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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
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 Māui
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
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 co-operative 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 Māui 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

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