A Framework for Independence

Theme: Thriving in environments that are rich in Expanded Core Curriculum experiences/teaching.

In the Kākano phase, ākonga are exposed to a wide range of everyday experiences and begin to anticipate and participate in daily routines with full support.

4.1a Food and Nutrition

Sensory Exploration of Food

The journey with food begins as a multi-sensory exploration. Ākonga are encouraged to integrate all their senses by smelling new aromas, tasting different flavours, listening to the sounds of food being prepared, and engaging in tactile exploration with their fingers. This builds a positive, curious relationship with food and helps develop sensory discrimination skills.

Developing Oral Motor Skills

This phase focuses on developing the foundational oral motor skills required for eating. Ākonga practise and refine their ability to suck from a bottle or breast, swallow effectively, and progress from pureed foods to chewing soft, solid foods. These skills are essential for safe and efficient eating and form the basis for all future nutritional intake.

Beginning Self-Feeding

The first steps towards feeding independence are taken. Ākonga may begin by holding their own bottle, progressing to self-feeding with simple finger foods. They are also introduced to utensils like a spoon and cup, exploring their use with supportive hand-under-hand guidance from a caregiver, which builds muscle memory and familiarity with these tools.

Early Concept Development in Mealtimes

Foundational concepts related to food and mealtimes are established. The use of objects of reference, such as being handed a specific cup or spoon, helps ākonga anticipate that it is time to eat. Through guided play and gentle correction, they also begin to learn the crucial difference between items that are edible and those that are non-edible.

Establishing Mealtime Routines

Ākonga begin to participate in the social routine of whānau mealtimes. They learn to anticipate this daily event and are introduced to basic manners, such as using a simple sign for "more" or "finished", which represents their first steps in communicative participation during meals.

4.1b Personal Care and Wellbeing

Building Body Awareness

Through playful songs, interactive games, and the daily routines of bathing and dressing, ākonga begin to identify their body parts. This process of learning their own physical form is the first step towards understanding how to care for it.

Developing Tolerance for Bathing

The focus is on making bathing and showering a positive and enjoyable experience. Ākonga are encouraged to tolerate and participate in water play, and with supportive guidance, they begin to explore the use of a washcloth and soap, building familiarity with the tools and sensations of personal hygiene.

Cooperating with Dressing

Ākonga begin to participate actively in the dressing process. They learn to cooperate by lifting their arms or legs while being dressed and take the first steps towards independence by helping to undress themselves, e.g. pulling off simple items like their own socks or hat.

Early Toileting Awareness

The foundations for toilet training are laid by developing an awareness of the body's natural processes. Ākonga become familiar with the routine of nappy changes and are given opportunities to explore the toilet and bathroom environments in a non-pressured way, building comfort and understanding of its purpose.

Participating in Self-Care Routines

Ākonga are encouraged to tolerate and participate in daily self-care routines. This includes being involved in hair brushing, teeth cleaning, and nail clipping, helping them to accept these necessary activities as normal and predictable parts of their day.

Fostering Wellbeing and Co-Regulation

A sense of wellbeing is nurtured by forming secure relationships with caregivers beyond the immediate family. Ākonga are supported to be soothed when distressed and, through consistent modelling and co-regulation from adults, begin to develop the earliest skills for managing their own emotional states.

4.1c Home Responsibilities and Personal Organisation

Anticipating Daily Routines

Ākonga begin to understand the predictable rhythm of their day. Supported by consistent use of sensory cues (e.g. the sound of bathwater running) or objects of reference (e.g. a specific blanket for bedtime), they learn to anticipate daily routines like bathtime and bedtime, which creates a sense of safety and security.

Beginning to Participate in Tidying

The concept of organisation is introduced in a simple, participatory way. Ākonga are encouraged to help find their own belongings, such as their shoes or a favourite toy, and begin to participate in tidying up by helping to put toys away in a designated, consistent place.

