Curriculum, Assessment and Planning

Curriculum, Assessment and Planning

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Curriculum Assessment and Planning Policy

 

 

Rationale

Teachers will plan and assess both for individual children and groups of children, with meaningful and purposeful learning opportunities and experiences. In recognition that each child is interdependent with the wellbeing of their kaiako/parents/whānau, meaningful relationships with whānau will be developed, their participation in and contribution to the curriculum encouraged, and their aspirations for their children respected.

Objective

Children will be given opportunities to learn and develop at their own depth and pace.

Parents/whānau will be an integral part of the planning and assessment process.

Procedures and strategies

Anti Bias

Little Rock Preschool will ensure that there are equitable opportunities for learning for every child; irrespective of ability, gender, age, ethnicity or background. Children are affirmed as individuals and are encouraged to work with, and alongside, others, at an appropriate depth and pace for the individual.
Teachers will identify and deter discriminatory behaviour and language in the centre and promote/model non-discriminatory behaviour and language.
Resources and practices will be reviewed to maintain equitable practices in the Preschool, and help from support agencies will be sought, if necessary.

Assessment and Planning

Little Rock Preschool will provide all children with their own profile books. This book will be a record of their child’s time at Preschool, and will record their assessment and planning,
and show their learning journey with us.
Curriculum decision making is done in partnership with whānau, and we highly value their input. We encourage them to take their profile book home to share, and they are welcome to add photos, and stories etc to deepen our understanding of their child.
Planning is carried out using the Early Childhood Curriculum, Te Whāriki. Teachers will consult with whānau regarding their aspirations for their child (initially through the “Me Sheet”, followed up 3 months later with an aspiration form, and then every 6 months after that) and communication around assessment and planning with be continual during the child’s time at Preschool. Communication with whānau will endeavour to be in culturally appropriate ways. Teachers will also seek the child’s voice in their assessment and their own aspirations for learning.
Teachers will also implement group planning for the children, which is based on current children’s interests, local/national/international events, or themes linked to our philosophy and Christian character.
Teachers meet every fortnight for discussion and reflection at Staff meetings. They each have rostered Assessment and Research times every week to plan for the extension of children’s learning, both for their individual profile children, tamariki of other teachers, and the group as a whole.

Narratives

Notice:
If you notice an interest/disposition or working theory a child is working on;
 Take photos (if possible)
 Describe what is happening (include the child’s voice, ideas, perspectives etc). Explain how the child has progressed/changed (if it is from a previous learning pathway)
 Describe your role in the story – how did you extend them/scaffold/provide resources or offer strategies etc. How did you respond as a teacher? Can you see how you made a difference?
 What part did the environment play in the learning? Was time a factor? Did routines impact on the learning? Was there community involvement?

Recognise:
Describe the relevant learning – dispositions/working theories (the reason you want to write up the narrative)

Respond:
Putting our understanding of the learning to good use. Think about how you might encourage
this disposition or working theory to appear in different areas or experiences in the
programme to become broader and deeper. What will you do as a teacher? What will you
set up/provide? (be specific)

What to include in a narrative:
Parent voice – What has been happening at home that relates to this learning? Is there anything else that might help tell the story more – can we see connections to whānau? Is this a provocation you’ve provided in response to their aspirations for their child?
 Make connections to previous narratives – we need to see links child’s learning etc. There should be a flow between stories.
 Make connections to life out of Preschool
 Narratives should have headings for notice, recognise, and respond, as well as incorporating Te Whāriki – Principles/Strands & Goals, links to LRPs outcomes for children and vision, bible verses and christian dispositions (if appropriate), and te ao me te reo Māori.

