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NZC and Te Whāriki – Part 2

25/06/18

In this blog, the second of a two part series, we continue to investigate 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.

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.

Connections through the key competencies

Key competencies are the capabilities people have, and need to develop, to live and learn today and in the future.

Key competencies encompass knowledge, skills, attitudes, and values.
Key competencies work together and influence each other.
Key competencies require teachers to notice not just what students are learning, but how they are learning and their capacity to continue learning.
Key competencies are demonstrated in performance – they require action.

In Te Whāriki, there are five strands that, together with the principles, provide the framework for a holistic curriculum.

Five strands and their associated goals arise from the four principles

Mana Atua – Well being: The health and well-being of the child are protected and nurtured.
Mana Whenua – Belonging: Children and their families feel a sense of belonging.
Mana Tangata – Contribution: Opportunities for learning are equitable, and each child’s contribution is valued.
Mana Reo – Communication: The languages and symbols of their own and other cultures are promoted and protected.
Mana Aotūroa – Exploration: The child learns through active exploration of the environment.

"While the key competencies are all tightly interrelated and woven in complex ways into the learning areas, it is nevertheless possible to identify many links between The New Zealand Curriculum and Te Whāriki."

^{Page 52, Te Whāriki}

Consider these examples of links between the NZC key competencies and the Te Whāriki strands:


*The NZC* identifies five key competencies**	*Examples of Te Whāriki* links to NZC key competencies**
Thinking Students use creative, critical, and metacognitive processes to make sense of information, experiences, and ideas. Intellectual curiosity is at the heart of this competency. They develop as competent thinkers and problem solvers who actively seek, use and create knowledge, ask questions, and challenge the basis of assumptions and perceptions.	Strand 5: Exploration \| Mana aotūroa Over time and with guidance and encouragement, children become increasingly capable of: playing, imagining, inventing and experimenting using a range of strategies for reasoning and problem solving.
Using language, symbols, and texts Students work with and make meaning of the codes in which knowledge is expressed. They learn that languages and symbols are systems for representing and communicating information, experiences, and ideas.	Strand 4: Communication \| Mana reo Over time and with guidance and encouragement, children become increasingly capable of: using gesture and movement to express themselves understanding oral language and using it for a range of purposes recognising print symbols and concepts and using them with enjoyment, meaning, and purpose.
Managing self Students have a "can do" attitude and see themselves as capable learners. They are enterprising, reliable and resilient, set personal goals and have strategies for meeting challenges.	Strand 1: Wellbeing \| Mana atua Over time and with guidance and encouragement, children become increasingly capable of managing themselves and expressing their feelings and needs.
Relating to others Students interact effectively with a diverse range of people in a variety of contexts. They learn to listen actively, recognise different points of view, negotiate and share ideas.	Strand 3: Contribution \| Mana tangata Over time and with guidance and encouragement, children become increasingly capable of treating others fairly and including them in play.
Participating and contributing Students have a capacity to contribute appropriately as a group member, make connections with others, and create opportunities for the group. They have a sense of belonging and the confidence to participate in new contexts. They understand the importance of balancing rights, roles and responsibilities, and contributing to the quality and sustainability of social, cultural, physical, and economic environments.	Strand 2: Belonging \| Mana whenua Over time and with guidance and encouragement, children become increasingly capable of: making connections between people, places and things in their world; Taking part in caring for this place.

He pātai

How would you explain the key competencies to an early childhood teacher?
How do you provide opportunities for learners to develop their capability as users of knowledge and skills in different contexts?

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Connections through the learning areas

"The New Zealand Curriculum groups understandings about the world in learning areas such as science, mathematics and the arts; in Te Whāriki, these are woven through the strands (for example, while mathematics is explicit in communication and exploration, it is also implicit in other strands)."

