A Framework for Lifelong Success

Theme: Thriving in environments that are rich in Expanded Core Curriculum experiences/teaching. The focus is on exploration, foundational concept development, and establishing routines.

In the Kākano phase, ākonga develop curiosity and an awareness of their world through rich sensory experiences and exposure, and the foundation of secure, trusting relationships.

5.1a Communication and Social Skills

Developing Awareness and Expression

For ākonga, the journey begins with an increasing awareness of their immediate environment, fuelled by rich sensory input. As they explore, they begin to develop the foundational vocabulary and non-verbal methods to understand their experiences and express their basic emotions, creating the first link between feelings and communication.

Building Early Interaction Skills

Communication is nurtured through early, interactive experiences. Engaging in joint attention activities, where ākonga and a caregiver focus on the same object or sound, builds shared experience. Early play skills and simple turn-taking games establish the fundamental, reciprocal rhythm of social interaction.

Fostering a Motivation to Communicate

An intrinsic motivation to communicate is fostered by creating a world that is interesting and responsive. By providing a stimulating environment, we cultivate a natural curiosity that encourages ākonga to explore and, in turn, to communicate their needs, wants, and discoveries to others.

5.1b Personal Organisation and Life Skills

Establishing Routines and Awareness

A sense of safety and predictability is built by establishing consistent daily routines for essential activities like mealtimes and sleep. Within these routines, ākonga are made aware of, and involved in, the earliest self-care activities, such as hand washing or having their face wiped, creating a foundation for future independence.

Early Participation in Family Life

Ākonga begin to participate in the rhythm of everyday life activities alongside their whānau. Being present and involved, even passively at first, during cooking, cleaning, and other household tasks, exposes them to the sounds, smells, and language of daily living.

Developing Foundational Concepts

Through interactive play with concrete objects, ākonga grasp foundational concepts. They learn object permanence (knowing a toy still exists when hidden under a blanket) and cause and effect (realising that shaking a rattle creates a sound), which are the building blocks for all future problem-solving.

Building Foundational Movement Skills

Ākonga are given ample opportunities for physical development. Activities that involve weight-bearing (like tummy time) and playing with a wide variety of objects and textures, help to develop the crucial gross and fine motor skills that are necessary for all future physical tasks.

5.1c Community and Pre-Employment

Exploring the World Through Sensory Experience

Ākonga need to be provided with a rich variety of sensory and language-based experiences. A caregiver might bring in a variety of interactive experiences from outside to touch and smell, or describe the sounds of the neighbourhood in detail, expanding the world for ākonga beyond their immediate physical reach.

Fostering Curiosity

A natural curiosity to explore the immediate environment is fostered and encouraged. By creating a safe and stimulating space, ākonga feel confident to move, touch, and investigate, which are the very first steps towards engaging with the wider world.

Introducing the Concept of Chores and Work

The concept of work is introduced in its most basic form. Whānau can model this by sharing simple stories about their day. Simple chores, like helping to tidy up, are introduced to ākonga, and seen as valuable contributions to the family team.

5.1d Orientation and Mobility

Developing a Motivation to Move

An intrinsic motivation to move is built by using sensory motivators. Placing a favourite sound-making or brightly coloured object just out of reach, encourages the ākonga to reach, roll, or crawl, linking movement directly to a desirable reward.

Building Spatial Awareness

Spatial awareness is developed through varied and playful movement. Activities like crawling under a table, climbing over a cushion, or swinging in a swing, help ākonga to understand their body's relationship to the objects and space around them.

Encouraging Independent Exploration

Ākonga are given the freedom to self-explore safe indoor and other familiar areas. This independent exploration allows them to build confidence in their own movement and to create their own understanding of their immediate environment.

Beginning Mental Mapping

Through repeated exploration and experience, ākonga begin to develop the first simple cognitive maps. This starts with a map of their own body and gradually expands to include a mental representation of their immediate personal space, such as their cot or playmat.

Theme: Expanding horizons of knowledge and collaborating. The focus is on building social skills, early self-advocacy, and community participation.

In the Tupu phase, ākonga expand their world beyond the home, learn to interact positively with their peers, and begin to take on early responsibilities.

