Te Whakamahere Marautanga Curriculum Planning

The Licensing criteria for center-based ECE services states that the service curriculum is informed by assessment, planning, and evaluation (documented and undocumented) that demonstrates an understanding of tamariki’s learning, their interests, whānau, and life contexts.

Our programme is child initiated and play based focused with some kaiako led activities, based on Te Whāriki, The Early Childhood Curriculum, our philosophy Nelps, Tapasā, Te Ara Poutama, Tātaiako and our community.

We aim to empower tamariki to be confident and competent learners. tamariki will have the opportunity to participate in exploratory, creative, dramatic play, social, communicative, manipulative, physical, constructive, musical, problem solving activities.

tamariki will develop knowledge, concepts and skills at their own pace in an unhurried environment that fosters the child’s well-being in a meaningful context. Our center philosophy will be visible throughout the curriculum.

Kaiako use the notice, recognise, respond and evaluation approach in conjunction with parents/whānau aspirations when planning to extend on a child’s individual interests.

Planning

Planning involves deliberate decision making about the priorities of learning that have been identified by kaiako, parents, whānau and centre. Planning should offer sufficient learning experiences for all tamariki and aligns to the strands and learning outcomes of Te Whāriki. Self-directed learning is supported in a safe and nurturing environment while valuing the child’s play. (Te Whāriki, 2017 MOE)

The curriculum planning process for all tamariki development and learning.

The planning cycle is considered a working document where the focus may change slightly, periodically, or when new interests/learning is identified. Kaiako will notice a child’s current interest, recognise the learning that is happening and respond by planning relevant experiences to enhance the child’s development across the curriculum.

The profile kaiako is responsible for;



  • Organising a collaborative discussion between parent and kaiako when setting a learning focus. This can be an informal discussion on the floor or within the scheduled 10 minute interview sessions organised twice a year.

  • Kaiako makes links to Te Whāriki during parent/ kaiako discussions to develop their knowledge and foster their understanding of the Early Childhood Curriculum document.

  • Kaiako will ensure all tamariki have one snippet per month and one learning story per 6 x weeks.

  • Profile kaiako will ensure observations are uploaded that are supporting the child’s learning focus, alongside spontaneous captured learning moments.

  • Kaiako will follow the guidelines for writing learning stories that are located on the wall in the non-contact room. The Curriculum leader will use these guidelines to give feedback to all kaiako and arrange regular meetings to review and oversee the planning.

  • All learning stories will be reviewed by the Curriculum leader before being published.

  • Kaiako will print stories and place them in the child’s profile books (please ensure these are child friendly with a reasonably sized photo and the story to match.)

Planning meetings are held approximately every term (10 weeks)

  • Kaiako will share one plan each, where they will discuss their strategies for the learning focus and what you would like the team to help with.

  • Any child that has a individual learning or behaviour plan in place will be discussed at every planning meeting to ensure all kaiako are aware of strategies that are suggested

  • If kaiako are away they will need to ensure someone else can share their plans for them.

  • All individual learning plans are to be shared with all other Kaiako.

  • kaiako will inform their colleagues of any information gained from a parent/caregiver to allow kaiako to gain a more in-depth overview of each child and from this we plan relevant experiences to foster a child’s learning.

Assessment

Assessment is a process of obtaining and interpreting, information that describes a child’s achievements and competence. The purpose of assessment is to provide pertinent information to contribute to improving learning opportunities and outcomes for tamariki. (Te Whāriki, 2017 MOE)

Here at Stratford Community Childcare, we support whanaungatanga by valuing our relationships and connections we make with the tamariki and their whānau.



  • The child’s identity is enhanced as we make connections with our whānau, their home language and culture which are displayed in the center in the whānau corner.

  • On enrolment, parents complete the child’s ‘about me form’ that is now found on EDUCA. This enables kaiako to gain knowledge about tamariki and their whānau.

  • About Me forms are revisited three yearly, thereafter by the profile kaiako and parent/caregiver. The profile kaiako will ensure that any home language is encouraged at the center, starting with greetings, waiata or simple instruction.

  • A kaiako will be allocated to your child at settling and is responsible for observing and communicating the learning that occurs. This kaiako will provide learning opportunities that will foster your child’s learning and development, in consultation with parents/whānau and/ or caregiver.

  • All kaiako are able to talk informatively talk with you about your child’s development. However, the kaiako responsible for your child's individual planning will have a more in depth overview of your child and is available for a more detailed discussion about your child and their learning if needed.

  • Two formal parent kaiako interviews are offered annually to gain professional and parent aspirations and give feedback about your child and their learning. These are organised by the profile kaiako in consultation with the Curriculum Leader.

  • Tamariki profiles will include photos of their learning journey, artwork that is meaningful, center events that the child participated in and about me forms.

  • Tamariki and whānau are able to access these freely allowing them to revisit learning. Kaiako will encourage tamariki to access their own books.

  • Photos of tamariki participating in the curriculum are displayed in the center.

Evaluation

The purpose for evaluation is to enable systematic improvement in the setting. considering how effectively the center is providing for the strengths, interests and needs of all tamariki and how their learning is progressing. Kaiako will discuss, reflect upon and evaluate how effectively their curriculum planning and implementation is supporting tamariki’ s learning interests and progress. (Te Whāriki, 2017 MOE)



  • Kaiako will write an assessment showing the learning that has occurred and the teaching strategies they have used.

  • Photographic and video evidence is visible in the child’s individual learning e-portfolio. This evidence shows the child’s growth in relation to the learning outcomes identified in the child's ‘individual plan’.

  • Kaiako evaluates the child’s learning plan regularly and implements new strategies if need be. New interests may be identified, and any new plans implemented in consultation with parents.

  • Profile kaiako will update relevant areas within the center (learning focus on profile books)

  • Profile kaiako will ensure celebrations relevant to the child are shared at the center. eg. last day, birthday celebration

  • When tamariki leave the center the profile kaiako will ensure all of their belongings on display in the center leaves with them. Things to think about:

    • pepeha of the wall

    • artwork hanging on the wall or in art box

    • leaving certificate is complete and put in profile

    • leaving story completed and in profile

Evaluation meetings are held at the end of every term in the last planning meeting for that term.

  • Kaiako will bring one learning story to share, they discuss the strategies they used by considering; what worked, what didn't, what we could try next, any resources that may help and need to be purchased, any structural changes etc.

  • Kaiako highlights areas for review that will inform our programmes effectiveness in consultation with management.

  • Management will ask for evidence to be made available to them at any time during the year to ensure their responsibilities are being met, this will be documented in Evaluation Meeting minutes and individual planning notes.

  • All evaluations need to be put in the CURRICULUM documentation folder.

Regulations that Guide this Policy:

Reg. 43 ECE 2008

Licensing Criteria That Guide This Policy:

C1-C13

NELP Priorities That Guide This Policy:

Objective 1, Priority 1 and 2

Objective 2, Priority 3 and 4

Objective 3, Priority 5 and 6

Additional Document That Guide This Policy:

Te Whāriki: Early Childhood Curriculum

Te Ara Poutama

Tātaiako

Tapasā