Curriculum Management Policy

Rationale:

Children will experience a planned curriculum that builds on their experiences, knowledge, skills, attitudes, needs, interests and views of the world. Children will be given opportunities to learn and develop to their potential.

Purpose:

To ensure formal opportunities are provided for teachers to notice, recognise and respond to individuals and groups of children and that children and parents/whänau have authentic and meaningful opportunities to contribute to this process.

To provide a planned curriculum based on observations of children's progress, interests, abilities and areas for development, for individuals and within group situations that are reflective of the intentions for learners described in Te Whäariki.

To provide guidelines for educators that ensure programmes planned for children, both informal and formal, that are evaluated and lead to continual improvements of the programme.

To encourage all teachers to become reflective practitioners.

Reports

Check our ERO Report

Curriculum Management Policy

Guidelines:

Core programme

• An agreed description of the core programme is displayed (and how this An agreed description of the core programme is displayed (and how this reflects Te Whaariki) in the kindergarten to inform parents
• At Staff Programme planning meetings there will be a discussion of the core programme and any changes to this will be made on the centre display and detailed in the regular newsletter.
• At Fairleigh Kindergarten Staff will review the core programme at the beginning of Term three each year and as required at any other time.( Refer to the Annual plan and the Strategic plan of policy reviews) The Core programme review is recorded on a review form.
• Staff refer to Te Whaariki when planning the core programme and Staff ensure the programme is responsive , stimulating and challenging by being flexible and responding to incidental happenings that meet the needs of child initiated learning inquiries and requests.
• The responsibility in the teaching team is understood and agreeded to when planning on a daily basis and by communicating the decisions. Staff have rostered duties, which also carry responsibilities for the programme on a short and long-term basis. Gathering information for the purpose of assessment, planning and evaluation
• At the pre-entry visit the parent/whanau will be requested to complete an information sheet about their child's interests and needs. The information supplied will allow teacher to share knowledge of the child and further the process of acknowledging the links between the family/whanau and kindergarten.
• Teachers, parents and children regularly make assessments and plan in informal undocumented ways. Teachers also formalise this process through documentation. Children and parents/whänau are encouraged to contribute to this process through sharing their perspectives and aspirations, and either documenting these directly or through a teacher.
• A profile book is kept for each child at the Kindergarten. Though all teachers work with all children as part of the regular programme, each child is allocated to a teacher who takes responsibility for managing the profile book for that child.
• Profile books contain significant examples of documented assessments of the child's learning and how this relates to the aspirations for children described in Te Whäariki. These examples are also reflective of the philosophy of the Kindergarten.
• The examples documented in the child's profile books illustrate the child's interest, strengths, progress, areas for development and planning decisions are highlighted throughout the profile book.
• All teachers take responsibility for gathering examples of assessments of children's learning throughout their regular day-to-day work with children. The majority of examples gathered are 'Learning Stories'. These are holistic examples, which illustrate learning within context and highlight potential future learning pathways. These 'Learning Stories' may be specific to an individual child, reflective of that child's role/place within a group learning situation or be about a small or large group of children. Learning Stories are reflective of children's emergent interests and enthusiasms, progress or other significant aspects of learning that is valued at the Kindergarten. Other examples include photos and artwork that support stories or stand alone.
• Teachers are provided with non-contact time for up to two afternoons per week depending on hours of employment. This time is used for staff meetings, assessment, planning and evaluation and professional development.
• Teachers actively use Te Whaariki to guide their practices.
• The Head Teacher keeps the committee informed of programme developments through a report tabled at monthly management committee meetings. Other staff members also attend committee meetings from time to time to provide curriculum updates.
• Parents are also asked to comment on the programme through newsletters, annual survey, suggestion box and parent seminars held throughout the year.

Decision-making

• Teachers bring significant 'Learning Stories' to each staff meeting for discussion with the teaching team. These could be stories about individual children or groups they have written or may have been contributed by parent/whänau and children. The purpose of sharing stories is to ensure all teachers are familiar with and can contribute to the assessments and planning decisions made. These meetings are also a time for evaluating the plans implemented for individual children, groups and the core programme.
• Discussion and planning decisions are documented either in the staff meeting minutes, as 'Learning Stories' or as a 'Teachers' Voice'. These are revisited at following staff meetings and further discussion and decisions recorded.
• Parents and where appropriate whänau are able to contribute to the on-going decision making about their child on a regular informal basis they are also provided with opportunities for formal discussion with a teacher which is at 3.1, (a verbal feedback) 3.10. 4.1(a verbal feedback) and 4.10 of age and as requested.
• Teachers actively use Te Whäariki to guide discussion and decision-making processes.

  Access to documentation

• Profile books are stored in a filing cabinet in the staff room. Parents/ family and children are able to access these by asking a teacher and are able to discuss these informally with teachers on a regular basis. Teachers also draw parent attention to significant documented examples before and after sessions.
• Records are kept by teachers to ensure all children are assessed and planned for.
• Teachers regularly display group Learning Stories on the walls of the Kindergarten ensuring that children, parents, whänau and teachers can view these at anytime. Past Learning Stories are also displayed in a file in the Kindergarten for access at all times.

Confidentiality

• The confidentiality and uniqueness of every child and family is respected at all times.
• All practices related to assessment, planning and evaluation will be conducted ethically and have regard for the child's development.
• Consent is sought from parents at enrolment for keeping information on their child and that Learning Stories can be displayed in the Kindergarten.
• All profile books remain the property of the Kindergarten until the child is no longer enrolled.
• Children (and parents) involved in transition to school are encouraged to share their profile book with their new entrant teacher to support the transition process.