^{Page 52, Te Whāriki}


Learning areas in the NZC	Examples of Te Whāriki links to NZC learning areas
English Students study, use, and enjoy language and literature communicated orally, visually, or in writing.	Strand 4: Communication \| Mana reo Using gesture and movement to express themselves. Understanding oral language and using it for a range of purposes. Enjoying hearing stories and retelling and creating them.
The arts Students explore, refine, and communicate ideas as they connect thinking, imagination, senses, and feelings to create works and respond to the works of others.	Strand 4: Communication \| Mana reo Expressing their feelings and ideas using a wide range of materials and modes.
Health and physical education Students learn about their own well-being, and that of others and society, in health-related and movement contexts.	Strand 1: Wellbeing \| Mana atua Keeping themselves healthy and caring for themselves. Strand 3: Contribution \| Mana tangata Treating others fairly and including them in play. Strand 5: Exploration \| Mana aotūroa Moving confidently and challenging themselves physically.
Learning languages Students learn to communicate in an additional language, develop their capacity to learn further languages, and explore different world views in relation to their own.	Strand 3: Contribution \| Mana tangata Using a range of strategies and skills to play and learn with others. Strand 4: Communication \| Mana reo Understanding oral language and using it for a range of purposes.
Mathematics and statistics Students explore relationships in quantities, space, and data and learn to express these relationships in ways that help them to make sense of the world around them.	Strand 4: Communication \| Mana reo Recognising mathematical symbols and concepts and using them with enjoyment, meaning, and purpose. Strand 5: Exploration \| Mana aotūroa Using a range of strategies for reasoning and problem solving.
Science Students explore how both the natural physical world and science itself work so that they can participate as critical, informed, and responsible citizens in a society in which science plays a significant role.	Strand 2: Belonging \| Mana whenua Taking part in caring for this place. Strand 5: Exploration \| Mana aotūroa Playing, imagining, inventing and experimenting. Making sense of their worlds by generating and refining working theories.
Social sciences Students explore how societies work and how they themselves can participate and take action as critical, informed, and responsible citizens.	Strand 2: Belonging \| Mana whenua Making connections between people, places and things in their world. Taking part in caring for this place. Understanding how things work here and adapting to change. Showing respect for kaupapa, rules and the rights of others.
Technology Students learn to be innovative developers of products and systems and discerning consumers who will make a difference in the world.	Strand 5: Exploration \| Mana aotūroa Playing, imagining, inventing, and experimenting. Making sense of their worlds by generating and refining working theories.

He pātai

While the learning areas are covered through the strands of Te Whāriki, they are not as explicit as in the NZC. Why do you think this might be? What could primary teachers take from Te Whāriki to enable integration of the learning areas?
How could play based learning fit in this context?

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Supporting transitions

"Kaiako recognise and show where and how children’s early learning connects with the key competencies, values and learning areas of The New Zealand Curriculum. At the same time new entrants teachers will be aware of the principles and strands of Te Whāriki and deliberately build on the foundations that have already been laid."

^{Page 63, Te Whāriki}

"In highly effective schools, teachers had a good understanding of Te Whāriki and The New Zealand Curriculum and their similarities and differences. The school’s curriculum helped to bridge differences by using similarities, and built on the children’s prior learning. It was flexible and met the diverse needs of the children."

^{ERO: Continuity of learning – transitions from early childhood services to schools 2015}

The New Zealand Curriculum is explicit about supporting transitions in the coherence principle, where the expectation is that curriculum “… provides for coherent transitions and opens up pathways to future learning”.

A later section in The New Zealand Curriculum expands on the implications for teachers:

"The transition from early childhood education to school is supported when the school:

fosters a child’s relationships with teachers and other children and affirms their identity
builds on the learning experiences that the child brings with them
considers the child’s whole experience of school is welcoming of family and whānau."

He pātai

How can you/your school establish relationships with local ECEs to promote community-wide understanding and sharing of good practice?
Do you proactively approach ECEs to develop collaborative relationships and share knowledge of curriculum and approaches to teaching and learning?
Do you participate in "professional learning clusters" or "readiness for school" forums with your local ECEs?
Do you share what you/your school does to support children and their families regarding transition? What strategies have worked and what could be improved?
Do you encourage new entrants to bring their "learning stories" and portfolios from their ECE to school?

"Given that children do not have to attend school until they are six years old, there can be some flexibility and overlap in the use of Te Whāriki and the curriculum documents for school and kura."

^{Page 58, Te Whāriki}

Should the framework of Te Whāriki move into the junior school? What shifts in thinking are required?

Watch Dr Helen May talking about Taking Te Whāriki to school.

Further reading

ERO: Continuity of learning: transitions from early childhood services to schools 2015
Te Whatu Pōkeka Kaupapa Māori Assessment for Learning, Early Childhood exemplars
This resource aims to stimulate debate and to encourage people to share their experiences and views on the ideas, suggestions, and practices within it.
Kei Tua o te Pae/Assessment for Learning: Early Childhood Exemplars
This resources provides commentary and exemplars covering the principles, strands and learning areas of Te Whāriki.
Te Whāriki Online
An online resource for teachers developed to support Te Whāriki 2017. Teaching strategies and resources provides a Te Whāriki lens on the NZC learning areas.

Read: Exploring the connections between The New Zealand Curriculum and Te Whāriki – Part 1

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Connections between the NZC and Te Whāriki – Part 2

Connections through the key competencies

Five strands and their associated goals arise from the four principles

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Connections through the learning areas

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Supporting transitions

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