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Chinese number 1.

Class identities and values

Level 3 Achievement objective, A4

Students will describe how their own feelings, beliefs, and actions and those of other people contribute to their personal sense of self-worth.

Learning objectives

Students will:

  • create, share, and participate in individualised movement sequences that express their beliefs, values, and personal identity
  • accept and value movement sequences of others that express their personal identity.

Activity 1: Zang Thang – Exploration of identity and values

Refer to:

Ministry of Education. (2004). Olympism – Attitudes and values in physical education yrs 5–7, p. 18 (from the Curriculum in Action series).

Using the following criteria, each student designs a short, dynamic, creative movement sequence depicting something significant to them that has contributed to their sense of self-worth or personal identity. This sequence will become their ‘zang thang’.

Each student identifies two significant influences in their life or two things that matter to them, for example, a special place (a holiday place, their home or country of birth, or their tūrangawaewae) or people, such as whāea or pāpā. They should also identify something that has significant meaning in terms of who they are, and what they do, for example, having a generous nature, being helpful to others, being friendly, or enjoying kapa haka, swimming, drawing, or reading.

Each student creates a flowing movement sequence that describes these influences and concepts. Their ‘zang thang’ could be shared with a partner and its meaning explained, or joined together with two or more to produce a group movement sequence.

Key questions

  • What have you learnt about the identity and values of people in your class?
  • How is this class in New Zealand similar or different to classes in other countries?
  • Are there things about us that we didn’t feel comfortable sharing in the dance? Why?
  • Does a performance always show the true identity and values of a person?

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