top of page

​

Curriculum Policy V4

​

“The goal of early childhood education should be to activate the child’s own natural desire to learn” Maria Montessori

He whāriki he whakamana I te mokopuna, hei kawe I ngā wawata

A whāriki that empowers the child and carries our aspirations

Reference:

Licensing Criteria for Early Childhood Education & Care Services 2008

C101-C113

  • A focus on learning that matters here C01-C104 (Te Whāriki page 65)

  • Affirmation of identity language and culture C105 & C016 (Te Whāriki Page 12)

  • A rich curriculum for every child C107-C110 (Te Whāriki pages 12 – 15 19)

  • Parents and whānau engaged in their tamaiti learning C110 & C112 (Te Whāriki pages 20 & 21)

  • Personalised pathways to schools and kura C113 (Te Whāriki pages 51 - 58)

The Statement of National Education and Learning Priorities (NELP) and the Teritiary Education Strategy (TES)

Te Ara Poutama Piki Ake, Kake Ake, for those who aspire to seek excellence

Te Whāriki Early Childhood Curriculum

MJ2EX (Montessori Journey to Excellence)

Kōwhiti Whakapae

 

Rationale:

Te Whāriki is underpinned by a vision for tamariki who are competent and confident learners and communicators, healthy in mind, body and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society.

 

For Kaiako to provide a highly responsive and inclusive curriculum consistent with the Te Whāriki framework and aligns with MJ2EX (Montessori Journey to Excellence) in collaboration with parents, whānau and community.

​

Statement of Intent:  

  • At Windsor Montessori Preschool, we follow Maria Montessori’s philosophy of teaching alongside the NZ ECE Curriculum Te Whāriki and Kōwhiti Whakapae curriculum resource. These lay the foundation for what we do.

  • We are committed to supporting tamariki learning, development and wellbeing. We aim to offer tamariki a place where they can feel safe, nurtured, loved and happy.

  • To intentionally enhancing mana and identity as a successful learner in each tamaiti and support them to enhance mana in others.

  • Building relationships based on trust and respect is at the heart of what we do.

  • We are committed to provide a curriculum that will foster and promote tamariki passion for life-long learning by empowering them to explore and discover what interests them. We believe that when tamariki feel confident in themselves and their surroundings, they will flourish.

  • All of our kaiako are committed to a journey of learning, reflecting on their teaching practices. We are committed to whānau/families and tamariki wanting the very best for them.

 

 

Te Whariki/Aotearoa New Zealand’s ECE Curriculum

Te Ara Whānui/Te Ara Māori) guides our practices. Kaiako will actively use the Principles, Strands and Goals of Te Whāriki to guide their teaching and planning practices to: -

  • Partner with whānau, Tamariki and community to interpret our local curriculum. This is informed by

    • Te Tiriti o Waitangi

    • Our philosophy and values

    • Outcomes from Internal Evaluations

    • Our learning priorities

    • MJ2Ex (Montessori Journey to Excellence)

    • Te Whāriki learning outcomes in practice

    • Kōwhiti Whakapae curriculum resource

    • Whānau and community aspirations

 

Bi-cultural Practice:

  • Kaiako will practice and promote partnership with Māori whānau/families and will acknowledge the skills and expertise whānau bring and demonstrate a desire to work in partnership based on Māori concepts of whanaungatanga (our connection and relationship with others) and whakapapa (our heritage)

  • Kaiako see themselves as learners learning alongside tamariki. Kaiako will strive to implement a programme that recognises Māori language, culture and kaupapa. Kaiako will embrace the spirit of ako (learning) and will take any opportunities to further their knowledge and skills through professional development

  • Kaiako will empower tamariki in a meaningful way to see themselves as kaitiaki/guardians of their surroundings and beyond

  • Kaiako will provide tamariki with opportunities to value and practice tuakana-teina as they learn ways to pass on their knowledge and look out for one another.

  • Tikanga Māori guides our teaching practices. Kaiako demonstrate respect and humility in all areas of our work. We work closely with our whānau taking on board their ideas or requests. We work at embracing Māori ways of knowing, being and doing as we care for our tamariki and journey with our whānau.

  • Mana is enhanced by valuing the unique identity, language and culture of all Tamariki and whānau. This underpins all aspects of assessment, planning and evaluation.

  • Whanaungatanga is key to learning focused partnerships and Kaiako will engage in authentic, meaningful, positive interactions to support intentional teaching.

  • Whānau are encouraged to contribute to the curriculum to ensure we are building collaborative learning focused partnerships around shared aspiration.

​

Inclusive Practice:

  • Windsor Montessori will create a community culture that ensures all tamariki can be actively involved in a meaningful way with and alongside their peers

  • Promoting development and belonging for tamariki is highly valued

  • Tamariki are valued as a unique individuals and supported to be fully involved in all aspects of the curriculum

  • Kaiako will actively identify any barriers to learning and participation and adapt aspects of their practice to resolve these. We will work at actively using the priorities set out in NELP alongside our Curriculum Priorities and Kōwhiti Whakapae curriculum resource to guide our teaching practices.

