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Restrictions: All Ages. Ticket Information: Admission: Free. Listed by: carla4jf. Special thanks to PNCC. Position id: 9 Zone id: Although the gazetted principles, strands and goals of the curriculum were not part of the update, the remainder of the curriculum was revised to meet the changing social and linguistic context, the revised national curriculum and associated documents, reviews of early childhood practice and relevant theory and research.
This article reflects on the changes between the and version of the curriculum in relation to assessment and the rationale for the changes. The writing team comprised both practising teachers and academics and we brought a range of expertise to the task. In addition, the Ministry had a group of internal and external experts who reviewed drafts of the document before and after it was released for consultation.
Explanations of the process for the update are available on the New Zealand Ministry of Education website. Perhaps not surprisingly, I was allocated the tasks of leading the revision of the learning outcomes, and revising advice for assessment, evaluation and guidance for pedagogies for infants, toddlers and young children, along with input on the theoretical frameworks.
Although each member had a portfolio of work, we had input into each section and the whole process of writing was collaborative. I have previously written about the reasons for the choice of 20 learning outcomes and the theoretical positions included McLachlan,so here I will explore some of the things teachers may need to think about assessment as they enact the new curriculum.
The Minister of Education in the former National Government, Hekia Parata, commissioned the update, based on the recommendation of the Early Years Advisory Group report MoE, to strengthen curriculum implementation and early learning continuity. The Minister determined there would be no changes to the gazetted parts of the curriculum — the principles, strands and goals.
There is also the reduced number of learning outcomes — from to 20 — and a stronger focus on assessment, progression and continuity in early learning. There are suggestions leadership, organisation and practice, and questions for reflection for each strand. There is also revised guidance on assessment, which is the primary focus of this paper. The next section will look more specifically at how assessment is conceptualised in the revised curriculum document.
Assessment occurs minute by minute as adults listen, watch and interact with a child or with groups of children. Assessment contributes to evaluation, revision and development of programmes p.Pae Tamariki Russell Street 3
There is further advice on avoiding comparisons between children, and to be wary of generalising from snapshots or individual pieces of information collected. There are several issues arising from this definition of assessment. First, the only named method of assessment is observation, but the types and frequency are not specified.
Certainly, EROreports highlight centres having difficulties with assessment. These difficulties may stem from the focus on observation, programme improvement and the later emphasis on using learning stories as the primary tool for assessment in the assessment exemplars provided in Kei Tua o te Pae MoE, Perkins has critiqued Kei Tua o te Pae for providing inadequate guidance on how teachers should observe children, understand the difference between formative and summative assessment, and write an effective learning story.The exemplars are a series of books that will help teachers to understand and strengthen children's learning.
We are making improvements to our Download to Print functionality, so if you want a printed copy there are pdf versions available at the bottom of the main cover page. Nanny came into Kindergarten today with Matiu and Heremaia. Nanny told me that they did a karakia and gave the first fish back to Tangaroa Guardian of the Seathen they caught some more. Those ones they took home and ate them for kai.
What a wonderful learning experience for the family to share with the other children. Nanny felt comfortable to share her knowledge and this wonderful activity she did with her mokopuna and with the teachers.
Matiu repeats the story at mat time. The children later incorporate it in their play. Families frequently share kai moana with the children, and photographs of a community event in which the families opened and ate mussels became part of the documentation on the wall of the kindergarten.
Cultural themes and community events and knowledge are an integral part of this early childhood programme. Both Nanny and Matiu told this story. The teachers recognise its importance and may well tell it again when other stories are told to remind the children of culturally valued traditions. The teachers frequently include photographs of similar episodes in documentation displayed on the wall. I suggested that he draw around the shape of my feet — he agreed my feet were approximately the same size as his mother's.
These were skilfully cut out. He produced the yellow fluff and together we negotiated our way around the shape of the soles. Cutting sheepskin requires quite some effort!
With the aid of the glue gun, the soles were attached along with the top of the slippers. Vini liked the way I slipped my foot into my shoes — his slipper design followed along the same theme. The wrapping process began … great thought went into the colour of the paper ad of the bow around the top of the parcel.
Glitter and glue were used in the final finishing touches of his gift. What can I say, Vini? Words really cannot describe the thoughtfulness, caring and love you demonstrated today. Mummy was so right when she talked about a 'gift for a lifetime' … You are a wonderful example to us all … we are so incredibly proud of the person you are … may you continue weaving your magic forever. But now here I have proof. The slippers he made for me were unbelievable in terms of thoughtfulness and technical perfection for a little child.
I am also very very thankful to all the teachers for helping him to be what he is today and what he will be tomorrow … Many thanks for spending all that time and so patiently.
Vini, aged four, tells the teachers that his mother needs new slippers. He makes a pair for her with much measuring, gluing, and decorating. This exemplar is an example of an assessment that is accessible and detailed enough to invite the family to suggest developments and alternatives and to contribute knowledge and expectations from home.
It invites their participation. Her contribution includes a reference to the technical expertise that this work illustrates. The teachers include it in the assessment, encouraging further contributions.Women's R He pokenga whenua, he pokenga whatumanawa. She researches Indigenous peoples' legal rights to own, manage and govern land and water.
