Intended outcomes: Level 4
| Level | Curriculum | Strand | Through te ao kori learning experiences, students could: |
|---|---|---|---|
| 4 | Dance | PK | learn others' poi patterns and create their own patterns to share |
| 4 | Dance | PK | learn the movement vocabularies of waiata-ā-ringa (action songs) |
| 4 | Dance | DI | create tī rākau (stick) sequences using selected choreographic devices |
| 4 | Dance | DI | use choreographic devices to create an original poi dance based on a theme |
| 4 | Dance | DI | use choreographic devices to create a dance about Maui |
| 4 | HPE | A3 | access and use knowledge of tikanga to make and action appropriate choices when participating in poi, string games, or hand game activities |
| 4 | HPE | A3 | access and use information to make safe choices when undertaking poutoti (stilts) activities |
| 4 | HPE | B1 | demonstrate consistency and control in poutoti (stilt) activities |
| 4 | HPE | B1 | demonstrate consistency and control of movement when using poi in creative activities |
| 4 | HPE | B2 | demonstrate a willingness to accept the challenges in learning how to fly kites made from natural materials |
| 4 | HPE | B2 | demonstrate a willingness to accept challenges and learn new skills when developing poi activities |
| 4 | HPE | B2 | demonstrate a willingness to learn skills and extend their abilities by accepting the challenge of creating a movement sequence |
| 4 | HPE | B4 | experience ways in which messages are expressed through waiata-ā-ringa (action songs) and demonstrate an understanding of this |
| 4 | HPE | B4 | experience ways in which haka expresses messages and demonstrate an understanding of this |
| 4 | HPE | C2 | recognise instances of discrimination and act responsibly to support the rights and feelings of others, when participating in mahi whai |
| 4 | HPE | C3 | describe and demonstrate a range of assertive communication skills and processes that enable them to work in a group to develop a group movement sequence |
| 4 | Visual Arts | PK | apply knowledge of line, shape, and proportion and use construction techniques with customary materials to make and fly a kite |
| 4 | Visual Arts | CI | investigate a variety of ways kites have been constructed using different media and talk about the different ideas they convey |
| 4 | Visual Arts | DI | develop ideas in response to research and use their imagination to apply them to making a kite from customary materials |
| 4 | Visual Arts | UC | investigate the purposes of customary Māori kites and when and where they were used |
| Level | Curriculum | Strand | Through te ao kori learning experiences, students could: |
|---|---|---|---|
| 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) |
| 2–4 | 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 |