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Inquiry Theme / Big Question: Who am I? "Ko wai ahau? Expressing our…
Inquiry Theme / Big Question: Who am I? "Ko wai ahau? Expressing our identity and culture through the arts.
Mathematics (C&P A)
Context for Learning: Discovering geometry and algebra through physical navigation, body shape, and rhythmic movement.
Key Pedagogical Approaches: Embodied cognition, somatic learning, Gradual Release of Responsibility, and kinesthetic exploration (non-textbook).
Learning Experiences:
Lesson 1: The Immersive Landscape Obstacle Course (Geometry & spatial positioning/prepositions: under, through, next to, behind).
Lesson 2: The Mathematical Monogram & Body Letters (Geometry of straight lines, angles, and porowhita curves).
Lesson 3: The Class Chant & Name Dance (Algebra of syllable patterns, grouping, and timed choreography).
Literacy (C&P A)
Context for Learning: Exploring personal identity and cultural connection using SIX60’s bilingual Pepeha song as a mentor text.
Key Pedagogical Approaches: Language Experience Approach (Ward, 2002), teacher modeling, shared reading (Brown, 2004), guided reading (Burns, 2006), and multi-modal literacy frameworks.
Learning Experiences: Listening to poetic song structures, acquiring New Zealand Sign Language (NZSL) for key vocabulary, exploring non-verbal communication, and collaborative chorus transcription/writing.
Te Ao Māori Incorporation: Integrating bilingual language structures, connecting to tuku iho (heritage/legacy), and honoring diverse cultural expressions of belonging.
Hauora & PE (C&P A)
Context for Learning: Emotional regulation, spatial self-regulation, and wellbeing through breath-work and somatic movement.
Key Pedagogical Approaches: Breath-regulated somatic grounding, safe personal boundaries ("space bubbles"), and inclusive group participation.
Learning Experiences: The Atua Flow & Connection warm-ups (Papatūānuku grounding, Ranginui reaching, Tāne Mahuta balancing), collaborative whanaungatanga games, and movement safety awareness.
Te Ao Māori Incorporation: Connecting physical postures directly to Atua (Papatūānuku, Ranginui, Tāne Mahuta, Tāwhirimātea, Tangaroa).
. The Arts (C&P B)
Context for Learning: Expressing identity, stories, and cultural narratives through physical theater, dance, and visual art.
Key Pedagogical Approaches: Somatic arts education (Hindle et al., 2015), site-specific physical theatre, sculpture creation, and performance art.
Learning Experiences: Exploring dynamic flow and spatial levels through scarf dance, sculpting the body into personal identity letters, and choreographing a collective name dance and class performance for the Whakatau.
Te Ao Māori Incorporation: Utilizing traditional performance framing, expressive body movement, and collaborative creative arts practices to uphold Tangata Whenuatanga and Te Tiriti o Waitangi principles.
Theoretical Framework & Pedagogical References
Connected Curriculum & Conceptual Approach: Fleck (2019) highlights that we should link learning areas by connecting concepts rather than contexts, keeping the learning meaningful and coherent without losing core disciplinary knowledge.
Formative Assessment & Clarity: Clarke (2003) reminds us that Learning Intentions (LIs) belong to the students so they actually grasp the purpose of the work, supported by clear, co-constructed Success Criteria (SCs).
Ambitious Mathematics & Inquiry Communities: Hunter et al. (2018) use the Developing Mathematical Inquiry Communities (DMIC) model to drive culturally responsive, group-worthy tasks where kids tackle challenging problems together.
Talk Moves for Inclusion & Reasoning: Way and Bobis (2017) give us practical talk moves like Turn and Talk, Revoicing, and Revise Your Thinking to get kids talking, reasoning, and building on each other's ideas.
Te Ao Maori
Anchoring in Lived Reality (Tuku Iho): I am bringing Te Ao Māori into the physical environment and mathematics by connecting learning to local contexts and place-based realities, following the principle that learning starts where my ākonga feet are.
Embodied Cultural Expression: Instead of treating culture as a separate add-on, I am using movement and class chants to let my tamariki physically embody their heritage and community identity.
Honouring Te Tiriti o Waitangi Partnerships: I am actively upholding Te Tiriti by ensuring that Tangata Whenuatanga is front and center—valuing indigenous knowledge structures and creating culturally sustaining spaces through collaborative group work.
Inclusive Communication & Takiwātanga: I am incorporating bilingualism and inclusive frameworks that respect diverse cognitive processing pathways and accessibility for all my learners.
Other Possible Learning Experiences
Te Reo Action Songs: Incorporating waiata ā-ringa to weave language, rhythm, and spatial awareness into physical movement.
Tī Rākau Stick Games: Using traditional short sticks to develop fine motor coordination, rhythmic patterns, and mathematical counting sequences.
Body Percussion Videos: Using visual media prompts to encourage students to copy, create, and sequence acoustic patterns using their hands, feet, and voices.
Classical Music Mapping Videos: Translating auditory dynamics and tempo changes into visual lines, shapes, and spatial movements.
Dancing with Crayons: Letting physical movement dictate mark-making to bridge gross motor expression with visual arts and geometry.
Learning Through Play Provocation Stations: Setting up independent, hands-on exploration zones where students can physically test mathematical concepts, stories, and spatial designs.