Investigation A

Write a set of outcomes for oral language for your class or one of your classes, covering all or part of one unit of work. If possible, work with a colleague so that you can discuss priorities and contribute to different aspects of the planning. You could follow these guidelines:

• If you are a primary school teacher, link your programme to one or more curriculum areas (for example, mathematics, science, social sciences, or the arts). If you are a secondary teacher, use your own main subject area.
• Cover a range of speaking and listening contexts (for example, interactions with one or more peers, the teacher, or with other adults, and addresses to a small or a large group).
• Cover a range of listening and speaking situations (for example, with preparation time or impromptu, with or without support materials, working with new or well-known material, speaking for a short or a longer time).
• Cover a range of purposes (for example, understanding or expressing a feeling or opinion, getting or giving information, debating ideas or facts, appreciating imaginative language, or using language imaginatively).
• If possible, include some outcomes that relate to bilingual Pasifika students developing oral language skills in both languages and transferring the skills they learn between the two languages.