Profile books should contain:
Philosophy & Te Whāriki page
 Ist day/week narrative & welcome page
 Me Sheet
 Whānau aspirations
 Individual Narratives
 Group stories (including events/excursions the child is a part of)
 Artwork– with explanations of learning
 Anecdotal stories and photos – incidental things that help to create a bigger picture of the
child
 Links to learning pathways and whānau aspirations
 Holidays or long breaks (when you’re unable to write a narrative)

Expectations:
* As a profile Kaitiaki, it is your responsibility to ensure that the children assigned to your care have:
 A family induction into the Preschool.
 All cards made for use in the preschool (art card, photo for karakia, placemat, name writing card, art pocket, parent notice pocket, nappy shelf nametag [if appropriate], and an LRPS tree photo.
 Create a profile book for the child, and add child’s details on Storypark.
 A Family photo (either from home, or taken at Preschool) for our whānau wall.
 One narrative per month (approximately) in their profile books.
 Their whānau aspirations responded to: this involves gathering their aspirations initially through the Me Sheet, after approximately 6 weeks with a Whānau Aspirations form, and then every 6 months thereafter with the Whānau Update form (or as child requires).
These forms are then discussed at the next staff meeting, where we add our thoughts as well, and the kaitiaki takes this information back to the parents. Information collated on an individual planning sheet and the whānau form (for profile book).
 Opportunity for Parent interviews is expressed or offered.
 Ascertain parents’ best form of communication (eg texting, messenger, email, or face to face) so that communication with whānau and Preschool can be the most effective as
possible.
* 8 narratives a month, minimum (2 hours assessment & inquiry time) – Full Time teachers (There will be a pro rata system for teachers working part time hours.. eg if you work 0.5 of a
week, the expectation will be 4 narratives, etc) – decided in consultation with Director.
* Stories/narratives of evidence towards group plan
* Upload stories to Storypark/or write them in directly
* Update the narrative checklist form with the narratives you’ve written each month (these can include group narratives, but must have learning specific to individual child to count).

Profile critique sheet:
 Are we able to see who the child is in this profile book?
 If we were to observe the child in the environment, and then read their book, would it represent the truth of who this child is this place?
 Are the learning intentions for this child clear?
 Can we see how the children is progressing and how the teachers have made a difference?
 Are teaching strategies clear/evaluated?
 Are provocations highlighted and connected to the learning intentions?
 Are whānau aspirations evident in the learning intentions?
 Is this a bicultural document? Do narratives reflect te ao Māori?
 Is the community reflected in this profile book? Can we see connections to members of our learning community (both within the Preschool and in the wider community)?
 Are there multiple perspectives in this book?
 Whose voices are heard?
 What learning is valued in this profile?
 Is this profile missing anything we would like to see?
 Does this profile reference Christian aspects – values, biblical references etc

 Does this profile book reflect our philosophy?

Social Competence

Teachers/Kaiako will build positive, responsive and reciprocal relationships with all children and whānau, which is the foundation for teaching and learning positive social competence.
Kaiako will model positive behaviour and language, and this will be reinforced through learning strategies, such as role play, discussion, and the use of the “LRPS show me five treaty”.
Kaiako will give positive attention, encouragement and praise to affirm children as individuals. When appropriate, they will encourage children, in a respectful way, to talk about why they acted the way they did, and to think about what they could have done differently.
Kaiako will be guided by the IYT pyramid to provide appropriate strategies to help tamariki solve situations themselves, such as letting the child lead, listening to the child, and social and emotional coaching.
Kaiako will never use physical force to reprimand a child. They will keep other children safe with strategies, such as redirecting and using clear commands, having rules displayed clearly (i.e. the LRPS Treaty), ignoring, distraction, reminders and warnings.
Strategies will include individual and group incentives, and successes will be shared with whānau.
Where behaviour causes concern, Kaiako will first discuss this as a team, and develop strategies based on the IYT pyramid. This can be discussed with whānau, so this can be supported at home, as well as within the Preschool setting. Kaiako and whānau will assess
documented strategies put into place to modify behaviour, with ongoing monitoring and evaluating of the behaviour. If necessary, the manager (in consultation with Kaiako and whānau), will refer the child for any necessary support with a specialist service.

LRPS has a treaty to keep everyone who attends preschool safe and happy:
Little Rock Preschool Treaty: “Show Me Five”
1. We use inside voices
2. We use walking feet inside
3. We respect our Preschool
4. We speak life by using kind words
5. We respect each other’s bodies.

