effective practice and challengescelebratingnorthlandstamariki.co.nz/images/2016/...“maths is...

Ko te Tamaiti te Pūtake o te KaupapaThe Child – the Heart of the Matter

Implementing Te Whāriki: effective practice and challenges

Celebrating Northland’s Tamariki Conference1 October 2016Sandra Collins


Updated Te Whāriki

Curriculum requirements

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Working with Te WhārikiERO asked specifically about:• the links between early

childhood services’ curriculum priorities and emphases, their curriculum and the principles and strands of Te Whāriki• the other influences on

each service’s curriculum.

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Questions raised...• What is the purpose of a

curriculum: the documented, mandated and practised?

• Is the framework of principles and strands in Te Whāriki too broad?

• Has Te Whāriki become too familiar?

• Does Te Whāriki offer sufficient stretch and challenge?

• Is Te Whāriki useful in guiding the implementation of a bicultural curriculum?

Thematic analysisTe Whāriki as:• a philosophical curriculum • an implicit curriculum • a selective curriculum • a reference point for curriculum • a basis for a bicultural curriculum • a basis for evaluating their curriculum.

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Statements such as these are often made to justify curriculum-related practice.

“Te Whāriki is everything we do.”

“Maths is everywhere.”

“We treat all children the same.”

“We don’t teach children – we are child-led.”

“Babies just need someone who cares for them.”

“We don’t prepare children for school?”

“We don’t plan anymore.”

“We have a formal transition programme because it’s what our parents want.”


What did ERO find?• Many services had identified their

priorities for children’s learning and these were expressed in their philosophy statements or goals

• However these priorities were often not well aligned to or reflected in curriculum planning, teaching practices, assessment information or a focus for self review

• Whāriki for each service unique

Aligning practice

Priorities for children’s learning

Te WhārikiParents’ aspirationsChildren’s strengths,

interests and challengesOther influences on

curriculum

Curriculum design

Teaching practice

Assessment

Self review


Pedagogical leadershipImproving pedagogical

leadership

• Developing shared understandings of curriculum (Te Whāriki -NZC)

• Modelling teaching practice

• Mentoring and capability building

• Leading evaluation and review

Good practice

• A leader of learning

• Build a cohesive team

• Know about current research

• Clear about priorities

• Guide curriculum ‘design’, implementation and evaluation (including a reflective culture)


Learning PartnershipsImproving learning partnerships

• Moving beyond welcoming relationships

• Responding to children's language, culture and identity as part of the service’s priorities for children’s learning

Good practice

• Working with parents and whānau to achieve shared aspirations and goals

• Valuing the knowledge and expertise of parents and whānau in the curriculum


Discussion in 2s or 3s• Working in groups of 2 or 3

discuss one of the ‘improvement’ statements (taken from the about to be published ERO report)

• Why does this matter?• What might this mean for

your service?

Leadership is an essential factor in ensuring successful internal evaluation is undertaken. Leaders have a key role in building the capability and capacity of teachers to engage in inquiry and evaluation activities that have an improvement focus.

Te Whāriki needs to be well understood to be implemented as a bicultural curriculum. While the intent of Te Whāriki is recognised in some services, greater expectations and more guidance will encourage services to implement a bicultural curriculum for all children.

ERO’s findings about how well services respond to Māori and Pacific children highlight the need for services to implement a curriculum that gives all children equitable opportunities to learn and experience success. Such a curriculum has to be responsive to, and promote, children’s cultural identity and strengthen partnerships with parents and whānau.

Te Whāriki provides “a foundation for children to become confident and competent and, during the school years, to be able to build on their previous learning.” To maximise this opportunity, teachers in both early learning services and schools need to build their understanding of their respective curriculum so the transition process can be enhanced for children and their families.


Effective practice examples

In 2s or 3 use one of the effective practice examples to discuss:

• What is this effective practice about?

• What makes this effective practice?

• What questions does it raise for you?


Reflect on:

What have I heard that has resonated with me?

What has challenged my thinking?

What am I taking away with me to share with others?

Share your reflections with someone else

effective practice and challengescelebratingnorthlandstamariki.co.nz/images/2016/...“maths is...

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