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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

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

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.