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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
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)

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