  • Tamariki who have been identified as special needs/priority learners, will be supported as kaiako work towards building strong relationships where they can get to know their particular needs and interests.

  • Incorporate Kōwhiti Whakapae into our planning to support and enhance learning outcomes for all Tamariki.

​

Windsor Montessori has identified the following principles, as set out in Te Whāriki, as being important values to our preschool. These values make up the philosophy of our preschool and shapes our curriculum.

 

Whānau tangata/Family & Community

  • Welcoming: We welcome tamariki/parents/whānau/caregivers into our preschool in a warm and supportive manner

  • Partnership: We deeply respect the invaluable knowledge and experience that parents and whānau bring to their tamaiti development. By working in true partnership, we blend their unique understanding with our educational expertise.

  • Participation: We encourage parents/whānau/caregivers to be involved in the life of our preschool so they feel part of our learning community. We develop shared aspirations by providing opportunities for communicating and collaborating in setting shared goals together.

  • Inclusion: We embrace, support and respect the culture of all our tamariki and their whānau.

 

Ngā Hononga/Relationships

  • Connection: Building ngā hononga/relationships is at the heart of our preschool’s philosophy. We work to develop strong, positive relationships with our parents/whānau/caregivers based on empathy, support and mutual respect where kaiako are approachable and available.

  • Belonging and Wellbeing: Building supportive, caring, nurturing and positive relationships with all Tamariki when they begin is a priority. We believe all tamariki learn, grow and develop through meaningful connections within their learning environment.

  • Values: Our values of responsibility, respect, kindness and empathy support tamariki to learn how to care for themselves, others, their immediate environment and beyond.

  • Citizenship: We want tamariki to see themselves as important and valued members of our learning community as well as valued citizens who can actively contribute to the world they live in.

 

Whakamana/Empowerment

  • Identity: We are passionate about empowering tamariki to know that they are unique and special and that in recognising their sense of worth, they will continue to develop into confident and capable learners.

  • Social Emotional Competencies: We support and guide tamariki to develop independence and confidence in their abilities and to grow in self-awareness, self-regulation and resilience. When challenges arise, we empower them to face, solve and learn from these. We believe that this inner confidence will help them to persevere and experience success.

  • Contribution: We want tamariki to learn they have a powerful voice and to know that their contributions are greatly valued and respected.

 

Kotahitanga/Holistic Development 

  • Montessori: This approach to learning is a holistic approach which emphasizes all aspects of active learning in harmony with the unique pace of development of each tamaiti

  • Te Whare Tapa whā: We recognise that the physical, personal, social, emotional and spiritual wellbeing of tamariki, as well as cognitive aspects of learning are closely interwoven and interdependent.

  • Independence: We believe that when tamariki are given the freedom to choose, explore, and master skills at their own pace, they develop a strong sense of agency. This is fundamental to them developing their true sense of independence.

Our Montessori Environment

​

“The environment must be rich in motives which lend interest to activity and

invite the child to conduct his own experiences”

Maria Montessori

 

  • Our environment, both inside and outside, will inspire tamariki to explore and discover. It will reflect beauty, simplicity and order where each piece of equipment promotes hands on learning experiences. Tamariki will experience different areas of learning - practical life, sensorial, language and literacy, mathematics, and cultural experiences such as geography, history, zoology, and science. Tamariki will be able to work independently or as a small or large group

  • Bi-cultural practices will be implemented in a natural, authentic and meaningful way within the Montessori curriculum.

  • Other important elements of learning will also be incorporated into the curriculum such as baking, caring for animals, art, drama, dance and music.

  • We see the outside environment as an extension of the inside learning environment where tamariki will extend their learning and connect with nature. Tamariki will learn about animal care, gardening, and exploring different materials such as wood, sand, and water.

  • Physical development is an important part of our curriculum and opportunities to experience inside and outside physical movement will be provided.

  • The Montessori environment aims to provide a place for social and emotional development. Our tamariki will be encouraged to engage in purposeful experiences to help them grow into compassionate independent people. Tamariki will experience grace and courtesy lessons which will increase their independence and help them recognise how their actions affect others as well as how to conduct themselves in a mindful and conscientious way. Kōwhiti Whakapae curriculum resource will also guide kaiako to support tamariki learning progress.

 

Sustainability

​

"The secret of good teaching is to regard the child's intelligence as a fertile field

in which we can sow the seeds of learning"

Maria Montessori

 

 

Sustainable practices will be woven into our day. As part of the Montessori programme, tamariki will develop an awareness of their role in caring for the environment.  We will support tamariki to think about the environment and the world they live in. We will help empower them through understanding about recycling, and other sustainable practices that will be woven into our curriculum.

 

Our Community

​

“The child is both the hope and promise of mankind”

Maria Montessori

 

We view parents/whānau as skilled experts and warmly welcome their input into the learning of their tamaiti. We want parents/whānau to feel welcomed and involved in what goes on within our preschool. Kaiako will work alongside parents/whānau sharing knowledge and experiences.

