"Primary school was a very difficult time for me and my brothers and sisters, because we were different, and english was our second language and we were new to the country."

"It was really lucky that I'd gone to drama school, so that by the time I got to film school, coping with people just wasn't an issue for me. I worked on my technical skills."

Strand: Time, Continuity and Change.

L4 AO 1.Causes and effects of events that have shaped the lives of a group of people.

L4 AO 2. How and why people experience events in different ways.

L5 AO 1. How past events have influenced relationships within and between groups of people and continue to influence them.

L5 AO 2. How the ideas and actions of individuals and groups that have shaped the lives and experiences of people are viewed through time.

Learning Outcomes
Students will be able to:

• View the life story of Sima and reflect on how events in her past have helped her to achieve
• Read other autobiographies and follow the patterns that have shaped their lives
• Reflect on own backgrounds and discover how past events have shaped things as they currently are
• Imagine what they would like their future to be.

Activities

a. Work through the links referenced above and make a flow diagram that shows how different influences have played an important part of her life till now.

b. Follow up research in the library or with other artists featured on Creative Explorer and note the patterns of past events interweaving with the present.

c. Ask about and discuss with family members how past influences (historical, environmental, political, economic) have affected their current situation.

d. Go to a quiet place and spend some 'dream time'. Think about what you might like to do and possible pathways that will help you get there. Begin to plan for your own future. Write ideas in a personal journal. Reflect on it frequently and take further action.

POP UPS
Words with information that relates to this activity:

Samoa
Swinburne
Stylised
Director
Director of photography
Focus puller
Editor
Continuity
Gaffer
Locations

4. Neil Ieremia - dancer and choreographer.
Starter ideas linking to Health and Physical Education.

CHILDHOOD - Rheumatic Fever.

"I wasn't supposed to dance, walk, run or do anything physical. I wasn't even supposed to get angry. I had all this energy but I couldn't release it."

Strand A: Personal Health and Physical Development.

L3 AO 2. Maintain regular, enjoyable physical activity with an increasing understanding of its role in self care and well being.

L3 AO 3. Identify and use safe practices and basic risk management strategies.

Learning Outcomes
Students will be able to:

• Recognise that every individual has their limitations
• Identify risk factors and strategies to manage these
• Use strategies to participate successfully in fitness activities

Activities

a. In a warm safe environment students share factors that limit their physical activity. E.g. asthmas, diabetes, fitness level, tiredness...
b. Measure pulse/heart rate before and after exercise
c. Research using Rheumatic as an example. Discuss characteristics of one or more conditions identified by the group.
d. Devise a fitness activity which takes into account some of the risks involved while still allowing all members of the group to participate successfully.

LIFE AS A DANCER - Discipline

"My Dad taught me to be stubborn and to believe I could do impossible things."

DANCE - Kapahaka

"Within Black Grace there are things we gain from our Māori or Samoan cultures- things like the raw energy of haka, movement ideas like the sasa and slap dance, which we take and use, play around with."

Strand B: Movement concepts and motor skills.

L4 AO 2. Demonstrate willingness to accept challenges, learn new skills, and extend their abilities in movement related activities.

L4 AO 1. Demonstrate consistency and control of movement in a range of situations.

Learning Outcomes
Students will be able to:

• Identify physical activities that they find challenging and experience one of these with a positive attitude
• Try something new by learning techniques and tikanga involved in using poi, ti rakau, or safety procedures for climbing a rock wall
• Establish a system for practise that requires self-discipline, and learn ways of monitoring that system.

Activities

a. Using ideas from Te reo kori - practise skills in using titi torea, poi, taiaha. As a group discuss / ask a kaumatua or teacher explain tikanga involved and reasons for this when using poi, or ti rakau.
b. Learn basic movements with long and short poi, ti rakau, perform traditional poi and waiata then choreograph own routines and put to contemporary music.
c. Using ti rakau and poi, practise own routine in groups of 4 or 5. Share with the group. Incorporate aspects of each group dance with the whole group and perform as a class for the school.
d. The rock wall - visit or invite a local organisation to bring a portable rock wall to the school. Discuss and build a safe environment with the group and assist each member to challenge themselves.
e. As a group brainstorm to identify new challenges for rockwall - complete a RAMS.
f. Individuals set own goals to achieve different benchmarks e.g. easy side, medium difficult, harder, certain heights etc. In pairs discuss how students might support each other (positive comments and words of encouragement, understanding people's limitations, celebrate success). Write own evaluation of the activity.

POP UPS
Words with information that relates to this activity:

Break-dancing
Injury
Gym
Men Dancing
Haka