A Framework for Social Connection

Theme: Thriving in environments that are rich in Expanded Core Curriculum experiences/teaching. The focus is on establishing bonds, pre-verbal communication, and early concept development.

In the Kākano phase, ākonga begin to communicate their most basic needs and wants, using pre-verbal methods to form essential connections with others.

2.1a Oral Language and Listening

Early Reciprocal Interaction

The foundation of all conversation is laid in the earliest reciprocal interactions. In this phase, the focus is on establishing and maintaining bonds through responsive communication, where ākonga receive meaningful responses to their vocalisations, movements, or gestures. Daily routine-based interactions and turn-taking in vocal play, teach the fundamental rhythm of conversational exchange: "I make a sound, you respond, you make a sound, I respond."

Developing Sound Awareness

Ākonga begin to build their auditory processing skills by learning to attend to and engage with sound. This is fostered by imitating sounds made by others, which strengthens the connection between hearing and speech/language production. Participating in, and showing enjoyment of songs, rhymes, and rhythmic activities helps develop crucial listening skills and phonological awareness, making learning an engaging experience.

Purposeful Vocalisation

Before words develop, ākonga use expressive vocalisations and gestures/movements to communicate. This phase focuses on shaping these vocalisations – cries, coos, babbles – into purposeful tools for indicating specific needs and wants. Ākonga discover that different sounds can evoke different responses, marking a critical step from reflexive noise to intentional, expressive communication.

Building Foundational Concepts and Vocabulary

Vocabulary is built through concrete, physical experiences. Ākonga begin to understand their own bodies by having their body parts named during movement and touch activities. They grasp positional and directional language (like "up", "down", "on") through experience. Vocabulary is expanded through the consistent labelling of real objects during exploration, creating a strong, tangible link between an object and its corresponding word.

2.1b Social & Non-Verbal Communication

Connection and Attachment

Through positive, shared experiences, ākonga build a fundamental sense of self, an awareness of others, and an understanding of their immediate environment. Purpose-driven communication, where their attempts to communicate result in a need being met, fosters a sense of safety, trust, and connection. This attachment is the emotional basis upon which all future social skills are built.

Body Awareness and Tactile Tolerance

This phase involves developing ākonga awareness of their own body in space and building a tolerance for, and acceptance of, touch from others. As many learning interactions for ākonga are tactile, fostering comfort with physical guidance is essential for their ability to engage in activities and build trusting relationships with their educators and peers.

Responding to Non-Verbal Cues

Ākonga begin to understand that communication involves more than just sound. They are supported to respond to non-verbal cues, such as a gentle touch to gain attention, and begin to learn foundational social conventions like turning to face the person who is speaking and/or signing. This orients them to the source of communication and is a first step in non-verbal social engagement.

Communication with Objects

To make their world predictable and communicable, ākonga are introduced to real objects, followed by objects of reference, and then tactile symbols. By consistently presenting a specific object (e.g. a spoon) before an activity (e.g. mealtime), the object becomes a concrete symbol for that event. This system allows them to understand routines, anticipate what will happen next, and eventually use the objects to communicate their own needs and choices.

Expressing Basic Needs

Ākonga are provided with simple, accessible tools to express fundamental choices. This can include using tactile symbols, designated objects or switches/buttons to indicate a clear "yes" or "no". This gives them a powerful and unambiguous way to communicate their most basic needs and wants, fostering a sense of agency and control over their environment.

2.1c Literacy

Developing Foundational Tactile Skills

The journey to literacy begins with the hands. Through sensory play activities like manipulating playdough, drawing in sand trays, or finding objects in texture bins, ākonga develop tactile tolerance (comfort with touching various textures with hands and feet) and discrimination (the ability to feel differences). These activities also build essential finger strength and dexterity, which are prerequisites for Braille reading and writing.

Early Book and Print Knowledge

Ākonga are introduced to the joy of books and the basic concepts of literacy through shared reading experiences. Using tactile books with varied textures or high-contrast books with simple bold images, helps them understand that books contain information and stories. These experiences teach fundamental book knowledge, such as how to hold a book, turn pages, and follow a story in a sequential manner. Experiences include sensory stories, experience books and story bags.

Developing Gross and Fine Motor Skills

Writing is a physical act that requires whole-body coordination. This phase focuses on building the foundational motor skills necessary through play. Gross motor games and activities develop core body strength, balance, and posture. Fine motor activities refine the small, precise movements of the hands and fingers needed to eventually hold a writing tool, or use a brailler or operate a communication device, or signing.

