Our Curriculum
“Empowering Competent & Confident Learners In Their Identity”
Malosiaga ma le tomai mautinoa o le ola fa’alea’oa’oga
o le soifua o alo ma fanau.
The Taeaofou I Puaseisei Preschool philosophy recognises the importance of the Samoan language and cultural values. Because of this, it is our goal that the Samoan language (Gagana Samoa) and cultural values (tu ma aganu’u o Samoa) are promoted within the learning environment, and within children’s homes, within a bilingual context. We endeavour to teach Christian values and behaviour that allow children to develop spiritual awareness in a Samoan setting.
We value our Samoan language, culture and Christian faith in which we practice every day within our programme. Both Samoan and English language is used daily for communication.
The Centre is has a bi-lingual focus, and we encourage 50% Samoan language and 50% English language. Teachers converse with children in gagana Samoa and English. English is utilised to give understanding until the child is confident in understanding and speaking gagana Samoa.
Te Whaariki Curriculum Principles and Strands
“Children will 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 – Te Whāriki, Ministry of Education
Our curriculum is based on Te Whaariki – the New Zealand Early Childhood Education Curriculum. As we set out to educate and care for each child, our curriculum provides infants, toddlers and young children with wonderful experiences that focus on the following principles:
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Empowerment. Our early childhood curriculum empowers the child to learn and grow
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Holistic Development. Our early childhood curriculum reflects the holistic way children learn and grow
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Family and Community. The wider world of family and community is an integral part of early childhood curriculum
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Relationships. Children learn through responsive and reciprocal relationships with people, places and things
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Through the guidance of qualified and experience educators, these principles are woven into place with the following strands:
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Well-being. The health and well-being of the child are protected and nurtured
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Belonging. Children and their families feel a sense of belonging
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Contribution. Opportunities for learning are equitable and each child’s contribution is valued.
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Communication. The languages and symbols of children’s own and other cultures are promoted and protected
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Exploration. The child learns through active exploration of the environment
Taeaofou Infants (0-2yrs)
Our goal for this age grouping is to nurture independence in a completely supervised environment through lots love and attention. We nurture dependent babies and infants to discover a new and exciting world.
It is important that babies receive our 100% attention. There will always be a calm and peaceful environment in this area, where caregivers will carry out their duties in a relaxed and enjoyable environment. We endeavour to work in close partnership with parents as we care for their babies.
Taeaofou Toddlers (2yrs -3.5yrs)
Our goal for this age grouping is to extend independence and develop skills that encourage and support toddlers to communicate and develop social competence. Teachers will be patient as they care for and encourage toddlers as they counter challenges and sometimes frustrations relating to fast developing minds and bodies.
Taeaofou Preschool (3.5yrs -6yrs)
Our goal for Preschoolers is to support independence, develop individual potential and encourage social competence at a higher level in preparation for Year 1 at school. This is achieved through a wide range of indoor and outdoor activities that vary from day to day. Whilst we provide lots of opportunities for children to develop intellectually, socially, attitudinally, spiritually, and physically – we ensure a fun environment.
A holistic approach allows for learning opportunities to occur naturally for each child in every activity and development is focused around individual interests.
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Our curriculum is split into three sections and includes stimulating and well planned activities to support each child’s learning at each stage. There is a good balance between education and play.
Our activities include play (creative, manipulative, physical, dramatic, theatrical, water, social, and extended), science, maths, reading books, storytelling, construction, cultural activities, life skills, character development, music, dance, performing arts, information technology, and lots more.
Activities are managed according to each stage of development through lots of supervision from well qualified and experience staff.
Curriculum Areas
VALUES BASED EDUCATION & CARE
Fa’atāuaina o ola a’oa’oina ma le ola fetausia’i
Our programme is Christian based, being affiliated with the CCCS Mangere East/EFKS Puaseisei Magele i Sasa'e
We endeavour to teach Christian values and behaviour that allow children to develop. Spiritual awareness in a bilingual in a Samoan setting
Christian Character & Values
We promote Christian values and beliefs. These Christian values are:
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Alofa / Compassion - genuine concern for others
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Fa’aloalo / Respect – children and teachers respect each other for whom they are; their environment and parents/families.
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Onosa’i / Patience – children will understand the some things don’t happen overnight
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Self control -
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Fealofani / Sharing & Co-operation – we endeavour to promote a sharing community where each person can contribute to the others’ wellbeing and success
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Fa’amagalo / Forgiveness – Forgiving others is central to the Christian message, allowing people to reconcile differences and enhance relationships
What is Bilingual
Education?
Bilingual Education is a method of teaching that aims to assist learners to become Bilingual. It involves learning opportunities in two languages, usually through First language empowerment.
It means -
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Valuing a child’s FIRST Language as this language sets a strong platform for learning
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Assisting students to learn and understand the second language through their knowledge of the first language.
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Ensuring students have strong knowledge and use of two languages for higher:
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Understanding
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Educational achievement
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Social advantage
A bilingual programme at Early Childhood, Primary, Secondary or Tertiary institutions will promote full bilingualism either by using predominantly a minority group language by immersion teaching or by using two languages by the dual medium approach.
The younger the child the more successful they will be in accomplishing bilingualism / biliteracy. If the programme is well implemented and not separated, it may take a period of 5 to 6 years to achieve in both target languages.
“Language is a vital part of communication. In early childhood one of the major cultural tasks for children is to develop competence in and understanding of language. Language does not consist only of words, sentences, and stories: it includes the language of images, art, dance, drama, mathematics, movement, rhythm, and music. During these early years, children are learning to communicate their experiences in many ways, and they are also learning to interpret the ways in which others communicate and represent experience
-Te Whāriki
