Ta'iala mo le Gagana Sāmoa - Pasifika Education Community

• following a recipe, or any set of instructions, to make a particular item;• updating portfolios of their written work and identifying where specific personalimprovement is needed.Gagana va‘aia: Maimoaina ma le fa‘atinogaVisual language: Viewing and presenting or performingStudents could be learning through:• viewing and comparing live cultural performances and/or events in Sāmoa and New Zealand;• viewing a recording of their participation in a group cultural performance and receiving andoffering critical feedback;• viewing carvings from Sāmoa, or made by Samoan artists in New Zealand, and discussing thematerials and designs used;• role-playing the use of polite forms for everyday terms on formal occasions;• viewing, comparing, and contrasting (video) recordings of cultural festival performances inSāmoa and New Zealand;• researching a topic within aganu‘u fa‘asāmoa and presenting the information in visual texts.For 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.92All 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).