Learning Cause and Effect in Mark-Making

Ākonga discover that their actions can create a lasting mark, a foundational concept for writing. By exploring materials where their movements leave a trace – such as drawing a finger through a sensory tray of sand or paint – they learn the powerful principle of cause and effect. This discovery that, "I can make something happen", is a motivating first step towards intentional writing and drawing.

Theme: Expanding horizons of knowledge and collaborating. The focus is on developing symbolic communication and foundational social skills.

In the Tupu phase, ākonga begin to use words and symbols to communicate, engage in simple conversations, and develop crucial pre-literacy skills.

2.2a Oral Language and Listening

Developing Conversational Skills

Ākonga move beyond simple vocalisations to engage in the structure of conversation. They are explicitly taught and practise conversational turn-taking, learning to listen while others speak and contribute at the appropriate time. They also learn to ask and answer simple questions and use socially appropriate greetings and farewells – the building blocks of polite and effective social interaction.

Expanding Functional Vocabulary

Ākonga vocabulary rapidly expands to include a wide range of common words and concepts relevant to their daily life. This expansion is supported by rich language environments where objects, actions, and feelings are consistently named and discussed, allowing them to build a robust vocabulary for describing their world and experiences.

Developing Articulation and Understanding Intonation

As verbal language grows, focus is placed on developing clear language so that ākonga can be easily understood by others. They are taught to listen for and interpret a speaker's tone of voice (intonation), understanding that how something is said can be just as important as what is said. This skill is crucial for understanding social context and emotion.

Following Multi-Step Instructions

Ākonga receptive language and working memory are developed by teaching them to listen to, and follow, simple instructions containing two or three steps. This skill is essential for participation, safety, and developing independence in daily routines.

2.2b Social and Non-Verbal Communication

Understanding Social Cues

Ākonga are explicitly taught to recognise, interpret, and use key non-verbal communication signals. This includes understanding the concept of personal space, using appropriate body language (such as turning to face the speaker to show they are listening), and using gestures to supplement their verbal communication.

Building Empathy and Friendship Skills

The foundations of friendship are built by teaching ākonga to recognise and express their own feelings and to show kindness towards others. They learn practical friendship skills, such as how to invite a peer to play, share toys, and offer help, which are essential for forming positive social relationships.

Beginning Self-Advocacy

Ākonga are encouraged to begin advocating for their own personal needs in simple ways. This may involve learning to say, "I need help," "I'm finished," or "I want a turn." This empowers them to take an active role in managing their learning and social interactions.

Using Symbolic Communication Systems

As their cognitive skills develop, ākonga transition from using concrete objects to more abstract symbolic systems for communication. This can include using a Picture Exchange Communication System (PECS), a Tactile Exchange Communication System (TECS), or learning simple haptic (touch-based) signs to represent concepts, needs, and ideas.

2.2c Literacy

Developing Early Braille and Early Writing Skills

Formal literacy instruction begins with targeted early Braille and early writing activities. Ākonga develop early Braille skills by practising tactile tracking across a line and learning directional terms (left-to-right, top-to-bottom). Ākonga also develop early writing skills by engaging in intentional mark-making with high-contrast tools like dark markers on light paper, which builds the motor control needed for forming letters. Ākonga also make intentional marks using the brailler to start forming letters and words.

Identifying and Accessing Appropriate Literacy Media

An important step in this phase is the formal identification of the primary literacy medium of ākonga. Through assessment, a decision is made whether they will learn to read via large print or Braille. Once determined, it is essential to ensure they have consistent access to literacy materials in their specific, accessible format.

Using Structured Tactile Programmes

To systematically build advanced tactile skills needed for Braille literacy, ākonga may engage in structured programmes like Matimati Mīharo and Mangold. These programmes provide targeted activities designed to refine tactile discrimination, improve hand movement patterns, and build a strong foundation for interpreting complex tactile information.

Building 3D to 2D concepts

To bridge the gap between concrete objects and abstract representations, ākonga practise matching 3D objects to their 2D pictures in a book. This activity strengthens comprehension by reinforcing the understanding that a picture or a tactile image is a symbol that represents a real thing in the world.

2.2d Technology

Exposure to Access Technology

Ākonga begin to use access technologies for specific, simple purposes. This includes exposure to tools like a tablet which can be used for magnification to access print, or an electronic brailler, which can be used for "scribbling" and “writing”.

Theme: Seeing ourselves in the wider world, advocating with and for others. The focus is on developing functional literacy and more complex social interactions.

In the Kōhuri phase, ākonga develop functional literacy skills, participate more fully in peer interactions, and learn to use communication for problem-solving.

2.3a Oral Language and Listening

Maintaining Conversations

Conversation skills become more sophisticated as ākonga practise not just starting but also maintaining interactions over multiple turns. They learn to adapt their speaking style appropriately for different audiences, such as peers and adults, and develop their ability to listen and respond thoughtfully within a group conversation.

