Curriculum and Assessment Policy

Rationale: Assessment for Learning (notice, recognise, and respond) is a powerful tool. Bright Beginnings aims to provide meaningful experiences for children based on their interests, while ensuring that the curriculum and assessment practices that encompass the learning and development of the whole child, and the practices of adults providing education and care, is consistent with current theory, and informed by assessment, planning and evaluation. Adult interactions will be positive, responsive and reciprocal.

Objectives: We, the children, families and teachers of Bright Beginnings, will implement the assessment for learning tool into our everyday practice: we will observe children’s learning (notice), strive to understand it (recognise), and then put our understanding to good use (respond).

Policy and recommended procedure:

• Assessment for learning will follow the Kei Tua o te Pae learning story approach, which uses exemplars and the process ‘notice, recognise and respond’
• Planning will be current, integral to Te Whariki, and allow for flexibility. It will be responsive to children and build meaningful learning on subjects that interest them
• Planning will be inclusive of Bright Beginnings’ Christian philosophy
• Activities and planning on a daily basis will have no limited duration and will be reflective of children’s interests and the holistic way they learn. Teachers will document samples of the children’s learning with photographs
• Teachers will be responsible for creating an environment in each area of the centre that fosters new interests, and builds on current interests through people, places and things
• All teachers will have time off the floor for a period of non-contact each week where they will spend time assessing, writing learning stories, and updating children’s profile books. Each teacher is responsible for their allocated children’s profile books, and for monitoring and ensuring these are kept up to date and presented appropriately. Children’s profile books will reflect individual children’s learning dispositions, interests and development.
• Teachers may informally discuss the children whose learning stories/books they are responsible for with each other and any major concerns will be discussed at fortnightly staff meetings
• Teachers will put thought and time into the assessment process, capturing spontaneous teaching moments, and ensuring a stimulating learning environment is provided throughout the whole day
• Children will be involved in decisions about their learning experiences by having access to their profile books and open communication with teachers, who will provide a language-rich environment that supports children’s learning
• Teachers will ensure the 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
• Parents and whaanau will have the opportunity to contribute to their child’s learning by communicating (documented and undocumented) with teachers and children. ‘Parent’s voice’ forms will be made available for parents to contribute to their child’s learning and assessment process, which will then be added to their child’s profile book
• Children’s learning will celebrate and highlighted with examples being displayed on boards around the centre. For example, a montage of photos, samples of children’s artwork, or individual or group learning stories.
• All teachers will be responsible for displays and the programme’s documentation. Teachers will make active contributions to ensure documentation happens.
• Management will be responsible for maintaining staff involvement and contribution to the planning process.

This policy will be reviewed annually in accordance with Education (Early Childhood Centres) Regulations 1998, clause 21 (4).