Bi-cultural partnership

Our Preschool acknowledges the two partners of Te Tiriti o Waitangi.
Staff will consult with parents/whānau about their knowledge of their cultures, values, beliefs and interests, as well as the aspirations they have for their child’s learning. Values, language, customs and practices will be incorporated into the curriculum, and the administration of the preschool, as much as
possible.
Knowledge of the historical, cultural and spiritual aspects of the local Maori community will be sought, and local Maori groups and whānau are invited to share their knowledge, as well as developing an awareness of each child’s ancestral heritage and the history of Aotearoa/New Zealand.
Kaiako will implement policies, objectives and practices which are inclusive, equitable, culturally appropriate, and reflect our whānau. They will use teaching strategies which reflect tikanga Māori, including narrative, song, art, and movement, as well as integrating te reo me tikanga Māori into all aspects of the curriculum (including rituals, routines, and regular events).
Tamariki are encouraged to develop a strong sense of environmental awareness and care, including consideration of both the natural (living) world, and the physical (non-living) environment.
Kaiako accept responsibility to develop their own knowledge of te reo Māori, tikanga Māori and Māori world views, so that they are better able to support children to understand their own mana atuatanga.
Bicultural resources will be reviewed regularly, and new equipment purchased, as necessary.

Cross-cultural awareness

Little Rock Preschool recognises and values each individual, and respects differences of race, gender, cultures, ability, religion and beliefs.
Teachers will consult with whānau about their values, customs, individual beliefs and interests when a child commences Preschool.
Teachers will ensure that programmes and resources are sensitive and responsive to racial and cultural differences among the families of the children attending preschool. The preschool programme and environment will reflect individual heritages.
For children without English as a known language, staff will gather common phrases to use with the child, along with help from google translate so that communication is as effective as possible, and helps in the child developing a sense of belonging here at LRPS. Teachers will seek involvement from whānau in sharing their home language with us.
Children’s development and knowledge will be enriched through opportunities provided by resources (including people, print, language, music, and by real experiences such as celebrations, meals, excursions to cultural events and visitors).
Teachers will monitor the effectiveness of cross-cultural awareness through ongoing discussion with whānau.

Internal Evaluation

Little Rock Preschool seeks to improve the quality of our Preschool through ensuring a culture of continuous improvement to all practice with reflection, analysis and planned action – it helps us to see the aspects of our practice that are working well, but also what we could do better, or change.
We undertake three types of evaluation, but all of them are part of a common improvement agenda, with the focus being improved outcomes for our tamariki. These are Strategic evaluation, Regular evaluation, and Emergent evaluation.

Strategic evaluations focus on activities related to our vision, values and philosophy. It aims to find out to what extent our vision is being realised, goals achieved, and progress made.
Strategic evaluations are a means of answering such key questions as: To what extent are all our learners experiencing success? To what extent are improvement initiatives making a difference for all learners? How can we do better?
Because strategic evaluations delve into matters, they need to be in-depth and they take time.

Regular (planned) evaluations are business-as-usual evaluations or inquiries where data is gathered, progress towards goals is monitored, and the
effectiveness of programmes or interventions is assessed.
They ask: To what extent do our policies and practices promote the learning and wellbeing of all learners? How fully have we implemented the policies we have put in place to improve outcomes for all learners? How effective are our strategies for accelerating the progress of priority learners?
Business-as-usual evaluations vary in scope and depth, and feed back into our strategic and annual plans.

Emergent (or spontaneous) evaluations are a response to an unforeseen event or an issue picked up by routine scanning or monitoring.
Possible focus questions could include: What is happening? Who for? Is this okay? Should we be concerned? Why? Do we need to take a closer look?
Emergent evaluations arise out of high levels of awareness about what is happening.

The five interconnected, learner-focused processes that are integral to effective evaluation for improvement are:
 Noticing
 Investigating
 Collaborative Sense Making
 Prioritising to take action
 Monitoring and evaluating impact
All kaiako will collaborate, and engage in deliberate, and systematic processes
and reasoning, with improved outcomes for all learners as the ultimate aim.