Intended outcomes: Level 2
| Level | Curriculum | Strand | Through te ao kori learning experiences, students could: |
|---|---|---|---|
| 2 | Dance | PK | explore and identify different stepping patterns used in kapa haka (performance group) |
| 2 | HPE | A2 | experience and describe the benefits of regular physical activity in whakamahana tinana (warm-up) for te ao kori activities |
| 2 | HPE | B4 | apply rules in hand games and demonstrate safe and fair play practices |
| 2 | HPE | C1 | identify and compare ways of maintaining and enhancing relationships when working in cooperative group activities in te ao kori |
| 2 | HPE | C1 | identify and compare ways that playing games competitively can impact on friendships – hand games |
| 2 | HPE | D2 | identify and use local environmental resources to gather raupō (bulrush) and harakeke (flax) for te ao kori activities |
| 2 | HPE | D2 | establish their own tikanga and explain how this contributes to conservation and personal/group safety |
| 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) |
| 2–3 | Dance | DI | create and share tī rākau (stick) movements and sequences |
| 2–3 | Dance | DI | initiate and express dance ideas based on 'flight' words |
| 2–3 | Music | UC | demonstrate an understanding of the tikanga and wairua (spirit) involved in performing haka |
| 2–4 | Dance | PK | explore the ways in which a prop, that is, tī rākau (stick), can be used to develop body and space awareness |
| 2–4 | Dance | CI | respond to their own tī rākau (stick) sequences and to those of others |
| 2–4 | Dance | UC | understand how tī rākau (stick) is used in Māori culture |
| 2–4 | Dance Music | CI PK | perform poi sequences for an audience in time to music |
| 2–4 | Dance Music | CI PK | perform takahi stepping patterns in time to music |
| 2–4 | Dance Music | CI PK | perform tī rākau (stick) sequences for an audience in time with music |
| 2–4 | Dance Music | DI CI DI CI UC | create and perform group dances and rhythmic chants based on the concept of kotahitanga (working as one) |
| 2–4 | Dance Music | DI CI DI CI UC | reflect on their experiences and the concept of kotahitanga (working as one) in dance and music |
| 2–4 | Music | PK CI UC | perform a waiata-ā-ringa (action song), singing in tune and in time with each other |
| 2–4 | Music | PK UC | describe the characteristics and purposes of music in a range of contexts and settings |
| 2–4 | Music | UC | demonstrate an understanding of the tikanga and wairua (spirit) involved in performing a waiata (song) |