Building Everyday Vocabulary

Ākonga build a functional vocabulary of words related to the people, places, and items that make up their daily life. This includes learning the names of important items like their kindy bag, lunchbox, and different articles of clothing, connecting language directly to their personal world.

4.1d Financial Management

Exposure to Commercial Environments

Ākonga are exposed to the concept of commerce by participating in visits to shops and supermarkets with their whānau. These real-world experiences provide a rich sensory and social context for understanding where goods come from.

Learning Through Pretend Play

The abstract concept of exchange is introduced through pretend play. By engaging with toy shops, using play money, and interacting with real (empty) product containers, ākonga begin to grasp the fundamental idea that items are acquired through a transaction.

Early Number Concept Development

Foundational number knowledge is introduced through engaging with repetitive songs and rhymes. Through play, the concepts of associating numbers with tangible items, counting, and subtraction are developed.

4.1e Community Participation

Connecting with Others

The social world of ākonga expands as they connect with whānau and peers in settings like playgroups and other immersion experiences. These opportunities provide a supportive environment for their first social interactions outside the immediate family unit.

Developing Play Skills

Ākonga engage in foundational play activities that build lifelong skills and physical dexterity. Simple activities like rolling a ball back and forth, engaging in water play, or participating in messy play with different textures, develop motor skills, sensory tolerance, and early social skills that include sharing and turn-taking.

Theme: Expanding horizons of knowledge and collaborating.

In the Tupu phase, ākonga begin to develop more purposeful skills and increase their active participation and independence in everyday tasks.

4.2a Food and Nutrition

Purposeful Use of Utensils

Ākonga move beyond exploration to use their fingers, hands, and utensils purposefully for eating and drinking. They gain more control over child-sized spoons and forks, demonstrating increasing coordination and skill in getting food from the plate to their mouth.

Increasing Feeding Independence

Ākonga independence at mealtimes grows significantly. They begin to feed themselves an entire meal, serve themselves simple finger foods from a shared platter, and, with support to stabilize the jug or cup, start to pour their own drinks.

Developing Food Preparation Skills

Ākonga explore the basic motor skills needed for food preparation. They practise opening and closing different types of containers, twist tops, packets, and lids. They also participate in simple food preparation as a form of play, such as stirring ingredients in a bowl or patting out dough, which builds foundational kitchen skills.

Expanding Food Knowledge

For ākonga, the conceptual understanding of food deepens. They can now reliably differentiate between edible and non-edible items and are introduced to the concept of making healthy nutritional choices. They also begin to clearly express their own food preferences.

Following Mealtime Routines

Ākonga take on a more active role in mealtime routines. With support, they can help set the table, learn to clean their own hands and face after eating, and consistently follow the established expectations for behaviour during meals.

4.2b Personal Care and Wellbeing

Developing Dressing Skills

Ākonga begin to dress themselves with some support, successfully managing simple garments like pull-on pants and tops. They also practise the fine motor skills needed to do up large buttons and zips and can put on their own shoes, though they may still need help determining left from right.

Increasing Hygiene Independence

Ākonga independence in personal hygiene increases. They can wash their hands with soap without assistance, brush their teeth to ensure thoroughness, and participate more actively in showering or bathing with decreasing physical support.

Developing Toileting Independence

Ākonga become more independent in their toileting routine. They can anticipate the need to go to the toilet, manage pulling their pants up and down with minimal assistance, and learn to flush the toilet with a verbal reminder.

Fostering Emotional Wellbeing

The emotional world of ākonga expands as they are encouraged to develop their own interests and strengths. They are taught simple self-regulation strategies to manage big feelings and begin to build empathy by learning to identify their own feelings and recognise the feelings of others.

4.2c Household Responsibilities and Personal Organisation

Completing Simple Tasks

Ākonga develop a sense of responsibility by learning to tidy up their toys and activities after play. They also develop their mental map of the home, learning the specific location of their personal clothing, toys, and other important household items.

