Ko te pae tawhiti, whaia kia tataKo te pae tata, whakamaua kia tina !

Seek out distant horizons and cherish those you attain

E Tipu e Rea nā Hirini Melbourne

Moe mai rā e te huaI tō moenga paiKaua rā e tahuriTaupoki ki roto i tō papanaruaKia mahana ai

Ka tō te marama e tiaho neiKa hi ake ko te rā Kei tua o te pae

kē Tipu ake koeMe he horoekaTorotika ki te raWhāia te māramatangaO te hinengaroO te wairua

Kia puāwai koe ki te aoKa kitea ō painga

Sleep my loved onein your comfortable bedDon’t be restless.Snuggle up safe and sound in your duvet so that you are warm.

When the translucent raysof the moon disappear,a new day dawns with the risingof the sun beyond the horizon.

So too does the cycle of life continues.Grow up strong and gracious, just like the horoeka tree, confident and free.Seek out the secrets of the hidden well-spring of your mind and know the sounds and dreams of your spirit.

So you shall blossom into the world,and the world in turn is transformed.

Aspiration statement from Te Whāriki

For children…to grow up as competent and confidentlearners and communicators, healthy

in mind, body, and spirit, secure intheir sense of belonging and in theknowledge that they make a valued

contribution to society.p.9 – Te Whariki

Socio-cultural - definition

“Is an emphasis on relationships in which adults

and children come together in an active process of

education”

Source: Lynn Staley - Beginning to implement the Reggio PhilosophyIn Young Children: September 1998

Sociocultural Assessment for learning is…

'the ways in which, in our everyday practice, we observe children's learning, strive to understand it, and then put our understanding to good use'.

Mary-Jane Drummond(1993). Assessing children's learning. London: David Fulton, p.13

Assessment for learning includes:• Notice, recognise and respond

• Documenting assessment• Keeping a view of learning as complex

• Having clear goals – a vision for children’s learning

• Every day contexts• Protecting and enhancing the motivation to learn

• Acknowledging uncertainty• Listening to children

• Collective assessments

The Principles of Te Whāriki are also the principles for

Assessment…Empowerment Whakamana

Holistic Development Kotahitanga

Family & Community Whānau tangata

Relationships Ngā hononga

PROGRAMME PLANNING

A reflective response to children’s thinking that enhances learning.

“For me, programme planning is fundamentally about adults; adults who assume their responsibility for care and education of children in terms of a shared body of knowledge and shared pedagogy.”Hill (2001, p12)

A plan for learning is Holistic, Empowers children as confident and

competent learners, involves Family and Community

and is based on reciprocal and responsive

Relationships

What do we need to plan for?

.”…it is necessary to make the distinction between planning for the learning environment and planning for learning”(Diti Hill 2001)

Planning

Curriculum planning is understood in Reggio Emilia as a

“sense of preparation and organisation of space, materials, thoughts, situations, and

occasions for learning” (Rinaldi 1993, 102).

Source: Lynn Staley - Beginning to implement the Reggio PhilosophyIn Young Children: September 1998

Planning for the Learning Environment

What might this involve?• Physical organisation and aesthetics

• Emotional and social environment – the atmosphere or organisational culture

• A culture of environments that empower

• People organisation - who is where, when

• People organisation – who is where, when

What is learning?From: Making Links A Collaborative Approach to Planning and

Practice in Early Childhood Services, Anne Stonehouse and Janet Gonzales-Mena (2004)

Learning is changes in behaviour as a result of experience. (page 70)

Learning is stepping out into new territory and usually needs someone besides the learner (p148)

Planning for Learning is about

• Authenticity and relevance

• Work in progress

• Possible lines of development

• Noticing, recognising and responding

• Describing, documenting, discussing and deciding

• Possible ‘lines of intent’

Layers of Planning

Planning around an individual child

Planning for a group inspired by an individual child

or group

Planning inspired by a teacher/s

Planning for the learning environment

Planning for all these layers may

be happening simultaneously

Interests that have resonance with the wider group

Individual children’s strengths interests, and developing dispositions

Teacher/whanau passions initiatives and responsibilities

Provision of materials, equipment

Social/emotional atmosphere

Routines/structure

Te Marae Bk14 p22

The Flying Fox Bk 5 p16

Growing Trees Bk 5 p18

Finn’s dragonfly Bk12 p17

Harriet’s Mermaid Bk 14 p28

Leo and Te Reo Maori Bk 14 p9

Readers, carers and friends Bk 6 P14

What’s over the fence? Bk 13 p13

Dressing up, Bk 13 p7

Exploring local History Bk5 p10

Tyler’s Day at the Office Bk 11 p11

Farewell to a taonga Bk 11 p24

Mooshey gooey bus

Bk 6 p21

There is often a misinterpretation … that all experiences must emerge from the children by either ‘asking them what they want to learn’ or ‘waiting for an interest to show itself’.

A blend of child-initiated and adult-initiated ideas is a valuable key to the provision of authentic and relevant experiences. Some adult decisions will be empowering for children and responsive to their concerns. The challenge is to avoid topics that are banal, superficial and trivial…

Alma Fleet and Catherine Paterson (2003) Meaningful Planning

Planning documentation needs to show both intention and evidence

Includes:

•Assessment for learning

•Rapid planning that happens throughout the day as teachers respond intuitively to children’s thinking and ideas. (The unexpected)

•Forward planning; further learning opportunities, experiences, resources, environments - as teachers respond collaboratively.

•Reflective comments along the way; teachers, children’s and whanau

•Self review as a result of assessment for learning.

•Evaluation.

Evaluation that is robust and reflective may contain:

• Teachers’ reflections• Parents’ comments• Children’s comments – self assessment• Teachers’ comments on pedagogy• Links to Te Whāriki• Links to theory• Examples of annotated documentation

The four Principles of Te Whāriki are a useful benchmark for evaluating assessment for learning

and teaching.

Enhances children’s sense of themselves as capable and Competent people and competent learners

Reflects the holistic way children learn

Reflects the reciprocal relationships between children, people and the learning environment

Educators implement practices which involve parents and whānau

Reflective Practice• Come together as teaching teams and compare your

Reflective Practice Profile. What are your strengths and where could improvements be made?

• Make a list of the ways your current planning system delivers on each of the Principles of Te Whāriki

• Make another list of what you could do to strengthen the Principles of Te Whāriki

HOW CAN YOU IMPROVE YOUR HOW CAN YOU IMPROVE YOUR PLANNING DOCUMENTATION?PLANNING DOCUMENTATION?

“Planning”Is the documentation

of our responsiveness to

children.

Wendy Lee2003

O ki te akoTu tāngataAi apōpō

Excel in teachingSo our learners

Will excel in the future