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Our Learning Program...

Magic Kingdom's curriculum is based on the New Zealand Early Childhood Curriculum -  called Te Whaariki.  Te Whaariki is the beginning of a comprehensive education framework in NZ and is founded on the following aspirations for children:

“to grow up as 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”.

The curriculum forms the basis of how our teachers plan our programme to combine it with the interests that the children show on a daily basis. Our teaching is child-initiated so our teachers will pick up on cues, emerging interests, and morning discussions about weekend / last night activities to try to extend these into our settings and other learning programmes for the day or into ongoing learning themes at Magic Kingdom.

The key framework for the NZ Early Childhood Curriculum is based on:

- 4 principles (highlighted below in purple),

- 5 strands, 18 goals (highlighted below in red) and

- 8 essential key skills and learning areas, which are as follows to prepare your child for school and beyond:

 

  a) Communication Skills

  b) Social and Cooperative Skills

  c) Numeracy and Literacy skills

  d) Physical Skills

  e) Problem Solving Skills

  f) Information Skills

  g) Work and Study Skills

  h) Self Management and Competitive Skills.



The four broad principles of the NZ Early Childhood Curriculum are:

1. EMPOWERMENT
- Empowering your child to develop confidently by themselves, to understand their ability and be proud of it.

2. HOLISTIC DEVELOPMENT - Learning about things in a “whole picture” view, and allowing your child to see the interlinking connections between different things, how the item can fit into the whole world, and its relationships in the world.

3. FAMILY AND COMMUNITY
- Learning about the support network of family and surrounding community and environment and how it all blends to work together so your child can make connections and understand the world they live in and relationships they form.

4. RELATIONSHIPS
- Learning about relationships, through responsive and reciprocal actions, behaviour and words. This applies to people, places and things, and their feelings and actions between your child and them.


The five focussed Learning Strands and 18 in depth Learning Goals that we have adopted from the NZ Early Childhood Curriculum into our learning programme are:
LEARNING STRAND LEARNING GOALS
1. WELL-BEING

The health and well being of your child is protected and their emotional well being is nurtured.


Your child will experience an environment where:

  • His/Her health is promoted;
  • His/Her emotional well-being is nurtured;
  • He/She is kept safe from harm.
2. BELONGING

Your child and family will feel a sense of belonging.


Your child will experience an environment where:

  • Connecting links with the family and the wider world are affirmed and extended;
  • He/she knows that they have a place;
  • He/she feels comfortable with the routines, customs, and regular events;
  • He/she knows the limits and boundaries of acceptable behaviour.
3. CONTRIBUTION
Opportunities for learning are equitable, and your child’s contribution is valued.

Your child will experience an environment where:
  • He/She has equitable opportunities for learning, irrespective of gender, ability, age, ethnicity, or background;
  • He/She is affirmed as individuals;
  • He/She is encouraged to learn with and alongside others.
4. COMMUNICATION
The languages and symbols of your child's own and other cultures are promoted and protected.

Your child will experience an environment where:
  • He/She will develop non-verbal communication skills for a range of purposes;
  • He/She will develop verbal communication skills for a range of purposes;
  • He/She will experience the stories and symbols of their own and other cultures;
  • He/She will discover and develop different ways to be creative and expressive.
5. EXPLORATION
Your child will learn through active exploration of the environment.

You child will experience an environment where:
  • His/Her play is valued as meaningful learning and the importance of spontaneous play is recognised;
  • He/She gains confidence in and control of their bodies;
  • He/She learns strategies for active exploration, thinking, and reasoning;
  • He/She develops working theories for making sense of the natural, social, physical, and material worlds.