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All tamariki will be given the opportunity to develop knowledge, skills and a positive mindset to enable them to grow up as competent, confident learners and communicators.


To ensure opportunities are provided for kaiako to notice, recognise, respond, evaluate and revisit valued learning for tamariki.  To ensure our tamariki are meeting their learning outcomes.  Parents & whānau have authentic and meaningful opportunities to contribute to this process.  To actively display a genuine commitment to Māori learner success. Te Whāriki (2017) is our National Curriculum and provides the basis for our learning pathways for our tamariki.


Curriculum and assessment practices encompass the learning and development of the tamariki.


  1. The Principles, Goals and Strands of Te Whāriki guide our teaching practice and planning processes, ensuring that the tamariki are becoming increasingly capable of age appropriate learning outcomes.
  2. Our teaching methods are consistent with current theory and knowledge of best practice. We use other relevant documents such as Te Whatu Pōkeka & He Māpuna te Tamaiti (as well as other Ministry of Education documents) to support our teaching practice further.
  3. Kaiako interactions with tamariki and whānau are positive, responsive and reciprocal.
  4. Tamariki learn through our play-based curriculum.  Our kaiako recognise this and observe tamariki creating relationships in an environment that provides equal opportunities for them to learn and extend appropriate skills, dispositions, interests, knowledge and areas of need.
  5. Kaiako create an individual learning pathway for the tamariki in consultation with whānau. These are documented in their learning stories and are displayed on the wall in each room. Kaiako use observations and discussions to assess progress and ensure their intentional teaching offers opportunities for further growth and development.  We document the learning pathways of the tamariki on Storypark and in their portfolios.  These include photos, videos, observations and artwork.
  6. We provide professional learning opportunities, paid staff meetings and paid planning time to ensure knowledge, skills and the teaching practice of kaiako are current and appropriate.
  7. Planning meetings provide opportunities for kaiako to engage in collegial dialogue in relation to what they are noticing about the individual learning pathways of the tamariki.  These are opportunities to discuss specific teaching strategies to strengthen and guide their learning.  Meetings also provide opportunities to evaluate planning and identify learning outcomes for all tamariki.
  8. Being reflective is integral to keeping our assessment, planning and evaluation processes current and relative to the learning pathways of the tamariki.
  9. Where appropriate, kaiako use NZ baby sign, gestures, te reo Māori, open questions and feedback to encourage tamariki to use language (verbal & non-verbal) to share their ideas, express emotions and interact socially. Waiata, action songs and dancing, reading books and visual displays are an integral part of creating a language rich environment. Kaiako write in front of the tamariki and foster any interest in writing and reading in older tamariki.
  10. Kaiako encourage older tamariki to guide their learning experiences by asking them what they are interested in, what they want to do, building this into daily activities.
  11. The days for the tamariki are planned to have both outdoor and indoor free play, as well as quiet and active times. Stages of development are acknowledged and the preference to play alone, alongside or with others is respected.
  12. The environment is set up to provide opportunities to extend the individual learning pathways of our tamariki.
  13. Kaiako encourage tamariki to revisit their learning by sharing their portfolios and ensuring that their newly acquired skills are embedded into their learning.
  14. Our curriculum values and respects the culture and background of the tamariki attending our Centre.  When their culture is valued, their sense of wellbeing and belonging is enhanced.



  • Job descriptions for kaiako reference Te Whāriki, The Standards for the Teaching Profession and The Code of Professional Responsibility
  • Commitment to provide any Professional Learning as required to implement the curriculum, the Standards for the Teaching Profession and Code of Professional Responsibility
  • Provide any supporting resources as required
  • Ensure the Centre’s strategic plan, kaiako professional learning practices and kaiako appraisal system aligns with Te Whāriki
  • Management and kaiako co-construct and share with parents/whānau our Centre philosophy and curriculum programme.
  • Provide sufficient non-contact time for kaiako to plan, assess and evaluate
  • Have the appropriate systems in place to support both group learning and individual learning
  • Have a system of internal evaluation in place that allows for reflection and growth in teaching practice and learning outcomes.
  • Ensure kaiako have the relevant qualifications, knowledge and skills to support infants, toddlers and young tamariki to experience positive outcomes
  • Appraisals include discussion on how the practice of the kaiako reflects Te Whāriki in our context.


