21/06/18
In this blog, the first of a two part series, we explore the connections between The New Zealand Curriculum and Te Whāriki to better support children’s learning as they transition from early childhood education into primary school.
"Children’s transition to school was more likely to be successful when leaders and teachers in early childhood services and schools understood the links between Te Whāriki and The New Zealand Curriculum and provided a curriculum that was relevant and meaningful for children..."
ERO: Continuity of learning – transitions from early childhood services to schools 2015
The New Zealand Curriculum and Te Whāriki have a similar vision for young people.
The New Zealand Curriculum has a vision for young people who will be …
"...confident, connected, actively involved, lifelong learners."
Te Whāriki aspires for children to be …
"...competent and confident learners and communicators, healthy in mind, body and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society."
"There are close parallels between Te Whāriki and The New Zealand Curriculum. In both, learning is seen to take place in the space between what the educational environment offers and the knowledge and experiences that children bring with them."
The New Zealand curriculum encourages schools to design their curriculum with the principles underpinning practice and evaluation, at the same time weaving together the values, key competencies and learning areas (Page 37, NZC).
"In Te Whāriki, learning dispositions and working theories are seen to be closely interrelated. The same is true of the key competencies and learning areas in The New Zealand Curriculum. In both cases the approach to learning recognises the need for a ‘split screen’ pedagogy that maintains a dual focus on the ‘how’ and the ‘what’ of learning."
Local curriculum design involves a complex weaving of principles and strands (Te Whāriki), values, key competencies, and learning areas (The New Zealand Curriculum) as children and young people engage in learning experiences.
So what are the connections between the two curriculum documents that might support children’s learning across the transition to school?
"The two curriculums are based on similar principles and have similar approaches to valued learning."
There are four principles in Te Whāriki:
There are eight principles in the NZC which should underpin all school decision making:
| NZC principle | Examples of Te Whāriki links to NZC principles |
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High expectations The curriculum supports and empowers all students to learn and achieve personal excellence, regardless of their individual circumstances. |
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Treaty of Waitangi The curriculum acknowledges the principles of the Treaty of Waitangi, and the bicultural foundations of Aotearoa New Zealand. All students have the opportunity to acquire knowledge of te reo Māori me ōna tikanga. |
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Cultural diversity The curriculum reflects New Zealand’s cultural diversity and values the histories and traditions of all its people. |
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Inclusion The curriculum is non-sexist, non-racist, and non-discriminatory; it ensures that students’ identities, languages, abilities, and talents are recognised and affirmed and that their learning needs are addressed. |
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Learning to learn The curriculum encourages all students to reflect on their own learning processes and to learn how to learn. |
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Community engagement The curriculum has meaning for students, connects with their wider lives, and engages the support of their families, whānau, and communities. |
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Coherence The curriculum offers all students a broad education that makes links within and across learning areas, provides for coherent transitions, and opens up pathways to further learning. |
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Future focus The curriculum encourages students to look to the future by exploring such significant future-focused issues as sustainability, citizenship, enterprise, and globalisation. |
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The section on "Pathways to School and Kura" in Te Whāriki (page 51) extends on the links diagram in The New Zealand Curriculum (page 42) to show some of the ways in which the key competencies, values, and learning areas of the NZC might continue the curriculum weaving from Te Whāriki into school.
This provides a useful starting point to explore the many connections that can be made.
"Values are deeply held beliefs about what is important or desirable. They are expressed through the ways in which people think and act.
Every decision relating to curriculum and every interaction that takes place in a school reflects the values of the individuals involved and the collective values of the institution.
The values on the list below enjoy widespread support because it is by holding these values and acting on them that we are able to live together and thrive. The list is neither exhaustive nor exclusive.
Students will be encouraged to value:
"Te Whāriki interprets the notion of curriculum broadly, taking it to include all the experiences, activities and events, both direct and indirect, that occur within the ECE setting. It provides a framework of principles, strands, goals, and learning outcomes that foregrounds the mana of the child and the importance of respectful, reciprocal, and responsive relationships. This framework provides a basis for each setting to weave a local curriculum that reflects its own distinctive character and values."
"Many dispositions have been identified as valuable for supporting lifelong learning; these are termed learning dispositions. Learning dispositions associated with Te Whāriki include: courage and curiosity (taking an interest), trust and playfulness (being involved), perseverance (persisting with difficulty, challenge, and uncertainty), confidence (expressing a point of view or feeling) and responsibility (taking responsibility). Other learning dispositions include reciprocity, creativity, imagination, and resilience.
Cultural beliefs influence which learning dispositions are valued and how. Te Whatu Pōkeka highlights rangatiratanga, whakatoi, manaakitanga, and aroha as learning dispositions that are valued in te ao Māori. Others include hūmārie and whakahī."
