectives. Effective teachers encourage their studentsto monitor their own progress and to develop effective learning 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 level.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).