Building School Readiness

Ākonga practise the organisational skills needed for a school or early childhood setting. This includes independently getting their lunch out of their bag, learning to open and close their drink bottle, and knowing where to put their belongings, such as hanging their bag on the correct hook.

Participating in Household Chores

Ākonga begin to participate in family chores through a play-based approach. "Helping" with tasks like sweeping the floor or assisting with the laundry, instils a sense of contribution and builds familiarity with household responsibilities.

Developing Time Concepts

The abstract concept of time is introduced through concrete tools and language. Using technology like a visual timer or a simple alarm can help support transitions, while learning routine vocabulary like "today", "tomorrow", and "afternoon" helps to structure their understanding of the day.

4.2d Financial Management

Understanding the Concept of Money

Ākonga move beyond exposure to a conceptual understanding that money is a tool used for purchasing items. They grasp that a transaction is required to obtain goods from a shop.

Beginning Money Identification

Ākonga are introduced to the tactile differences between coins. They begin to differentiate between gold and silver coins and learn to feel for distinct features like a smooth or ridged edge, which is a foundational skill for non-visual money identification.

Practising Transactions

The concept of a financial transaction is practised through role-playing. Ākonga might engage in a pretend shop, use toy swipe cards, and, with full support, take the significant step of purchasing a real item with real money at a local shop.

4.2e Community Participation

Participating in Structured Activities

Ākonga participate more fully in structured group activities within an early childhood setting. This includes joining in group games, participating in PE-based activities, and engaging in structured play sessions that require cooperation and following rules.

Developing Social Interaction Skills

Ākonga develop key social skills through play-based interactions with their peers. They are explicitly taught, and practise, how to take turns with a coveted toy and how to wait patiently, which are fundamental skills for successful and positive social engagement.

Theme: Seeing ourselves in the wider world, advocating with and for others.

In the Kōhuri phase, ākonga develop greater independence in their personal routines and begin to apply their skills in broader community settings with guidance and supervision.

4.3a Food and Nutrition

Learning Foundational Preparation Skills

Ākonga acquire the foundational skills needed to prepare simple foods. These include learning safe techniques for cutting with an appropriate knife, as well as grating, pouring liquids, stirring mixtures, and measuring ingredients. These skills form the building blocks for all future cooking and food preparation.

Using Simple Cooking Appliances

With close supervision, ākonga are introduced to the use of simple kitchen appliances. They learn the function and safe operation of common tools like a toaster, microwave, electric jug, and air fryer, which significantly expands the range of snacks and simple meals they can prepare.

Increasing Food Preparation Independence

Ākonga begin to apply their new skills with greater independence. They can now prepare a simple snack or pack their own lunchbox without assistance and can confidently pour a drink from a larger container without spills, demonstrating increased motor control and planning.

Expanding Nutritional Knowledge

Ākonga begin to build a more formal understanding of nutrition, learning to identify healthy food choices and the basics of a balanced diet. They also develop their literacy and sequencing skills by learning to follow simple, step-by-step healthy recipes to create a desired outcome.

Developing Social Eating Etiquette

As their social world expands, ākonga are taught about cultural tikanga (protocols) and social etiquette for eating in group settings or away from home. This includes learning how to appropriately use condiments and navigate the social norms of sharing a meal with others.

Building Community Skills

Ākonga begin to develop a mental map of their local supermarket. They learn to locate different sections and understand the general layout, which is a crucial first step towards independent grocery shopping.

4.3b Personal Care and Wellbeing

Achieving Dressing Independence

Ākonga become fully independent in dressing themselves. This includes not only the physical act of putting on clothes but also the cognitive skill of choosing appropriate clothing for the weather or for a specific event, demonstrating planning and foresight. They also work towards the goal of independent showering and hair washing.

Managing Personal Hygiene

Ākonga take on more responsibility for their personal hygiene. They can independently brush their teeth and hair thoroughly. They also begin to understand the need for products like deodorant and are introduced to information about managing the physical and emotional aspects of body and hormonal changes.

