Faleicolo Functions

Lesson Overview

Unit: Exploring Samoan Heritage Lesson: 7 of 21 Year Level: 12 Duration: 60 minutes Class Size: 20 students Subject: Languages Lesson Title: The Role of the Faleicolo WALT (We Are Learning To): Explore the functions of the Faleicolo in Samoan governance, research its responsibilities, and present findings clearly.

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Curriculum Alignment

Learning Area

Learning Languages – students learn to communicate in an additional language and explore different world views in relation to their own. This lesson specifically builds understanding of Samoan language and culture, fostering intercultural competence.

New Zealand Curriculum Refresh References

• Key Competencies:
• Managing Self: Students plan, set goals, and evaluate progress while researching.
• Relating to Others: Collaborate and share ideas during group discussion and presentations.
• Thinking: Analyse the role of the Faleicolo critically.
• Using Language, Symbols and Texts: Interpret and create oral and written texts in English and Samoan contexts.
• Values:
• Respect for cultural heritage
• Diversity and Integrity through understanding Samoan governance systems.
• Learning Objectives (Level 6 Language Learning progression):
• Understand cultural protocols and governance.
• Use researched vocabulary and organizational language to explain social roles.
• Present information clearly for different audiences.

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Success Criteria

Students will be able to:

• Identify and explain at least three key functions of the Faleicolo in Samoan governance using appropriate vocabulary.
• Collaborate effectively to research and gather relevant information.
• Present their findings clearly using oral language supported by visual aids or notes.

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Equipment and Resources

• Internet-enabled devices or printed resources about Samoan governance and the Faleicolo.
• Presentation tools: poster paper, markers, or digital presentation platform.
• Whiteboard or smartboard for group discussion and note-taking.

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Lesson Structure and Timing

1. Introduction and Settle In (10 minutes)

• Teacher explains: What is the Faleicolo? Brief overview of its cultural and governance significance.
• Show images or a short video clip illustrating a Faleicolo setting and their roles in traditional governance (if available).
• Prompt with questions: Why might community governance structures be important in heritage cultures?
• Discuss key vocabulary: Faleicolo, matai, governance, responsibilities.

2. Research Activity (20 minutes)

• Students work in groups of 4 to research using provided materials or supervised internet access focusing on:
• What is the Faleicolo?
• What are the main responsibilities and functions of the Faleicolo?
• How does the Faleicolo support Samoan governance and community well-being?
• Encourage groups to organise and summarise key points.

3. Preparation Time (10 minutes)

• Groups organise their findings into a clear and engaging presentation.
• Teacher circulates, scaffolding language use and supporting differentiation.

4. Presentations (15 minutes)

• Each group presents their findings to the class (3 minutes per group).
• Audience listens actively, asks one or two questions about each presentation.

5. Reflect and Consolidate (5 minutes)

• Class discusses what they learned about the Faleicolo’s role and broader relevance to community and governance.
• Teacher highlights how this understanding connects with key competencies and cultural identity.

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Differentiation Strategies

For Diverse Learners:

• Provide sentence starters and vocabulary lists to support language.
• Use graphic organisers or mind maps for information structuring.
• Allow additional time or scaffolded research support to those needing it.
• Use paired reading or peer assistance during research.

For Advanced Learners:

• Challenge with additional inquiry: Compare the Faleicolo role to governance roles in other Pacific or indigenous cultures.
• Encourage use of Samoan language phrases or terms in presentations.
• Invite critical discussion on how traditional governance adapts in modern contexts.

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Assessment Opportunities

• Formative: Observation during group work and questioning to gauge understanding.
• Summative: Evaluation of group presentations using rubrics focused on content accuracy, clarity, cultural understanding, and use of appropriate oral language.
• Self and peer assessments immediately after presentations to encourage reflection on communication skills and content comprehension.

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Cross-curricular Links

• Social Sciences: Understanding governance systems and roles within society.
• English: Developing oral communication skills and presentation literacy.
• Digital Literacy: Using online tools and resources to research effectively.

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Teacher Notes

• Maintain sensitivity and respect towards cultural content and ensure accuracy by verifying resources.
• Encourage students to see their own and others’ cultures as valuable and living knowledge systems—linking to the NZ Curriculum principles and values.
• Embed opportunities to connect with students’ own family or community stories if possible.
• Build students’ confidence in public speaking by modelling and practising key phrases before presentations.

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This lesson plan is carefully designed to activate students’ critical thinking and communication skills through culturally responsive learning aligned with the New Zealand Curriculum Refresh emphasis on identity, language learning, and holistic competencies.