How is Hī Hā linked to the NZ Curriculum?
All Key Competencies are woven throughout the Hī Hā programme:
-
Thinking
-
Participating and contributing
-
Using language, symbols, and texts
-
Managing self
-
Relating to other
Level 1
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
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.
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.
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.
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.
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).
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)
Level 2
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
ENGLISH
Listening, Reading, and Viewing
-
Select and use sources of information, processes, and strategies with some confidence to identify, form, and express ideas.
-
Show some understanding of how texts are shaped for different purposes and audiences.
Speaking, Writing, and Presenting
-
Select and use sources of information, processes, and strategies with some confidence to identify, form, and express ideas.
-
Show some understanding of how to shape texts for different purposes and audiences.
-
Select, form, and express ideas on a range of topics.
-
Use language features appropriately, showing some understanding of their effects.
-
Organise texts, using a range of structures
THE ARTS
Dance
-
Identify and describe dance in their lives and in their communities.
-
Explore and identify, through movement, the dance elements of body, space, time, energy, and relationships.
-
Use the elements of dance in purposeful ways to respond to a variety of stimuli.
-
Share dance movement through informal presentation and identify the use of the elements of dance.
Drama
-
Identify and describe how drama serves a variety of purposes in their lives and their communities.
-
Explore and use elements of drama for different purposes.
-
Develop and sustain ideas in drama, based on personal experience and imagination.
-
Share drama through informal presentation and respond to elements of drama 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.
-
Improvise, explore, and express musical ideas, drawing on personal experience, listening, and imagination.
-
Respond to live and recorded music.
Visual Arts
-
Explore a variety of materials and tools and discover elements and selected principles.
-
Investigate and develop visual ideas in response to a variety of motivations, observation, and imagination.