Understanding Personal Safety

Ākonga awareness of safety expands to include both their physical and digital environments. They are taught about keeping themselves safe from physical harm and are introduced to the basic principles of cyber safety to protect themselves online.

Fostering Wellbeing through Connection

To support their social and emotional wellbeing, ākonga are actively encouraged to join clubs, spend quality time with friends, and participate in sports or other group activities. These connections build a sense of belonging and promote positive mental health.

4.3c Household Responsibilities and Personal Organisation

Independent Routine Management

Ākonga demonstrate the ability to independently follow established home and school routines without constant reminders. They also take on the responsibility of planning for their day by packing their own school bag with everything they will need.

Participating in Household Chores

Ākonga participation in household chores becomes more meaningful and skilled. They develop an understanding of, and participate in, tasks like doing the laundry and other cleaning duties. They take on the responsibility of keeping their own bedroom tidy.

Developing Time Management Concepts

Ākonga begin to grasp more complex concepts of time management. They practise estimating how long a task will take and are introduced to using a calendar to keep track of appointments and important dates, which are foundational skills for future organisation.

Navigating Familiar Environments

Ākonga apply their O&M skills to everyday life by mapping and using landmarks in familiar environments like their school campus or the local neighbourhood. This practical application of orientation skills builds confidence and independence.

4.3d Financial Management

Advanced Money Management

Ākonga financial skills become more refined. They can identify all denominations of coins and begin to identify notes. They are also learning practical strategies for storing money securely, such as learning specific ways to fold different notes or consistently using a wallet.

Introduction to Budgeting

Ākonga are introduced to the foundational concept of budgeting. This includes learning to differentiate between essential needs (like food and shelter) and desirable wants (like toys or entertainment), which is a critical first step in financial planning.

Understanding Banking Concepts

Ākonga are introduced to the formal banking system. This may include opening their first savings account and learning the purpose of different types of bank cards, such as EFTPOS cards for purchases and travel cards for public transport.

Practising Purchasing Skills

Ākonga practise their purchasing skills in real-world scenarios. They might use a simple shopping list to buy a few items at a local shop and begin to develop consumer awareness by comparing the cost of two similar items.

4.3e Community Participation

Exploring Interests

Ākonga are given opportunities to gain awareness and experience of a wide range of interest-based activities. Through Immersion Courses, Curriculum Days, “Have a go days”, or other community programs, they can explore different sports, hobbies, and arts to discover their passions.

Developing Social Versatility

Ākonga develop and refine a set of appropriate social skills for interacting with both peers and adults in a variety of settings. They learn to adapt their communication style and behaviour to fit the context, whether it's the classroom, a sports team, or a family gathering.

Theme: Having a purpose, being empathic and resilient.

In the Rākau phase, ākonga consolidate their everyday living skills, apply them in a wider range of situations with decreasing support, and begin to engage in higher-level planning and problem-solving.

4.4a Food and Nutrition

Preparing Complex Meals

Ākonga cooking skills advance to a level where they can plan and prepare food for a specific purpose, such as making a meal for their family. They learn to follow more complex recipes that require them to integrate various cooking methods, such as boiling, baking, and frying, within a single dish.

Using Complex Kitchen Appliances

With support and practice, ākonga gain confidence in using more complex kitchen appliances. This includes learning the safe and effective use of an oven and a stove top, which dramatically increases their cooking independence and capabilities.

Managing Kitchen Clean-Up

Ākonga take on full responsibility for kitchen hygiene. They can independently clean up surfaces, wash dishes by hand, and learn to correctly load and operate a dishwasher, demonstrating an understanding of the full cycle of meal preparation and clean-up.

Developing Community-Based Food Skills

Ākonga food-related skills extend into the community. They can now navigate a supermarket and use a self-checkout or staffed checkout lane independently. They are also introduced to digital food access, such as ordering groceries online or using food delivery apps.

