The service curriculum acknowledges and reflects the unique place of as Māori tangata whenua. Children are given the opportunity to develop knowledge and an understanding of the cultural heritages of both parties to Te Tiriti o Waitangi. The service curriculum respects and supports the right of each child to be confident in their own culture and encourages children to understand and respect other cultures. Children as learners Under Criteria C7 to C10 the service provider is required to ensure that: The service curriculum is inclusive, and responsive to children as confident and are respected, and they are involved competent learners. Children’s preferences in decisions about their learning experiences. The service curriculum provides a language-rich environment that supports learning. children’s The service curriculum provides children with a range of experiences and opportunities to enhance and extend their learning and development both – indoors and outdoors, individually and in groups. The service curriculum supports developing social competence and children’s understanding of appropriate behaviour. Working with others Criteria C11 to C13 require the service provider to ensure that: Positive steps are taken to respect and acknowledge the aspirations held by parents and for their children. whānau Regular opportunities (formal and informal) are provided for parents to communicate with adults providing education and care about their child, and share specific evidence of the learning; and be involved in decision- making child’s concerning their child’s learning. Information and guidance is sought when necessary from agencies/services to enable adults providing education and care to work effectively with children and their parents. There is supporting documentation that provides evidence of the service’s compliance with criteria C1 C13. Documentation may take a variety of forms – to suit the operation (such as portfolios, wall displays, policies and service’s procedures) but must include: A process for providing positive guidance to encourage social competence in children (C10); A process for providing formal and informal opportunities for parents to: communicate with adults providing education and care about their child, and share specific evidence of the learning; and child’s be involved in decision-making concerning their learning (C12); child’s and A record of information and guidance sought from agencies and/or services (C13). For good practice guidance refer to .
The service curriculum acknowledges and reflects the unique place of Māori as tangata whenua. Children are given the opportunity to develop knowledge and an understanding of the cultural heritages of both parties to Te Tiriti o Waitangi. The service curriculum respects and supports the right of each child to be confident in their own culture and encourages children to understand and respect other cultures. Children as learners Under Criteria C7 to C10 the service provider is required to ensure that: The service curriculum is inclusive, and responsive to children as confident and competent learners. Children’s preferences are respected, and they are involved in decisions about their learning experiences. The service curriculum provides a language-rich environment that supports children’s learning. The service curriculum provides children with a range of experiences and opportunities to enhance and extend their learning and development – both indoors and outdoors, individually and in groups. The service curriculum supports children’s developing social competence and understanding of appropriate behaviour. Working with others Criteria C11 to C13 require the service provider to ensure that: Positive steps are taken to respect and acknowledge the aspirations held by parents and whānau for their children. Regular opportunities (formal and informal) are provided for parents to communicate with adults providing education and care about their child, and share specific evidence of the child’s learning; and be involved in decision- making concerning their child’s learning. Information and guidance is sought when necessary from agencies/services to enable adults providing education and care to work effectively with children and their parents. There is supporting documentation that provides evidence of the service’s compliance with criteria C1 – C13. Documentation may take a variety of forms to suit the service’s operation (such as portfolios, wall displays, policies and procedures) but must include: A process for providing positive guidance to encourage social competence in children (C10); A process for providing formal and informal opportunities for parents to: communicate with adults providing education and care about their child, and share specific evidence of the child’s learning; and be involved in decision-making concerning their child’s learning (C12); and A record of information and guidance sought from agencies and/or services (C13). For good practice guidance refer to .
Hospital-based-Education-and-Care-Assurance-Statement-January-2017.docx