1. Assessment for learning, planning & evaluation

2. Ko te pae tawhiti, whaia kia tata Ko te pae tata, whakamaua kia tina ! Seek out distant horizons and cherish those you attain

4. Aspiration statement from Te Whāriki 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. p.9 – Te Whariki

6. Sociocultural Assessment for learning is… 'the ways in which, in our everyday practice, we observe children's learning, strive to understand it, and then put our understanding to good use'. Mary-Jane Drummond(1993). Assessing children's learning . London: David Fulton, p.13

9. PROGRAMME PLANNING A reflective response to children’s thinking that enhances learning.

10. “ For me, programme planning is fundamentally about adults; adults who assume their responsibility for care and education of children in terms of a shared body of knowledge and shared pedagogy.” Hill (2001, p12)

11. A plan for learning is Holistic, Empowers children as confident and competent learners, involves Family and Community and is based on reciprocal and responsive Relationships

12. What do we need to plan for? . ”…it is necessary to make the distinction between planning for the learning environment and planning for learning” (Diti Hill 2001)

13. Planning Curriculum planning is understood in Reggio Emilia as a “ sense of preparation and organisation of space, materials, thoughts, situations, and occasions for learning” (Rinaldi 1993, 102). Source: Lynn Staley - Beginning to implement the Reggio Philosophy In Young Children : September 1998

17. Layers of Planning Planning around an individual child Planning for a group inspired by an individual child or group Planning inspired by a teacher/s Planning for the learning environment

18. Planning for all these layers may be happening simultaneously

19. Interests that have resonance with the wider group Individual children’s strengths interests, and developing dispositions Teacher/whanau passions initiatives and responsibilities Provision of materials, equipment Social/emotional atmosphere Routines/structure The principles and strands of Te Whaariki Te Marae Bk14 p22 The Flying Fox Bk 5 p16 Growing Trees Bk 5 p18 Finn’s dragonfly Bk12 p17 Harriet’s Mermaid Bk 14 p28 Leo and Te Reo Maori Bk 14 p9 Readers, carers and friends Bk 6 P14 What’s over the fence? Bk 13 p13 Dressing up, Bk 13 p7 Exploring local History Bk5 p10 Tyler’s Day at the Office Bk 11 p11 Farewell to a taonga Bk 11 p24 Mooshey gooey bus Bk 6 p21

20. There is often a misinterpretation … that all experiences must emerge from the children by either ‘asking them what they want to learn’ or ‘waiting for an interest to show itself’. A blend of child-initiated and adult-initiated ideas is a valuable key to the provision of authentic and relevant experiences. Some adult decisions will be empowering for children and responsive to their concerns. The challenge is to avoid topics that are banal, superficial and trivial… Alma Fleet and Catherine Paterson (2003) Meaningful Planning

21. Planning documentation needs to show both intention and evidence

26. “ Planning” Is the documentation of our responsiveness to children. Wendy Lee 2003

27. O ki te ako Tu t ā ngata Ai apōpō Excel in teaching So our learners Will excel in the future