Navigating Social Dining

Ākonga demonstrate the ability to follow social dining etiquette and cultural protocols in a variety of community settings. They can confidently dine at a restaurant, a friend's home, or a formal event, understanding and applying the appropriate social norms for each situation.

4.4b Personal Care and Wellbeing

Advanced Self-Care and Hygiene Management

Ākonga achieve independence in managing all aspects of advanced grooming. This includes showering, shaving, and managing menstruation, which also involves the practical skill of purchasing the necessary personal care items.

Managing Personal Health

Ākonga begin to take an active role in managing their own health. This includes managing their eye health (e.g. administering drops or caring for contact lenses) and developing the awareness to identify when they are unwell. They have the self-advocacy skills to seek help from a parent or school nurse.

Independent Clothing Care

Ākonga develop their laundry skills towards full independence. They learn how to operate a washing machine, hang clothes to dry, and complete the cycle by folding their clothes and putting them away in the correct place, taking full ownership of their clothing care.

Practising Personal and Digital Safety

Ākonga actively use cyber safety strategies to protect themselves online and develop a deeper understanding of personal safety concepts. This may include discussions or instruction on self-defence and strategies for staying safe in the community.

Proactively Maintaining Wellbeing

Ākonga understand the importance of social connection for their wellbeing and take an active role in maintaining it. They proactively connect with family and friends, and make time for clubs and sports, recognising these activities as essential for their mental and emotional health.

4.4c Household Responsibilities and Personal Organisation

Independent Time Management

Ākonga develop independent time management skills that are crucial for academic success. They learn to use alarms and digital or low-tech calendars to organise their school timetables, manage homework deadlines, and keep track of their weekly schedules.

Developing Household Systems

Ākonga develop their own systems for household organisation. This includes practical tasks like organising a pantry with labels for easy identification, making their own bed daily, and having a strong mental map of their home that allows them to find everything they need efficiently.

Planning for Travel

Ākonga organisational skills are applied to travel. They can decide on, and use, the most appropriate form of transport for a journey and can independently pack a bag with everything they will need for a short-term stay away from home.

Beginning to Self-Advocate

Ākonga begin to self-advocate for their needs in different environments without prompting from a parent or teacher. They can identify a need and communicate it effectively to the relevant person.

4.4d Financial Management

Independent Banking

Ākonga become proficient in everyday banking tasks. They can use an EFTPOS card for purchases and operate an ATM machine independently to withdraw cash. They also develop an understanding of the purpose of different bank accounts, such as a checking account for daily use and a savings account for goals.

Practising Budgeting

Ākonga begin to manage their day-to-day finances with decreasing support. They may be given a weekly allowance or budget and are expected to monitor their long-term savings for a specific goal they have chosen, such as buying a new device or saving for an event.

Understanding Earning and Spending

Ākonga grasp the fundamental economic concept of earning money from a job. They begin to make their own independent purchasing decisions, weighing up the cost of items and making choices based on their available funds.

Using Digital Finance Tools

Ākonga are introduced to the world of digital finance. They may use apps for simple money management or budgeting and begin to learn how to use internet banking to check their account balance and track transactions.

4.4e Community Participation

Planning and Participating in Social Activities

Ākonga take a more active role in their social life. With support, they begin to plan and participate in social or group activities, which may involve organising an outing with friends, coordinating transport, and managing any associated costs.

Engaging in the Wider Community

Ākonga are encouraged to participate in larger community events that are tailored to their interests and abilities. This may include taking part in events like the Halberg Games or other local accessible sport days, which builds confidence and a sense of community.

Theme: Navigating the pathways and developing agency to help shape the future.

In the Tāpae phase, ākonga operate independently and proficiently across all areas of life, generalising their skills to new situations, problem-solving complex issues, and taking full responsibility for managing their own lives.

