Each discipline is structured around four interrelated strands: Understanding the Arts in Context, Developing Practical Knowledge in the arts, Developing Ideas in the arts, and Communicating and Interpreting in the arts.

movement concepts and motor skills develop motor skills and understanding about movement with a positive attitude

personal health and physical development develop knowledge to maintain and enhance personal well-being and physical development

relationships with other people develop skills and attitudes that enhance their interactions and relationships with others

healthy communities and environments
contribute to healthy communities and environments by critical action

School wide Production He Waka Eke Noa Sudents learnt dances - teacher constructed with no student input. Some body awareness learning but otherwise shown what to do and told to copy. Performed in a formal production in a theatre to the community. Acting was again copied instead of learning FARTT. Production was more rushed and partied rather than student focused. Learnt songs for production. Had to learn rhythm and pitch to make it sound correct. link to intent of curriculum ---> * "Robinson (1999,2005) argues children need the diversity provided by arts participation to differ from educational trends based on success in literacy and numeracy. "

KOS - Keeping ourselves Safe Police unit based around preventing child abuse. 9 lessons over 3 weeks. Well structured sequence to identify risks and use safe practises to combat those risks. Solidified personal identity within the students. Demonstrated the valuable relationships the students within the class had with each other and how they would support each other. Incorporated mental health, sexuality ed, body care and physical safety. All activities varied for appropriate for year level. - link to intent of curriculum --->

Learning Area : Within each discipline and strand, students develop literacies as they build on skills, knowledge, attitudes, and understandings at each of the eight levels of the curriculum.

AO's for each discipline reflect the distinct knowledge and practices to provide learning opportunities that allow for success within all strands. This spiral process ensures that students’ learning is relevant, in-depth, and meaningful.

Aim of the Art's: students’ artistic ideas are produced and refined through cycles of action and reflection.

In health and physical education, the focus is on the well-being of the students themselves, of other people, and of society through learning in health-related and movement contexts. Students need to reflect on the nature of well-being and how to promote it. Developing resilience will enable them to do this in themselves and among people around them. This will contribute to student's well-being beyond the classroom.

Hauora – a Māori philosophy of well-being that includes the dimensions taha wairua, taha hinengaro, taha tinana, and taha whānau, each one influencing and supporting the others.

Attitudes and values – a positive, responsible attitude on the part of students to their own well-being; respect, care, and concern for other people and the environment; and a sense of social justice.

The socio-ecological perspective – a way of viewing and understanding the interrelationships that exist between the individual, others, and society.

Health promotion – a process that helps to develop and maintain supportive physical and emotional environments and that involves students in personal and collective action.

Health and physical education encompasses three different but related subjects: health education, physical education, and home economics. These subjects share a conceptual framework and achievement objectives.