Developing the Use of a Reader/Writer

Ākonga develop the essential skill of using a reader/writer effectively. This involves learning to articulate their thoughts for written work in a clear, effective, and non-ambiguous manner, ensuring their intended meaning is captured accurately. This is a necessary skill for academic access and assessment.

Empathic Communication

Ākonga begin to understand that communication is a powerful tool for self-advocacy and conflict. They are taught simple strategies for expressing their feelings using "I" statements, listening to another person's perspective, and working together to find a solution, moving away from physical or reactive responses to disagreements.

2.3b Social and Non-Verbal Communication

Awareness of Social Norms

Ākonga social awareness expands to include an understanding of different social norms and expectations. They learn that behaviour appropriate in the classroom may be different from what is expected in a formal assembly or on the playground, and to modify their behaviour accordingly.

Explicit Teaching of Non-Verbal Communication

As social interactions become more complex, ākonga receive explicit teaching on how to interpret and use subtle non-verbal cues that their sighted peers may learn incidentally. This includes understanding what different facial expressions, postures, and tones of voice might mean, empowering them to better navigate the nuances of social situations.

Advocating for Specific Needs

Self-advocacy becomes more specific. Ākonga are supported to share information about their visual condition with peers and teachers and to clearly express what specific support they need to be successful (e.g. "I need to sit at the front", or "Please say my name before you speak to me").

Developing Positive Peer Interactions

The focus shifts to developing the skills needed for successful and positive interactions with peers. This includes learning how to join a group, start and contribute to a conversation, participate in group activities, and navigate the give-and-take of friendship.

2.3c Literacy

Literacy Development

Ākonga actively develop literacy skills in their chosen medium. For Braille readers, this means learning literacy through Braille and becoming proficient with a brailler. For print readers, this involves improving handwriting legibility, typing fluency and listening skills. The goal is for literacy to become a functional tool for learning.

Interpreting Tactile Graphics

Ākonga are introduced to the skill of interpreting tactile graphics, which are essential for accessing information in subjects like Maths, Science, and Geography. They learn to understand what different lines, textures, and symbols represent on a tactile graph, map, or diagram.

2.3d Technology

Use of Technology for Learning

Technology becomes an integrated tool for learning. Ākonga develop keyboarding skills, begin to use a screen reader to access digital text, or use supportive apps to assist with writing and content creation, moving from exposure to purpose.

Introduction to Cyber Safety

As technology use increases, ākonga are introduced to foundational cyber safety concepts often at an earlier rate than their sighted peers. This includes understanding the importance of keeping personal information private and knowing to tell a trusted adult if they encounter anything online that makes them feel uncomfortable.

Theme: Having a purpose, being empathic and resilient. The focus is on using communication for learning, relationship building, and self-advocacy.

In the Rākau phase, ākonga use a range of communication tools, with growing confidence and independence, to access the curriculum and build lasting relationships.

2.4a Oral Language and Listening

Advanced and Empathic Listening

Listening skills evolve into active and empathic engagement. Ākonga practise not just hearing the words someone says but truly understanding their message, which they can demonstrate by accurately summarising the speaker's points or reflecting on their feelings. This deepens comprehension and strengthens interpersonal connections.

Developing Discussion Skills

Ākonga develop the skills to participate effectively in classroom and wider social contexts. They learn how to articulate a point of view, support it with evidence, listen respectfully to opposing arguments, and contribute constructively to a group conversation.

Understanding and Using Humour

Ākonga understanding of language becomes sophisticated enough to grasp and use humour, sarcasm, and figurative language appropriately. This nuanced level of communication is a key indicator of social fluency and is essential for building rapport and deeper connections with peers.

2.4b Social and Non-Verbal Communication

Building and Maintaining Relationships

Ākonga use their full range of social and communication skills to develop and maintain meaningful relationships. They can navigate complex social dynamics, resolve conflicts independently, and demonstrate the empathy necessary for friendship.

Independent Self-Advocacy

Self-advocacy becomes an independent and confident practice. Ākonga can clearly and calmly communicate their vision needs in any situation and feel empowered to either accept, or politely reject, offers of help based on their own judgment and preference, demonstrating full ownership of their support needs.

Developing Self-Regulation Strategies

Ākonga are taught and begin to use conscious strategies for self-regulation, particularly for managing anxiety in challenging social situations. This may include deep breathing techniques, mindfulness, or taking a short break, enabling them to maintain composure and participate successfully in social events.