  • Responsible for providing a bicultural local curriculum programme with which they implement Te Whāriki
  • Knowledgeable about the learning and development of our tamariki alongside theoretical knowledge
  • Participate in Professional learning for ongoing growth and development
  • Plan, assess and evaluate learning for tamariki that is inclusive for all
  • Assessment for all tamariki will be consistent with the Principles of Te Whāriki and support curriculum planning
  • Form responsive and reciprocal learning partnerships with tamariki and whānau
  • Comply with the Education Council NZ Code of Professional Responsibility and Standards for the Teaching Profession
  • Have an awareness of how Te Whāriki connects with the New Zealand Curriculum.  Work together with parents and whānau (and new entrant teachers when possible), to support transition to school
  • Engage in reflective practice

Alignment with Other Policies

Our Local Curriculum Framework

Communication & Consultation policy

Parent Needs & Aspirations policy

Relevant Background (including Legislation/Regulation/Licensing references)

Licencing Criteria 2008, Curriculum, Criteria to Assess Curriculum Standard;

  • C1: the service curriculum is consistent with any prescribed curriculum framework that applies to the service (such as Te Whāriki);
  • C2: the service curriculum is informed by assessment, planning, and evaluation (documented and undocumented) that demonstrates an understanding of children’s learning, their interests, whānau, and life contexts;
  • C3: adults providing education and care engage in meaningful, positive interaction to enhance children’s learning and nurture reciprocal relationships;
  • C4: the practices of adults providing education and care demonstrate an understanding of children’s learning and development, and knowledge of relevant theories and practice in early childhood education;
  • C5: The service curriculum acknowledges and respects the unique place of Māori as tangata whenua. Children are given the opportunity to develop knowledge and an understanding of the cultural heritages of both parties to Te Tiriti O Waitangi.
  • C6: The service curriculum respects and supports the right of each child to be confident in their own culture and encourages children to understand and respect other cultures.
  • C7: the service curriculum is inclusive, and responsive to children as confident and competent learners. Children’s preferences are respected, and they are involved in decisions about their learning experiences;
  • C8: the service curriculum provides a language-rich environment that supports children’s learning;
  • C9: the service curriculum provides children with a range of experiences and opportunities to enhance and extend their learning and development – indoors and outdoors, individually and in groups.
  • C10: The service curriculum supports children’s developing social competence and understanding of appropriate behaviour.
  • C11: The service curriculum specifies the steps taken to respect and acknowledge the aspirations held by parents and whanau for their children
  • C12: The service curriculum specifies regular opportunities provided for parents to communicate with adults providing education and care and to be involved in decision-making concerning their child’s learning
  • C13: The centre is knowledgeable about and has processes for seeking information and guidance from agencies / services if required.

Education (Early Childhood Services) Regulations 2008

Te Whāriki He whāriki mātauranga mō ngā mokopuna o Aotearoa Early childhood curriculum – Ministry of Education 2017

Te Tiriti o Waitangi – 1840

Education Act 1989

The Education Legislation Amendment Act 2016

Impacts of Policy on Kaiako, Parents and Tamariki

Basing our curriculum on Te Whāriki ensures that parents can have the confidence that tamariki are learning appropriately and that current best practice is used. It ensures parents understand why kaiako do what they do.  Providing a quality curriculum will benefit the tamariki in our Centre.

Alignment with the Philosophy of Midcity Childcare

This policy is aligned with our Centre’s philosophy.

Implications and/or Risks for Midcity Childcare

Our national curriculum, Te Whāriki, is the basis of our own curriculum programme.  Following this policy enhances the opportunity for our Centre to implement quality learning and practice.  High quality curriculum and assessment practice empowers young tamariki to be confident and competent learners.


The Team Leaders ensure planning and assessment align with Te Whāriki, our Local Curriculum Framework and with our Centre’s philosophy.


Review bi-annually or when there is a significant change in the area of the policy topic.

Authorised: Manager
Date: March 2023
Review Date: March 2025
Consultation Undertaken: Management/Kaiako/Parents & Whānau