Ta'iala mo le Gagana SÄmoa - Pasifika Education Community

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98Atamai i le Aganu‘uCultural KnowledgeStudents will:• research and interpret social,environmental, and economic issues in thecontexts of New Zealand and Sāmoa;• analyse how the language expressescultural meanings and make comparisonswith other languages.‘O ni fa‘ata‘ita‘iga i le aganu‘u fa‘asāmoaSuggested aspects of fa‘asāmoaStudents could be learning through experiences that allowthem to:• research and interpret youth issues in New Zealand, forexample:‘O se a‘afiaga olo‘o a‘afia ai tupulaga i Niu Sila (‘o se‘auala e fō‘ia ai le fa‘afītāuli …);• research and interpret relationships between brother andsister, for example:‘O le uiga o le “feagaiga” (‘o le tama‘ita‘i ‘o le feagaiga alona tuagane);• research and interpret the importance of church to thepeople of Sāmoa, for example:‘O le tāua o le lotu i le ōlaga fa‘asāmoa (‘ua suluiaSāmoa i ‘ave o le tala lelei);• research and interpret the roles of matai, for example:‘O tiute o le Matai Sāmoa. ‘O le Matai ‘o lē e mata ‘i aimeasina a le ‘āiga;• research and interpret the importance of the church forSamoan people in New Zealand, for example:‘O le tāua o ‘ekālēsia Sāmoa i Niu Sila (‘o ‘ekālēsia ‘ua faima nu‘u o tagata Sāmoa i Niu Sila);• analyse the language of titles, for example, mataititles – ‘o le tele o suafa matai e iai o lātou maota, sa‘otamaita‘i, igoāipu, tulāfale fai ‘upu, fa‘alagiga/fa‘alupega(status titles);• discover how matai titles convey links to the land, topeople, and to other titles and compare these with similarlinks in the languages of other cultures, for example,Tongan, Japanese, or Māori.
Vāega 8: ‘O ni fa‘ata‘ita‘iga i le fa‘atinoga o a‘oa‘oga ma iloilogaLevel 8: Suggested learning and assessment activitiesNot all of the following activities are suitable for every age group. Teachers will select those thatare appropriate, adjust a particular activity to suit the needs of their students, or make up theirown activity appropriate to the objectives to be met. Some activities specific to cultural learningare listed above under the heading Suggested aspects of fa‘asāmoa. It is also important to acknowledgethe cultural context present in all genuinely communicative activities so that students are supportedas they acquire the linguistic and the cultural knowledge and skills they need to communicateconfidently and effectively with other speakers of gagana Sāmoa.Gagana fa‘alogo ma le tautalaOral language: Listening and speakingStudents could be learning through:• using a picture of people as the basis for creating a dialogue between them, and then actingout the dialogue;• using a picture as a starting point for a description or narrative to entertain others;• preparing and acting out a drama script based on a photograph, painting, or event;• listening to a short narrative, which is then divided into sections for pairs or groups to dramatise;• reviewing a book they have read, or a movie they have seen, in order to persuade others to reador see it;• emailing a person from Sāmoa who is planning to visit New Zealand for the first time, suggestingactivities, places to visit, and so on;• preparing a radio broadcast about the celebration of a particular event and discussing (in thebroadcast) the significance of the event to those who participated;• role-playing interviews in which the interviewees express their feelings and hopes for the peoplein Sāmoa after there has been a disaster such as a cyclone or earthquake;• putting forward a proposition (for example, that it is healthier to eat fresh produce than takeaways)and providing supporting details;• reading a newspaper account of a recent social, economic, or environmental event relating to theSamoan community and giving a talk about the central issues;• interviewing classmates about what they would do to improve society if they were in positions ofpower and why they would choose these actions rather than others;• watching a recording of speakers of gagana Sāmoa talking to each other, and working out therelationships between the participants, based on how they address each other.99Gagana faitau ma le tusitusiWritten language: Reading and writingStudents could be learning through:• writing to a local business to apply for a weekend job, explaining why they are suitable candidatesand including promises, for example, of punctuality;• researching and writing a profile of a prominent community member for publication ina local newspaper;• rewriting the story from a traditional poem, song, chant, or legend in the idiom of today andpresenting it as if it had been written for a different context, for example, as a newspaper reportor a story in a magazine for young teenagers;
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Ta iala mo leGagana SāmoaThe Gagan
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42 Fa‘aauauina o A‘oa‘ogaTran
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Fa‘atomuagaIntroductionE fafaga t
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‘Aiseā e A‘oa‘o ai leGagana
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‘O ai e A‘oina le GaganaSāmoa?
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‘O Leo (Fa‘aleoga) ma Faigafa
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Leo “t” ma le Leo “k”The
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Poto i le GaganaLanguage KnowledgeV
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The core values are integral to aga
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Ā‘oa‘oga o Feso‘ota‘iga Fa
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Iloiloga FitoitonuPurposeful Assess
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Ta‘iala mo le Fa‘aaogāinao le
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Ālāfua, Sini, ma Fuafa‘atatauSt
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Ālāfua 1 - Ola LauleleiStrand 1 -
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SiniGoalsFa‘ata‘ita‘iga o tom
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Ālāfua 4 - Feso‘ota‘igaStrand
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Ālāfua 5 - Ola Su‘esu‘eStrand
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Fautuaga o le Utuvāgana, Fa‘aaog
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Fa‘aaogāina o ‘upuStructuresYo
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‘O le fuafuaina o se polokalame m
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Fa‘aauauina o A‘oa‘ogaTransit
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ĀlāfuaStrandsPoto i le GaganaLang
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‘O le ālāfua o le Feso‘ota‘
Page 48 and 49: ‘O ‘Autū o le Utaga Loloto ma
Page 50 and 51: Vāega 1Level 1Ālāfua ma Fuafa‘
Page 52 and 53: Vāega 1: ‘O ni fa‘ata‘ita‘
Page 54 and 55: • writing short texts, such as em
Page 58 and 59: Atamai i le Aganu‘uCultural Knowl
Page 62 and 63: Feso‘ota‘igaCommunication‘O n
Page 68 and 69: Feso‘ota‘igaCommunication4.6 Re
Page 74 and 75: Feso‘ota‘igaCommunication5.4 Co
Page 78 and 79: Gagana va‘aia: Maimoaina ma le fa
Page 88 and 89: Feso‘ota‘igaCommunication7.5 Ex
Page 92 and 93: • following a recipe, or any set
Page 96 and 97: Feso‘ota‘igaCommunication8.6 Un
Page 100 and 101: • discussing the food in the scho
Page 102 and 103: ‘O se ‘Auala i Fuafuaga i Ā‘
Page 104: Mau Fa‘amatalaReferencesEllis, R.
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