Intended outcomes: Level 1
| Level | Curriculum | Strand | Through te ao kori learning experiences, students could: |
|---|---|---|---|
| 1 | HPE Dance Music | CI PK CI CI | share their group action song and express feelings about performing their own and watching others' waiata-ā-ringa (action songs) |
| 1 | HPE | A3 | describe and demonstrate simple tikanga and safety procedures when collecting natural resources for te ao kori activities |
| 1 | HPE | A4 | describe how they see themselves in relation to movement activities |
| 1 | HPE | B1 | develop a range of creative movement skills in kanikani (dance) |
| 1 | HPE | B2 | participate in a wide range of ngā mahi a te rēhia (games and pastimes) activities and identify the factors that made the experience enjoyable – hand games, string games, playthings |
| 1 | HPE Music | B2 UC | use their imagination as they participate in hand and body actions to depict a song |
| 1 | HPE | B3 | use poi to develop movement skills and follow simple tikanga to care for the poi |
| 1 | HPE | B4 | participate in the collection of natural materials from the local environment in a safe manner |
| 1 | HPE | C2 | demonstrate sharing and cooperative skills when working in group activities with poi |
| 1 | HPE | C3 | express their own feelings effectively and listen to those of other people while working with others in hand games and string games |
| 1 | HPE | C3 | express their own ideas and feelings effectively when describing participation in te ao kori activities |
| 1 | HPE | D1 and 3 | take individual and collective action to contribute to te ao kori environments by establishing their own simple tikanga for collecting natural materials |
| 1 | Music | PK CI UC | learn a waiata-ā-ringa (action song) from memory and sing as a member of a group |
| 1 | Visual Arts | PK | explore line, shape, and form using manipulation techniques with string – string games |
| 1 | Visual Arts | PK | explore shape and line and use construction techniques with customary materials to make a kite |
| 1 | Visual Arts | CI | express ideas about their own and others' string figures – string games |
| 1 | Visual Arts | CI | identify the resemblance of the string figure to a cup and saucer |
| 1 | Visual Arts | CI | identify the resemblance of the string figure to a parachute |
| 1 | Visual Arts | CI | talk about their own and others' kites |
| 1 | Visual Arts | UC | consider why people make string figures – string games |
| 1 | Visual Arts | UC | talk about why people make kites and what they use them for |
| Level | Curriculum | Strand | Through te ao kori learning experiences, students could: |
|---|---|---|---|
| 1–2 | Dance | PK CI | create poi sequences and perform these for others |
| 1–2 | Dance | PK UC | demonstrate the use of the poi and an understanding of the whakapapa (history and protocols) associated with the poi |
| 1–2 | Dance Music | DI PK UC | use personal experiences and imagination to create movements in response to songs |
| 1–2 | Dance Music | UC UC | understand the use of the poi in Māori cultural practices |
| 1–3 | Dance | UC DI | initiate and express dance ideas based on selected stories about Māui-tikitiki-a-taranga |
| 1–3 | Music | PK DI UC | explore vocal sounds, body percussion, and found sounds and apply to suit the context |
| 1–4 | Dance | PK | explore the element of relationships, in pairs and small groups |
| 1–4 | Dance | CI | share movement and dance through informal and/or formal presentation |
| 1–4 | Dance | CI | respond personally to their own and others' dances in written and/or verbal forms |
| 1–4 | Music | PK UC | explore and respond to the elements and expressive qualities of music through listening, moving, and chanting |
| 1–4 | Music | DI CI UC | identify and compare ways of maintaining and enhancing relationships when working in cooperative group activities in te ao kori |
| 1–4 | Music | CI UC | perform waiata-ā-ringa (action songs) paying attention to breath, pitch, rhythm, and kaupapa (strategy, theme) |