All Key Competencies are woven throughout the Hī Hā programme:

• Thinking

• Participating and contributing

• Using language, symbols, and texts

• Managing self

• Relating to other

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Level 1

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Ka Hikitia Principles met

• The Treaty of Waitangi

• Māori potential approach

• Ako- A Two-Way Teaching and Learning Process

• Identity, Language and Culture Count

• Productive Partnerships

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ENGLISH

Listening, Reading, and Viewing

• Acquire and begin to use sources of information, processes, and strategies to identify, form, and express ideas.

• Recognise that texts are shaped for different purposes and audiences.

• Recognise and identify ideas within and across texts.

• Recognise and begin to understand text structures.

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Speaking, Writing, and Presenting

• Acquire and begin to use sources of information, processes, and strategies to identify, form, and express ideas.

• Recognise how to shape texts for a purpose and an audience.

• Form and express ideas on a range of topics.

• Use language features, showing some recognition of their effects. Structure • Organise texts, using simple structures.

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THE ARTS

Dance

• Demonstrate an awareness of dance in their lives and in their communities.

• Explore movement with a developing awareness of the dance elements of body, space, time, energy, and relationships.

• Improvise and explore movement ideas in response to a variety of stimuli.

• Share dance movement through informal presentation and share their thoughts and feelings in response to their own and others’ dances.

 

Drama

• Demonstrate an awareness that drama serves a variety of purposes in their lives and in their communities.

• Explore the elements of role, focus, action, tension, time, and space through dramatic play.

• Contribute and develop ideas in drama, using personal experience and imagination.

• Share drama through informal presentation and respond to ways in which drama tells stories and conveys ideas in their own and others’ work.

 

Music-Sound Arts

• Explore and share ideas about music from a range of sound environments and recognise that music serves a variety of purposes and functions in their lives and in their communities.

• Explore how sound is made, as they listen and respond to the elements of music: beat, rhythm, pitch, tempo, dynamics, and tone colour.

• Explore and express sounds and musical ideas, drawing on personal experience, listening, and imagination.

• Explore ways to represent sound and musical ideas.

• Respond to live and recorded music.

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Visual Arts

• Share ideas about how and why their own and others’ works are made and their purpose, value, and context.

• Explore a variety of materials and tools and discover elements and selected principles.

• Investigate visual ideas in response to a variety of motivations, observation, and imagination.

• Share the ideas, feelings, and stories communicated by their own and others’ objects and images.

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HEALTH AND PHYSICAL EDUCATION

• Participate in creative and regular physical activities and identify enjoyable experiences.

• Develop a wide range of movement skills, using a variety of equipment and play environments.

• Explore and share ideas about relationships with other people.

• Demonstrate respect through sharing and cooperation in groups.

• Take individual and collective action to contribute to environments that can be enjoyed by all.

 

MATHEMATICS AND STATISTICS

• Know the forward and backward counting sequences of whole numbers to 100.

• Order and compare objects or events by length, area, volume and capacity, weight (mass), turn (angle), temperature, and time by direct comparison and/or counting whole numbers of units.

• Conduct investigations using the statistical enquiry cycle: Posing and answering questions; Gathering, sorting and counting, and displaying category data; Discussing the results.

• Interpret statements made by others from statistical investigations and probability activities.

 

LEARNING LANGUAGES (Levels One and Two) 

• Receive and produce information.

• Show social awareness when interacting with others.

• Recognise that the target language is organised in particular ways

• Make connections with their own language(s).

• Make connections with known culture(s).

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SCIENCE (Levels One and Two)

• Extend their experiences and personal explanations of the natural world through exploration, play, asking questions, and discussing simple models.

• Build their language and develop their understanding of the many ways the natural world can be represented.

• Explore and act on issues and questions that link their science learning to their daily living.

• Recognise that all living things have certain requirements so they can stay alive.

• Recognise that living things are suited to their particular habitat.

• Recognise that there are lots of different living things in the world and that they can be grouped in different ways.

 

SOCIAL SCIENCES

• Understand how the cultures of people in New Zealand are expressed in their daily lives.

 

TECHNOLOGY

• Understand that technological products are made from materials that have performance properties.

• Understand that technology is purposeful intervention through design.

• Understand that technological outcomes are products or systems developed by people and have a physical nature and a functional nature.

*Will depend on bird feeder if more is added (brief development)

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