NOTE Please ensure you wash and rinse fruit and vegetables well, if soapy water is used it should only be mild dishwash liquid and rinsed promptly and thoroughly off. Noho ora mai koutou. Watch Dr Waikaremoana Waitoki messaging on keeping well. The KIN Knowledge in Indigenous network is launching a series of webinars everyday through Apr with Indigenous scholars, researchers and practitioners from across the Indigenous World. Tune in to access and explore "Accessing Deep Indigenous Knowing" and consider how Indigenous Knowledge can help us right now.
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She's the first member of her immediate f Accessing Deep Indigenous Knowing Webinar. Are you an Indigenous scholar? Please reply and share your link. Please share.The exemplars are a series of books that will help teachers to understand and strengthen children's learning. We are making improvements to our Download to Print functionality, so if you want a printed copy there are pdf versions available at the bottom of the main cover page.
I captured this photo of Dom today. He was using a photograph of a construction in his portfolio to make another one just the same! Dom has done this a number of times and said to me that it made it easier having the picture there to remake his construction.
Dom makes a construction, copying from a photograph in his assessment portfolio of an earlier construction. Dom is using earlier work in his portfolio to judge the success of a later construction. Dom uses the documentation to provide a model for his construction.
This example indicates that he has taken up the challenge to repeat a former achievement. The same process using his own work as a reference point provides the opportunity for him to make changes to earlier work. The cat needs to be in the basket — not up there! She drew the basket. She then overprinted her screenprint. As she was drawing, she said, almost to herself. And she did, and we were both delighted with what she produced.
Lauren cut the basket and handle out and most of the mouse toy. I helped with the drink bottle and tiny ball. Lauren was really focused and involved with what she was doing. She had a clear idea of how she wanted her basket to be and was prepared to have another go to achieve what she wanted. Great persistence! How can we extend her knowledge and interest?
Books, factual books, different sorts of cats, making cats out of material. Lauren tries to print a picture of a basket over a screen-printed picture she has made of a cat. The teacher writes down some of the comments she and Lauren made during the process.We are dedicated to supporting any child in New Zealand whose wellbeing is at significant risk of harm now, or in the future.
We also work with young people who may have offended, or are likely to offend. Our belief is that in the right environment, with the right people surrounding and nurturing them, any child can, and should flourish.
Oranga Tamariki is an essential service and we will continue to work throughout the pandemic, although how we do this may look a little different. We'll be updating the COVID information for caregivers regularly on our website and sending weekly updates to caregivers by email. If you're a caregiver and don't currently receive emails from us, please contact your caregiver social worker or call us on carers to update your contact details.
We will be updating this page regularly with the latest information you need to know and responses to the most common questions we've received. The Evidence Centre undertook a process evaluation earlier in to understand the delivery and implementation of the Family Start programme. Oranga Tamariki is pleased to be supporting the country's pandemic response by running two Covid public helplines from our own Contact Centre platform.
This report explores the youth justice system, presenting insights around youth crime, rates of reoffending and the relationship between care and youth justice. This evidence brief was written to understand the low level of attendance by victims in youth justice processes and what might improve victim participation. If you're a child or young person in care, VOYCE — Whakarongo Mai is an independent connection and advocacy service, separate from Oranga Tamariki—Ministry for Children, and we're here to listen to you, support you, and be on your side.
Part of what we also do is organise fun and engaging events for kids with care experience so you can connect with each other. We're keen to hear about your experience with us. Do you have any ideas about how we can improve our service? COViD our response Oranga Tamariki is an essential service and we will continue to work throughout the pandemic, although how we do this may look a little different.
Find out how we are adapting our service. Read the latest updates. COVID information for partners We will be updating this page regularly with the latest information you need to know and responses to the most common questions we've received.
View all. Give us feedback.Tuesday, 12 December Te Waka. Sunday, 22 October Kindy visit! It is always so special performing to and with our preschool tamariki who may one day come to our kura and join our ropu!
Nga mihi nui to the kaiako from both centres who helped make this possible and Pa Smiler as always! Friday, 8 September Assembly week 8. Kia ora! Please practise the following waiata a ringa and waiata poi. Sunday, 23 July Te Pae Tamariki Here are some wonderful photos of our ropu performing at Te Pae Tamariki this year. Ka mau te wehi!
Te Pae Tamariki photos. Friday, 26 May We have now selected our ropu and sent information and permission slips home on Friday 26th May for our performance at Te Pae Tamariki We have selected the group based on a variety of criteria; seniority, experience particularly for younger membersattendance at both Friday practises and Sunday workshop, commitment and attitude. Tamariki children also needed to show they knew the words and actions, particularly of the waiata we have been learning for a while now.
They also needed to demonstrate discipline in being able to stand and concentrate for periods of time. We know there will be some disappointment, but please rest assured we do not make these decisions lightly. Keep practising and enjoying kapa haka from the blog!
We do want everyone back in Term 3 when we will be resuming the normal Kapa Haka format. Kia kaha! For those who have been invited, you will need to commit to the further two Sunday practices 11th and 18th Juneour regular practices as well as putting aside some of your own time to jump on this blog to learn the words and actions of the seven waiata at the top of this blog.
Nga mihi. Jacqui Sturgess. Wairua o te puna, Aroha, aroha, aroha. I tau i tau i runga ra. Kia pupu, pupu ake x 3. Aroha, aroha, a-ro-ha! Sunday, 23 April Te Pae Tamariki waiata list.