Curriculum
C1, C2, C3 C4, C7,C8, C9
Rationale
To ensure that the curriculum and assessment practices at this centre encompass the learning and development of the whole child. That the practices of teachers providing education and care is consistent with current theory, and informed by assessment, planning and evaluation. That the process is informative and useful.
Objective 1
To ensure our centre philosophy is understand and implemented by all teachers at the centre and underpins all we do.
Strategy
- We will revisit and update our centre philosophy ( especially with new staff) to ensure our practise is consistent, and meets the holistic needs of the children attending, and meets the expectations of parents and whanau.
- Adult interactions will be positive, responsive and reciprocal.
Objective 2 (C1)
The service curriculum is consistent with Te Whaariki, Nga Arohaehae Whai Hua self review guidelines,2008 Early Childhood Regulations, and any prescribed curriculum framework that applies to Early Childhood Services.
Strategy
- We will follow current curriculum documents, ensuring we are working with current theories to operate best practise.
- Teachers will attend professional development to ensure practice is current and up to date with quality Early childhood practices.
- Staff meetings and planning meetings are on a regular planned schedule with agendas and minutes taken to ensure all teachers are well informed of what is happening in the centre.
Objective 3 (C2)
Our curriculum is informed by assessment, planning and evaluation – (both documented and undocumented ) that demonstrates an understanding of children’s learning, their interests, whanau and life contexts.
Strategy
- Teachers will implement an emergent curriculum.
- Teachers will implement notice, recognise and respond document.
- Teachers will implement and maintain individual portfolios’ with current learning experiences and interests.
- Teachers will observe, record and plan for children as individuals and/or groups.
- Teachers will investigate and query children as individuals, groups, on their interests or areas under inquiry.
- The planning process will be transparent, honest and flexible.
- Teachers will keep documented information on children, groups, interests or areas (these may be written, photographic or video examples)
- Teachers will be available to consult with parents/whanau in a formal manner through way of a parent interview (these will be documented and shared with parents/whanau.
- Teachers will be available in an informal manner to consult with parents/whanau.
- Children will have the opportunity to contribute to their assessment by teachers encouraging children’s self-assessment and by recording the child’s voice in a variety of ways.
Objective 4 (C3)
Teachers providing education and care will engage in meaningful, positive interaction to enhance children’s learning and nurture responsive, reciprocal relationships
Strategy
- Our practices reflects our knowledge of children’s learning and development, knowledge of relevant theories and practice, and reinforce teacher dimensions.
- Teachers will plan for children as individuals or groups in a manner that extends, challenges and enriches their current interests and knowledge.
- Teachers will use reflective open ended questions and engage in conversations that extend and enrich interactions with the child.
Objective 5 (C4)
The practices of teachers demonstrates an understanding of children’s learning and development and knowledge of relevant theories and practice in early childhood education.
Strategy
- Teachers take into consideration the age and stage of development of the child when planning ,assessing and make evaluations on the child.
- Teachers will be proactive in assessing, planning and evaluating in an ongoing, evolving planning process.
- The centre ensures educational journals are purchased to keep staff informed of current theories and practices of early childhood education.
- Teachers will participate in a staff appraisal process to support on going learning.
- Teachers will attend professional development in accordance with their needs, centre development and as arise according to teacher appraisals.
Objective 5 (C7)
Our curriculum is inclusive, and responsive to children as confident and competent learners. Children’s preferences are respected, and they are involved in decisions about their learning experiences.
Strategy
- Children will be treated as individuals Parents/whanau will be treated as individuals and their heritage/cultural identity will always be acknowledged and respected.
- Teachers provide a creative environment that supports, enriches, extends and challenges children’s current interests, abilities and knowledge. Also inclusive of whanau by valuing and encouraging their ongoing input.
- Teachers are assigned children’s portfolios’ where they are given opportunity in planned release time, to assess what is happening for that child ,and develop and plan for the child, and evaluate the outcome for the child. Through the portfolio’s and through informal discussion with parents and whanau, teachers ensure that the opportunity for input from children and family may occur.
Objective 6 (C8)
Our curriculum provides a language-rich environment that supports children’s learning.
Strategies
- Using NZ’s three recognised language (English, Te Reo, sign) teachers do to the best of their knowledge/ ability incorporate a language rich environment through everyday conservations and happenings in the centre.
- Teachers ensure that resources such as books, computers, paper pens etc are always readily available for children.
- Media is throughout the centre including but not linked to the walls and display boards, memos, whiteboards, newsletters.
Objective 7 (C9)
Our curriculum provides children with a range of experiences and opportunities to enhance and extend their learning and development – indoors and outdoors, individually and in groups.
Strategies
- Teachers plan and set up activities that provide children with a range of experiences, both indoors and outdoors, with opportunities to enhance and extend their learning and development individually and in groups.
- Teachers participate in self review that may lead to changes in the curriculum / environment that leads to improved experiences and interactions for children.
Rewritten: July 2010