Role-Playing Ifoga

Year 11 Languages Unit: Exploring Ifoga and Matai

Lesson 8 of 20 Duration: 60 minutes Class size: 20 students

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WALT (We Are Learning To)

• Understand the cultural and social dimensions of the Samoan practice of Ifoga.
• Use effective communication skills by role-playing the Ifoga process.
• Explore empathy and respect through drama and collaborative activities.
• Enhance interpersonal and non-verbal communication skills appropriate for Year 11 Languages learners.

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Learning Objectives Aligned with New Zealand Curriculum Refresh

• Communicating Ideas and Information: Students will confidently take on roles, adapt dialogue, and contribute meaningfully in group scenarios using culturally specific vocabulary and expressions relevant to Ifoga.
• Interpersonal Communication: Use verbal and non-verbal communication (intonation, facial expressions, gestures, and body language) to convey emotions and social cues within cultural contexts.
• Taking on Roles: Develop and maintain a role in evolving role-play scenarios, showing understanding of cultural protocols and emotional sensitivity.
• Metacognition and Self-regulation: Reflect on their performance and emotional responses; use self-talk and peer feedback to develop communication effectiveness.

This lesson supports achievement objectives for Year 11 Language learning, specifically related to the Learning Languages learning area that focuses on communication in an additional language and exploring different world views in relation to their own.

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Success Criteria

By the end of the lesson, students will:

• Demonstrate an understanding of the Ifoga process through role-play, showing cultural respect and appropriate social interaction.
• Use clear and expressive verbal communication, managing tone, volume, and pace to suit their role.
• Employ appropriate non-verbal communication (facial expressions, gestures, posture) to enhance meaning and emotion in the role-play.
• Participate cooperatively in pairs/groups, listening actively and responding constructively.
• Reflect thoughtfully on the experience and identify social and emotional dimensions of Ifoga.

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Lesson Outline

Time	Activity	Details & Notes
10 min	Introduction and Context Setting	- Recap the Ifoga ceremony and its significance. - Discuss social and emotional aspects (shame, forgiveness, reconciliation). - Brief Q&A to check understanding.
10 min	Modelling the Role-Play	- Teacher demonstrates key roles (offending family, aggrieved family, mediator). - Highlight key verbal phrases and cultural gestures. - Focus on respectful tone and body language.
30 min	Student Role-Playing in Groups	- Divide class into groups of 4-5, assign roles. - Each group rehearses and performs an Ifoga scenario. - Encourage students to express emotions and social conventions authentically. - Teacher facilitates by circulating, prompting and supporting.
5 min	Reflection and Feedback	- Whole-class brief discussion. - Use guided questions: - What did you learn about Ifoga’s emotional impact? - How did it feel to be in your role? - What communication strategies helped you?
5 min	Metacognitive Wrap-Up and Homework Brief	- Students jot down one personal insight/skill learned. - Homework: Write a short reflection on how Ifoga compares to conflict resolution in their own culture or community.

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Differentiation Strategies

• For diverse learners:

• Provide role cards with key phrases and culturally relevant vocabulary.

• Use visual supports (images/pictures of Ifoga ceremonies) to scaffold understanding.

• Pair ELL learners with stronger peers for language modelling.

• Allow roles to be adapted for students with social or speech difficulties, focusing on non-verbal expression where needed.

• For students needing additional support:

• Pre-teach key vocabulary and phrases before lesson.

• Use sentence stems to support communication during role-play (e.g., “We come with humility to...”).

• Allow extra rehearsal time and use small group work.

• For advanced learners:

• Challenge them to add original dialogue reflecting complex emotions and social dynamics.

• Encourage them to take on the mediator role, facilitating group negotiation during the role-play.
  

• Extension: Research and present on other Pacific or indigenous conflict resolution practices, comparing these to Ifoga.

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Resources Required

• Role-play scenario cards outlining roles and context for Ifoga (offending family, aggrieved family, mediator, etc.)
• Visual aids/photos illustrating Ifoga ceremonies
• Whiteboard and markers for vocabulary and key phrases
• Reflection journals or paper for written tasks

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Teaching Notes

• Model respect for cultural protocols in all interactions.
• Emphasise the importance of emotional literacy—students should recognise and name feelings experienced in the process.
• Facilitate a safe environment where students feel comfortable sharing and experimenting with roles.
• Use active listening and feedback techniques to help students improve communication during role-play.
• Draw attention to cultural values such as humility, respect, and reconciliation that underpin Ifoga.

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Link to New Zealand Curriculum Competencies

• Thinking: Students develop empathy and reasoning by understanding differing perspectives in conflict resolution.
• Using Language, Symbols, and Texts: Role-playing develops students’ ability to use language appropriately in cultural contexts.
• Managing Self: Students practise self-regulation and reflection through metacognitive activities.
• Relating to Others: Collaborative role-play enhances social skills and understanding of relationships in cultural settings.

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This lesson plan centres on experiential learning to bring the culture and values embedded in Ifoga alive for Year 11 students, building language and interpersonal skills in alignment with the New Zealand Curriculum Refresh's emphasis on communication and social awareness in language learning.

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If you need detailed adaptions or printable materials, I can help design these too.