Curriculum – Te Whariki (New Zealand)

  • Te Whāriki is for young children and is not like a school curriculum. It does not prescribe formal subject teaching.
  • Te Whāriki sets out four broad principles, a set of strands, and goals for each strand.  
  •  4 curriculum principles are interwoven with 5 curriculum strands. Together, these principles and strands give expression to the vision for children that is at the heart of Te Whāriki.
  • Kaiako in ECE settings weave together the principles and strands, in collaboration with children, parents, whānau and communities, to create a local curriculum for their setting.
  • Te Whāriki is an inclusive curriculum – a curriculum for all children. Inclusion encompasses gender and ethnicity, diversity of ability and learning needs, family structure and values, socio-economic status and religion
  • The curriculum is described in terms of principles, strands, goals and learning outcomes
    • PRINCIPLES
      • The principles describe four fundamental expectations of all ECE provision in New Zealand. These principles are the foundations of curriculum decision making and a guide for every aspect of pedagogy and practice.
    • STANDARDS
      • The strands describe five areas of learning and development in which the focus is on supporting children to develop the capabilities they need as confident and competent learners. 
    • GOALS
      • The goals are for kaiako. They describe characteristics of facilitating environments and pedagogies that are consistent with the principles and that will support children’s learning and developm
    • LEARNING OUTCOMES
      • The learning outcomes are broad statements of valued learning. They are designed to inform curriculum planning and evaluation and to support the assessment of children’s progress.
  • PRINCIPLES
    • 1. Whakamana – Empowerment
      • The early childhood curriculum empowers the child to learn and grow.
    • 2. Kotahitanga – Holistic Development
      • The early childhood curriculum reflects the holistic way children learn and grow.
    • 3. Whānau Tangata – Family and Community
      • The wider world of family and community is an integral part of the early childhood curriculum.
    • 4. Ngā Hononga – Relationships
      • Children learn through responsive and reciprocal relationships with people, places, and things.
  • Strands and Associated Goals
    • Strand 1. Well-being – Mana Atua
      • The health and well-being of the child are protected and nurtured.
      • Goals;Children experience an environment where their health is promoted; their emotional well-being is nurtured; and they are kept safe from harm.
    • Strand 2. Belonging – Mana Whenua
      • Children and their families feel a sense of belonging.
      • Goals ;Children and their families experience an environment where: connecting links with the family and the wider world are affirmed and extended; they know that they have a place; they feel comfortable with the routines, customs, and regular events; and they know the limits and boundaries of acceptable behaviour.
    • Stand 3: Contribution – Mana Tangata
      • Opportunities for learning are equitable, and each child’s contribution is valued.
      • Goals ;Children experience an environment where: there are equitable opportunities for learning, irrespective of gender, ability, age, ethnicity, or background; they are affirmed as individuals; and they are encouraged to learn with and alongside others.
    • Strand 4: Communication – Mana Reo
      • The languages and symbols of their own and other cultures are promoted and protected.
      • Goals; Children experience an environment where: they develop non-verbal communication skills for a range of purposes; they develop verbal communication skills for a range of purposes; they experience the stories and symbols of their own and other cultures; and they discover and develop different ways to be creative and expressive.
    • Strand 5: Exploration – Mana Aotūroa
      • The child learns through active exploration of the environment.
      • Goals ;Children experience an environment where: their play is valued as meaningful learning and the importance of spontaneous play is recognised; they gain confidence in and control of their bodies; they learn strategies for active exploration, thinking, and reasoning; and they develop working theories for making sense of the natural, social, physical, and material worlds.    

The kōwhiti whakapae whāriki depicted above symbolises the start of a journey that will take the traveller beyond the horizon. The dark grey represents Te Kore and te pō, the realm of potential and the start of enlightenment. The green represents new life and growth. The purple, red, blue and teal have many differing cultural connotations and are used here to highlight the importance of the principles as the foundations of the curriculum.