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New Zealand Curriculum

How is Hī Hā linked to the NZ Curriculum?
Level 1
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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Level 2

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Level 2

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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

  • 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.

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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.

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

 

HEALTH AND PHYSICAL EDUCATION

  • Experience creative, regular, and enjoyable physical activities and describe the benefits to well-being.

  • Practise movement skills and demonstrate the ability to link them in order to perform movement sequences.

  • Express their ideas, needs, wants, and feelings appropriately and listen sensitively to other people and affirm them.

 

MATHEMATICS AND STATISTICS

  • Create and use appropriate units and devices to measure length, area, volume and capacity, weight (mass), turn (angle), temperature, and time.

  • Conduct investigations using the statistical enquiry cycle:  Posing and answering questions; Gathering, sorting, and displaying category and whole-number data; Communicating findings based on the data.

  • Compare statements with the features of simple data displays from statistical investigations or probability activities undertaken by others.

 

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 that people have social, cultural, and economic roles, rights, and responsibilities.

  • Understand how the status of Maori as tangata whenua is significant for communities in New Zealand.

 

TECHNOLOGY

  • Understand that there is a relationship between a material used and its performance properties in a technological product..

  • Develop a plan that identifies the key stages and the resources required to complete an outcome.

  • Explain the outcome they are developing and describe the attributes it should have, taking account of the need or opportunity and the resources available.

  • Investigate a context to develop ideas for potential outcomes. Evaluate these against the identified attributes; select and develop an outcome. Evaluate the outcome in terms of the need or opportunity.

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Level 3

Level 3

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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

​​

ENGLISH

Listening, Reading, and Viewing

  • Integrate sources of information, processes, and strategies with developing confidence to identify, form, and express ideas.

  • Show a developing understanding of ideas within, across, and beyond texts.

 

Speaking, Writing, and Presenting

  • Integrate sources of information, processes, and strategies with developing confidence to identify, form, and express ideas.

  • Show a developing understanding of how to shape texts for different purposes and audiences.

  • Select, form, and communicate ideas on a range of topics.

  • Use language features appropriately, showing a developing understanding of their effects.

  • Organise texts, using a range of appropriate structures

 

THE ARTS

Dance

  • Explore and describe dances from a variety of cultures.

  • Use the dance elements to develop and share their personal movement vocabulary.

  • Select and combine dance elements in response to a variety of stimuli.

  • Prepare and share dance movement, individually and in pairs or groups.

  • Use the elements of dance to describe dance movements and respond to dances from a variety of cultures.

 

Drama

  • Use techniques and relevant technologies to explore drama elements and conventions.

  • Initiate and develop ideas with others to create drama.

  • Present and respond to drama, identifying ways in which elements, techniques, conventions, and technologies combine to create meaning in their own and others’ work.

 

Music-Sound Arts

  • Identify and describe the characteristics of music associated with a range of sound environments, in relation to historical, social, and cultural contexts.

  • Express and shape musical ideas, using musical elements, instruments, and technologies in response to sources of motivation.

  • Respond to and reflect on live and recorded music.

 

Visual Arts

  • Explore some art-making conventions, applying knowledge of elements and selected principles through the use of materials and processes.

  • Describe the ideas their own and others’ objects and images communicate.

 

HEALTH AND PHYSICAL EDUCATION

  • Maintain regular participation in enjoyable physical activities in a range of environments and describe how these assist in the promotion of wellbeing.

  • Develop more complex movement sequences and strategies in a range of situations.

  • Develop movement skills in challenging situations and describe how these challenges impact on themselves and others.

 

MATHEMATICS AND STATISTICS

  • Evaluate the effectiveness of different displays in representing the findings of a statistical investigation or probability activity undertaken by others.

  • Use linear scales and whole numbers of metric units for length, area, volume and capacity, weight (mass), angle, temperature, and time.

 

LEARNING LANGUAGES

  • Use cultural knowledge to communicate appropriately.

  • Recognise and describe ways in which the target language is organised.

  • Compare and contrast languages.

 

SCIENCE

  • Use their growing science knowledge when considering issues of concern to them.

  • Explain how living things are suited to their particular habitat and how they respond to environmental changes, both natural and human induced.

  • Begin to group plants, animals, and other living things into science-based classifications.

 

TECHNOLOGY

  • Undertake planning to identify the key stages and resources required to develop an outcome. Revisit planning to include reviews of progress and identify implications for subsequent decision making.

  • Describe the nature of an intended outcome, explaining how it addresses the need or opportunity. Describe the key attributes that enable development and evaluation of an outcome.

  • Investigate a context to develop ideas for potential outcomes. Trial and evaluate these against key attributes to select and develop an outcome to address the need or opportunity. Evaluate this outcome against the key attributes and how it addresses the need or opportunity.

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