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Te Whariki Pedagogical Leadership Curriculum Evaluation – Background of our journey to choosing our Internal Evaluation Focus.
As a team we have decided to focus on strengthening “Affirmation of identity, language and culture” as part of our Te Whariki 2017 journey and to think deeper on our approach of how we document “Effective Internal Evaluation for Improvement”.

14 December 2017 we began a self-review on How are we including Pasifika within our Learning Environment?

We have decided to unpack this review further as part of our Te Whariki Pedagogical Leadership internal evaluation. By digging deeper into this self-review we will gain a deeper understanding of the changes to Te Whariki 2017 and:
 How we see our teaching practice
 Page 12 – A curriculum for all children.
“All children have rights to protection and promotion of their health and wellbeing, to equitable access to learning opportunities, to recognition of their language, culture and identity and increasingly to agency in their own lives. These rights align closely to the concept of mana”.
Page 31 – Belonging – Diversity is valued – thinking of the diversity of the whanau, culture and language.”
 The holistic journey for children and whanau within our centre.
 Page 62 – As Critical Theories is a new addition to Te Whariki this will help us to look at things with a new perspective and to challenge our thinking and thoughts.

Page 3 of Te Whariki states:
Te Tiriti o Waitangi
“Foundation upon which Maori and Pakeha would build their relationship as citizens of Aotearoa, New Zealand.”
“New Zealand is increasingly multicultural. Te Tiriti is seen to be inclusive of all immigrants to New Zealand, whose welcome comes in the context of this partnership. Those working in early childhood education respond to the changing demographic landscape by valuing and supporting the different cultures represented in their settings”.
We acknowledge the importance of all cultures within our centre – so we have decided to widened our lens to focus on our Internal Evaluation to reflect our tamariki and whanau.

Our Internal Evaluation question:
Questions to think about: “How are we supporting the different cultures that are represented in our centre?”
 Will it shift kaiako practice?
 How will it benefit children, whanau, and community?
- To what effect, how effectively, to what extend?

Ministry of Education:
Kotahi te Kākano, he nui ngā hua o te rākau.
This whakatauki emphasises that in our community we are all different. In early learning we celebrate those differences while maintaining our relationship with each other. Provocation:
HOW well do you know my identity, language and culture?
HOW do you affirm my identity, language and culture on a daily basis?
HOW are situations created where I can share my identity, language and culture with you?
HOW do you share with me cultures other than my own?

For this internal evaluation we have:
Involving all staff in the process, whanau and the wider community.
We researched children attending kindergarten cultural backgrounds.
On the information of the cultural diversity within our centre we researched resources, books artefacts we had to reflect the different cultures.
Discussions with whanau helped us to gain a deeper understanding of who they are, where they are from and an opportunity for whanau to share their views on what they would like to see to reflect their child’s culture within the centre.

Highlighted in Webinar 4 – Do you know me? (Belonging) is “Authentic celebrations - to know the culture of the whanau and children at the centre.”

From information gathered what did we discover?

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