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Intended outcomes: Level 1




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
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 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)