Pou Mātauranga – Our centre’s curriculum

Intended outcomes for children

We believe that:

Respectful, responsive and reciprocal relationships are paramount to children’s learning and wellbeing; that children learn through play and their relationship with people places and things (social cultural approach to learning, which also embraces a Māori perspective for how children learn and grow) and that all children have equal opportunities for learning regardless of gender, ability age or background.

Therefore our intended outcomes for children are:

  • Children who are empowered, confident to make their own decisions and follow their own interests, and have the social competence to work with and alongside others.
  • Children who feel valued as the absolute unique individuals that they are, yet respectful of others, and valuing of others differences.
  • Children who have knowledge and understanding of the dual cultural heritage of Aotearoa, confident within their own culture, and in the knowledge that their whānau aspirations will be valued, and that their whānau will be involved in the centre to support their children’s learning journey, and that all voices are heard.
  • Te Whāriki is evident in our practice and in our profiles.
  • Planning for children’s learning is displayed on the wall for everyone to see and contribute to.
  • Information is shared through newsletters, wall displays and on the whiteboard outside.
  • There are a wide variety of experiences and resources in order for the children to be able to follow and build on their interests and prior learning.
  • Regular korero between teachers, children and their whānau.
  • All children have equal opportunities for learning, and learning is fun.

Pou Tikanga Whakaako – teaching and learning

What we do well:

  • By keeping the centre small in size we are able to develop warm positive friendly strong responsive and reciprocal relationships with the children and their whānau.
  • We believe in an open door policy, welcoming for whānau involvement and information sharing, which supports children’s sense of belonging and trust in the centre and also the connecting of links between home and centre.
  • Our small size also allows us to work collaborative together as one centre, and while we have 2 separate areas to cater for the more specific needs of the different age groups, all children know each other and all teachers and all teachers know all children.
  • This also facilitates a continuity of approach and curriculum delivery between the 2 areas, the ability for the children to learn with and alongside each other regardless of age gender and ability and a smooth natural transition between the 2 areas.
  • Our strong commitment to our social competence policy, which empowers the children to learn with and alongside each other, learning social justice and fairness, taking responsibility for their actions and learning, taking responsibility for the wellbeing of themselves and others, accepting other’s differences being able to express themselves and learning from others.
  • We believe in the concept of Ako, where everyone is empowered to learn with and from each other (people places and things) knowledge can be gained through shared learning experiences and all within our community bring knowledge that others can learn from.
  • We have regular communication and professional discussions with in the teaching team.
  • Our teachers are passionate about teaching in ECE, they are reflective and resourceful teachers, committed to continued development and -improvement, and share the same philosophy.
  • Our teachers have knowledge of children and their different learning styles and are interactive and involved with children’s learning.
  • We offer a wide variety of equipment for the children to explore, make their own choices and learn from and teachers who use intentional teaching, following children’s interests through planned activities and taking advantage of spontaneous “teachable moments’.
  • Te Whãriki guides our practice, for implementing learning experiences for groups and individuals, with play recognised as valuable learning.
  • We believe in the holistic way that children learn, and that they learn through people places and things.
  • Our curriculum focuses on the interests and strengths of the children, noticing recognising and responding to their learning by planning and implementing for their current needs, strengths and interests.
  • Our learning stories and the knowledge we have of the individual children’s interests are the catalyst for the group learning experiences.
  • Our teachers have a commitment to bi-cultural practices and the incorporation of tikanga Māori, ako, and te reo Māori into our practice.
  • We acknowledge that not all of us are at the same level and therefore the practices of ako apply.

U2 (little end) to O2 (big end)

One big advantage of our small size and because we run as one centre, is that all teachers and children know each other well, therefore children’s transition from the U2 room to the O2 room is a natural progression.  Children are able to move between the 2 areas and transition is at the child’s on pace, lead by the children themselves and their readiness to move emotionally, socially and physically.