We will obtain information and guidance from appropriate agencies to support the learning and development of tamariki and work effectively with parents/whānau.

 

The Montessori Approach

​

“Free the child’s potential and you will transform him into the world”

Maria Montessori

 

The Montessori approach sets tamariki on a journey for life.

It puts the individual potential and interests of each tamaiti at the centre of the curriculum. It equips tamariki with attitudes, skills and habits for lifelong learning. The task of a tamaiti in these early years is self-construction. Tamariki experiences time and space so that they can become absorbed in their own learning.

 

Freedom of Choice

​

“Free choice is one of the highest of all mental processes”

Maria Montessori

 

Freedom within limits is a core Montessori concept. Tamariki are seen as explorers who are capable of learning and doing for themselves. In a prepared and structured environment, tamariki will have the freedom to choose for themselves learning experiences that appeal, stimulate and satisfy their inner motivations. Tamariki will learn to respect the environment by caring for everything around them. This will include taking care of all the Montessori materials by putting everything away when they have finished working with it.

 

Kaiako

​

“The greatest sign of success for a kaiako is to be able to say

The children are now working as if I did not exist’”

Maria Montessori

 

The role of kaiako will be to link tamariki to learning experiences in the prepared Montessori environment. Regular training will be allocated for kaiako who are not trained in the Montessori philosophy. This will include understanding the key concepts of this philosophy along with the knowledge of the purpose and practical use of the Montessori materials.

Kaiako will be a positive role model at all times. They will:

  • Guide and support tamariki by preparing the learning environment and showing tamariki how to use the Montessori materials

  • Work alongside tamariki in an unhurried and calm way

  • Support, encourage, listen, and guide tamariki on their learning journey while building positive, caring and respectful relationships with tamariki and parents/whānau

  • Engage tamariki using open questions to encourage complex learning and provide opportunities for tamariki to express their thoughts and ideas

  • Observe tamariki to support a deeper understanding of their learning.​

​

The Montessori Environment

​

“The human hand, so delicate and so complicated, not only allows the mind to reveal itself but it enables the whole being to enter into special relationships with its environment. Man ‘takes possession of his environment with his hands’. His hands, under the guidance of his intellect transform this environment and thus enable him to fulfil his mission in the world.”

Maria Montessori

 

  • The environment is carefully prepared with beautiful Montessori learning materials that will inspire and invite tamariki to explore and learn             

  • Tamariki learn by doing. The environment is an interactive place in which hands-on exploration occurs naturally as tamariki discover and explore learning experiences that are purposeful and meaningful. By using the mind, the body and the senses, learning becomes an experience that will engage the whole self                                     

  • Tamariki will experience uninterrupted and unhurried time to allow them to fully engage in tasks that they have chosen themselves                                                

  • Tamariki will be shown how to look after the environment. They will learn to put everything away in its place after they have finished a task

  • Tamariki will experience free choice within clear, consistent and fair boundaries. This freedom within limits will allow for the natural development of self-regulation and a growing awareness of the natural and logical consequences of their choices                                

  • The Montessori environment supports the development of imagination and creativity at every stage of learning. The open-ended experiences allow tamariki to explore new ideas and relationships, providing a foundation for self-expression and innovation

  • Tamariki use their senses to explore their world and this is supported through the range of sensorial materials.

 

The Montessori Curriculum

​

The curriculum is divided into five main learning areas.          

Practical Life

  • These materials support tamariki to practise everyday life skills and foster the development of concentration, independence, and co-ordination of mind and body. 

           

Sensorial

  • The sensorial materials capitalise on the fact that tamariki use their senses to learn. Through these materials tamariki are encouraged to order and classify the physical properties of the world they live in.                

                                                           

Mathematics

  • The materials for mathematics help tamariki to understand and learn mathematical concepts because they are presented using concrete materials.

​

Communication, Language & Literacy

  • Tamariki experience a rich language environment that is visible, meaningful and interactive. The learning environment is designed so that all experiences lead naturally towards the development of skills required for language and literacy.

Spoken Language

Asking questions and exploring curiosities is a key component of all learning within the Montessori environment. Collaborative work in all areas of the curriculum means that tamariki are given regular opportunities to discuss their learning, express ideas, solve problems and take active roles in decision making.

Written Language

Pre-writing skills are the fundamental skills tamariki need to develop before they are able to write. Through the Montessori materials, tamariki will develop the important skills they need which will contribute to their ability to hold and use a pencil. Tamariki will experience writing naturally in their environment. Freedom to express themselves and explore writing will be a natural part of what they do.

           

Art/Science/Culture

​

  • Tamariki will experience an environment where there are opportunities to explore and learn about their own culture along with the cultures of others within their learning community and beyond.  The Montessori materials are designed to awaken and inspire each tamaiti’s love of our world’s natural system and will enable tamariki to learn more about the world they live in. This includes through geography, zoology, biology, botany and physical science.

 

​

Date: Term 3 2025

Next Review Date: Term 3 2027

​

bottom of page