2.4c Literacy

Learning Through Literacy

A critical shift occurs as literacy becomes the primary tool for learning, rather than the subject of learning. For Braille users, this means achieving proficiency in Braille, allowing them to read and write efficiently to access curriculum content across all subjects. The focus moves from decoding texts to acquiring knowledge and understanding.

Interpreting Complex Texts

Ākonga engage with complex and lengthy texts, developing the skills to analyse relationships between ideas, identify themes, and understand sophisticated literary techniques. They can express their understanding through tasks like writing detailed book reviews or comparing different texts.

Mastering the Writing Process

Ākonga become proficient in the writing process. They can independently draft, edit, and proofread their work for clarity, grammar, and spelling. Ākonga can produce a variety of text types, tailored to a specific purpose and audience.

Using Specialised Braille Codes and Languages

For Braille users, literacy expands to include specialised codes required for advanced academic subjects. They learn to read and write the unique symbols and formatting used in scientific and mathematical contexts, ensuring full access to the STEM curriculum, and access to other languages in Braille.

2.4d Technology

Independent Use of Specialised Technology

Ākonga become independent and proficient users of specialised Braille technology, such as a Braille notetaker. They use these devices and associated apps to access complex documents, navigate spreadsheets, and manage their work efficiently.

Safe Online Communication

Ākonga develop the skills to navigate online social media and communication platforms safely and responsibly. They understand the importance of privacy settings, digital footprints, and how to interact respectfully in online forums, chats, and social networks.

Technology-Integrated Study Skills

Technology becomes an integral part of the ākonga study routines. They develop and refine a set of study skills that incorporate technology for conducting research, organising notes, managing deadlines, and collaborating with peers on projects.

Theme: Navigating the pathways and developing agency to help build the future. The focus is on using communication competently and confidently for life, work, and study.

In the Tāpae phase, ākonga are confident and competent communicators who can adapt their skills to a wide range of personal, academic, and professional settings.

2.5a Oral Language and Listening

Developing Professional Communication Skills

Ākonga focus on developing the polished communication skills required for post-secondary life. This includes practising formal communication for the workplace, preparing for job interviews, and learning how to network effectively to build professional connections.

Engaging in Public Speaking and Leadership

With a high level of confidence, ākonga can engage in public speaking opportunities, deliver presentations to various audiences, and take on leadership roles within the school or community. They can structure their ideas logically and speak persuasively and engagingly.

Demonstrating Critical Listening

Listening skills reach a level of critical understanding. Ākonga demonstrate high interest in, and a deep critical comprehension of, complex topics, such as those presented in the news or academic debates. They can analyse arguments, identify bias, and ask insightful questions. They develop and show active listening to gain better understanding of those around them and others’ points of view.

2.5b Social and Non-Verbal Communication

Lifelong Self-Advocacy

Ākonga can confidently and competently advocate for themselves in all situations. They navigate formal systems and articulate their needs clearly to support services, employers, ensuring they receive the accommodations and support required to thrive in any environment.

Understanding and Giving Consent

Ākonga develop a mature and comprehensive understanding of the concept of consent in all its forms – physical, social, and digital. They can confidently give and interpret consent, and they understand its importance in building respectful, reciprocal and mana-enhancing relationships.

Engaging Cross-Cultural Communication

Ākonga develop the awareness and skills needed to navigate cross-cultural communication effectively. They understand that different cultures may have different communication styles and social norms, and they can adapt their approach to interact respectfully and avoid misunderstandings in diverse settings.

2.5c Literacy

Critical Analysis of Texts

At an advanced academic level, ākonga go beyond surface-level comprehension to perform critical analysis of texts. They can identify an author's purpose and bias and construct well-supported arguments about a text's meaning and effectiveness.

Academic Writing

Writing skills are refined for academic and professional purposes. Ākonga can write complex essays, paraphrase information accurately, cite sources correctly, and use the conventions of language with precision and sophistication.

Summarising Information Efficiently

A key skill for higher education and the workplace is the ability to summarise information efficiently. Ākonga master the ability to listen to a presentation/lecture or read a text and extract the key points, condensing the information into a concise and accurate summary.

2.5d Technology

Independent Access for Life and Work

Ākonga are exposed to a full suite of everchanging apps and specialised technology to independently access information for study, work, and all aspects of everyday life. This includes practical applications like accessing public transport navigational apps, creating a professional curriculum vitae, managing online banking, and using tools for grocery shopping and appointment scheduling.

Practising Digital Citizenship

Ākonga are aware of using social media safely, effectively, and with discernment. They understand how to build a positive online digital footprint and use digital platforms to advance their personal and professional goals, while maintaining high standards of digital citizenship. They are able to recognise the indicators of scams and know how to respond.