Intended outcomes: Level 3
| Level | Curriculum | Strand | Through te ao kori learning experiences, students could: |
|---|---|---|---|
| 3 | Dance | PK | explore the use of poi while moving different parts of the body, at different levels and in different directions |
| 3 | Dance | PK | combine and contrast different stepping patterns used in kapa haka (performance group) |
| 3 | Dance | DI CI | select and combine rhythmic and expressive movements and chanting to portray messages through haka |
| 3 | HPE | A3 | identify and use safe practice and basic risk management in raupō (bulrush) and rito (centre shoot of a plant, such as flax) throwing games |
| 3 | HPE | A3 | identify and use tikanga when learning and using stepping patterns |
| 3 | HPE | A4 | describe how their own feelings, beliefs, and actions in te ao kori activities, and those of others, contribute to their personal self-worth and hauora (well-being) |
| 3 | HPE | B1 | develop complex stepping pattern sequences |
| 3 | HPE | B1 | develop more complex movement sequences in haka |
| 3 | HPE | B3 | play minor games using parts of plants to develop throwing, catching, and dodging skills |
| 3 | HPE | C3 | identify pressures that can influence interactions with others and demonstrate assertiveness strategies to manage these when working in a group in te ao kori contexts |
| 3 | HPE | D2 | participate in a haka performance and describe how addressing the issue portrayed in the performance could enhance their own well-being and that of the school community |
| 3 | Visual Arts | PK | apply understanding of line, shape, and form to make string figures |
| 3 | Visual Arts | CI | describe the ideas conveyed by particular string figures |
| 3 | Visual Arts | UC | talk about the situations in which string games were played in various societies and times and the purpose they served |
| Level | Curriculum | Strand | Through te ao kori learning experiences, students could: |
|---|---|---|---|
| 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) |
| 3–4 | Dance | PK DI | select, combine, and use elements of dance and use choreography to develop ideas about te ao kori |
| 3–4 | Dance | PK DI CI UC | research Māori mythology and customary and contemporary Māori art and show understanding of these through dance and movement performance |
| 3–4 | Dance | PK UC | demonstrate an understanding of the tikanga relating to the pūkeko step pattern |
| 3–4 | Dance | PK UC | identify the characteristics of the pūkeko and explore the step patterns of the pūkeko through locomotive movement |
| 3–4 | Dance | PK UC | explore, describe, and experience how haka is used in Māori culture |
| 3–4 | Dance | DI | use haka vocabulary and choreographic devices to create a haka that communicates a social issue |
| 3–4 | Dance | CI | present their dances about te ao kori within their school community and record their responses to their own and others' dances |
| 3–4 | Dance | CI | perform and respond to poi dances |
| 3–4 | Dance | CI | perform a dance about Maui for an audience and reflect upon this experience |
| 3–4 | Dance | CI UC | participate in a haka performance and describe how addressing the issue portrayed in the performance could enhance their own well-being and that of the school community |
| 3–4 | Dance | UC | research the representations of Tāne Mahuta and read about Tāne Mahuta as the guardian of trees and birds and of all things in the forest to inform ideas for dance |
| 3–4 | Dance Music | CI CI UC | perform a waiata-ā-ringa (action song) for a particular purpose |
| 3–4 | Dance Music | UC UC | describe what a waiata-ā-ringa (action song) is and why it is performed |
| 3–4 | Music | PK DI | respond to and interpret music through experimentation with patterns and structural composition devices using poi as percussive instruments |
| 3–4 | Music | PK CI UC | perform (move and chant) rhythmically and expressively |
| 3–4 | Music | PK CI UC | perform poi dances responsively to music |
| 3–4 | Music | PK UC | select and combine rhythmic and expressive movements and chanting to portray messages through haka |