4.5a Food and Nutrition

Achieving Full Cooking Independence

Ākonga are independently and proficiently able to plan, shop for, and prepare a wide variety of nutritious meals. This demonstrates a mastery of cooking techniques, nutritional knowledge, and the executive functioning skills required for complete meal management.

Navigating Shared Living

Ākonga develop the communication and problem-solving skills needed for a shared living situation. They can collaboratively work with flatmates or partners to create effective strategies for storing food, sharing kitchen duties, and managing a communal living space respectfully.

Advocating for Dietary Needs

Ākonga confidently and effectively advocate for their own dietary needs and preferences in any situation. Whether dining out at a restaurant or attending a catered event, they can clearly communicate any allergies, intolerances, or preferences to ensure their needs are met.

Internalising Safety and Hygiene

Ākonga consistently and automatically implement appropriate hygiene and food safety routines across all settings. These practices are no longer a checklist to be followed but have become ingrained habits that ensure their health and safety.

4.5b Personal Care and Wellbeing

Full Independence in Personal Care

Ākonga are fully independent in managing all aspects of their personal hygiene, grooming, and laundry. These tasks are integrated seamlessly into their daily and weekly routines without any external support or reminders.

Proactive Health and Wellness Management

Ākonga take full responsibility for their health and wellness. They can independently make and attend their own health appointments (doctor, dentist), manage and take responsibility for any personal medication, and make informed, responsible choices regarding issues like safe sex, alcohol, and drugs.

Managing a Professional Appearance

Ākonga understand the importance of dressing appropriately for professional events or situations. They can independently manage all aspects of their appearance, including visiting a hairdresser or barber to maintain their desired style.

Independent Household Management

Ākonga are capable of independently cleaning their own flat or home and can perform basic first aid for minor injuries, demonstrating self-sufficiency in maintaining their living space and personal wellbeing.

4.5c Household Responsibilities and Personal Organisation

Managing an Independent Life

Ākonga can independently manage all the daily routines of an adult life, including cooking, cleaning, and washing. They can set up their own living space, such as a bedroom or bathroom, in a way that is organised and efficient for their needs.

Effective Life Administration

Ākonga can manage their time effectively, independently making appointments and using online or low-tech calendars to organise all aspects of their life. They are also proficient at the administrative task of filling out forms for various services, such as for a new doctor or for government support.

Independent Transport and Travel

Ākonga are fully independent travellers, able to use a wide range of transport options, including buses, trains, and ride-sharing services like Uber. They can also manage the complex organisational task of packing a suitcase appropriately for longer periods away from home.

4.5d Financial Management

Achieving Full Financial Management

Ākonga independently manage their money using various banking options. They can create and maintain a household budget to pay for recurring expenses like bills, rent, and food, demonstrating complete financial self-sufficiency.

Engaging in Financial Planning

Ākonga understand and manage long-term financial products. This includes understanding their KiwiSaver account, managing any loans (such as a student loan), and making informed decisions about potential investments.

Becoming an Effective Consumer

Ākonga demonstrate effective consumer skills. They can make informed purchasing decisions, prioritise their spending based on needs versus wants, and get the best value for their money.

Advocating for Financial Support

Ākonga know how to and can confidently self-advocate for any financial support they may be entitled to within the community. This includes navigating systems to apply for benefits from agencies.

Managing Shared Finances

In a shared living situation, ākonga can responsibly contribute to communal accounts for shared expenses like rent, power, and internet, demonstrating an understanding of financial collaboration.

4.5e Community Participation

Full Social Independence

Ākonga independently plan, budget for, and participate in a wide range of social, leisure, and community activities that align with their interests. They take full ownership of their social life from conception to execution.

Connecting with the Community

Ākonga are resourceful and connected members of their community. They can use the internet and other community resources to actively search for and discover available leisure opportunities, clubs, and events.

Demonstrating Social Competence

Ākonga demonstrate a high level of social competence. They are able to use appropriate social behaviour and communication skills fluidly and effectively across a wide variety of settings, from casual gatherings with friends to formal professional environments.