Criterion C202#

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.

Curriculum criteria documentation required

Guidance#

To meet this criterion in a way that is consistent with Te Whāriki, each service should develop processes for assessment, planning, and evaluation.

Assessment for all children should be consistent with the principles of Te Whāriki, a mana enhancing process for children and parents and whānau and conducted in ways that uphold the principles of Te Whāriki. Experiences planned to support and enhance children’s learning should be purposeful and meaningful to them.

Assessment considers the whole child – parents and whānau, tinana (physical), hinengaro (cognitive), wairua (spiritual), and whatumanawa (emotional). Kaiako draw on their wide knowledge of each child to make meaning of their observations and plan for next steps.

Parents and whānau should be included and encouraged to contribute to discussions about their children's progress and achievements. The assessment process should recognise people, places, and things that support a child's learning, and the ways in which children assess their own learning.

Educators and coordinators should notice, recognise, respond, and revisit and evaluate children’s learning to see the progression of learning over time.

Documentation and evidence gathered through assessment, planning, and evaluation processes may be captured in a variety of ways to suit the service and could include observations (narrative and other types); examples of children’s learning over time, wall displays, recorded discussions, policies and procedures, and minutes of meetings.