5.2a Communication and Social Skills

Practising Social Interaction

Ākonga are explicitly taught and given opportunities to practise foundational social skills. They learn the skills of sharing toys and taking turns during play with others. Participating in groups provides a real-world context for practising these skills.

Developing Early Self-Advocacy

Ākonga begin to find their voice and articulate their needs and preferences appropriately to whānau and other trusted adults. They are encouraged to make choices, which empowers them and builds a foundation for future self-advocacy.

Beginning Conflict Resolution

Ākonga begin to navigate the inevitable conflicts that arise in friendships. They are guided through problem-solving steps to resolve disagreements, moving them away from physical reactions towards verbal communication.

Becoming Aware of Body Language

Ākonga are introduced to the concept that people communicate not just with words but with their bodies. They become aware of body language and are taught its importance in understanding the feelings and intentions of others.

5.2b Personal Organisation and Life Skills

Developing Self-Management Skills

Ākonga develop early self-management skills by taking responsibility for their own belongings. This includes packing up their own toys after play, identifying their own clothes, knowing where to put them, and learning to manage their clothing layers to suit the weather.

Understanding Routines and Chores

Ākonga move from simply participating in routines to understanding and mastering them. They also take on set, age-appropriate chores for which they are responsible, which instils a sense of contribution and belonging to the family.

Increasing Self-Care Independence

Ākonga independence in self-care grows. They learn to manage their own toileting independently and, with some support, can dry themselves after swimming or bathing, demonstrating increasing ownership of their personal care.

5.2c Community and Pre-Employment

Exposure to the Community

Their world expands beyond the home as ākonga attend educational settings and/or cultural groups. They also visit community places like the library, park, or local marae with their whānau, becoming comfortable and familiar with these public spaces.

Exploring Careers through Play

The concept of different jobs and careers is introduced through imaginative play. Ākonga engage in role-playing a variety of careers – such as being a shopkeeper, a doctor, or a chef – which builds their understanding of the different roles people have in the community.

Early Enterprise Experience

Ākonga get their first taste of enterprise by participating in simple, whānau-led activities. Helping with shopping introduces the basic concepts of commerce, customer service, and earning and spending money in a fun and supportive context.

Recognising Strengths

Whānau play a crucial role in building ākonga self-esteem by talking with them about their unique strengths and abilities. By highlighting what they are good at, we help them to build a positive self-identity and a belief in their own capabilities.

5.2d Financial Management

Understanding Money Through Play

Ākonga solidify their understanding of the concept of exchange by playing with toy money and engaging in "shops" play. This hands-on experience makes the abstract idea of money concrete and understandable.

Real-World Financial Exposure

Ākonga understanding of finance is connected to the real world by going shopping with whānau. During these trips, adults can talk about the cost of items and the process of payment, making explicit the financial transactions they are observing.

Theme: Seeing ourselves in the wider world, advocating with and for others. The focus is on developing self-management or self-reliance, self-advocacy, and planning skills.

In the Kōhuri phase, ākonga begin to manage their own belongings and school life more independently, advocate for their specific needs, and set goals for their future.

5.3a Communication and Social Skills

Developing Specific Self-Advocacy

Self-advocacy becomes more specific and targeted. Ākonga are taught to advocate for their visual access in the classroom (e.g. by saying, "I cannot see the board") and are supported to talk about their vision condition to peers and teachers in a way that is meaningful to them.

Maintaining Relationships

Ākonga move from participating in groups to actively building and maintaining relationships. This may involve learning to initiate their own social interactions, arrange their own playdates, and take greater ownership of their social life.

Learning Emergency Skills

Ākonga are taught crucial safety information. They memorise their full name, address, and parents' phone numbers, and are taught a clear, simple plan for what to do in an emergency, such as calling 111 or finding a trusted adult.

Developing Perspective-Taking

Ākonga social understanding deepens as they begin to explore the idea that other people can have different thoughts and feelings. Through stories and discussions, they are introduced to the concept of empathy and start to understand how to see a situation from another person's perspective.

5.3b Personal Organisation and Everyday Living Skills

Managing School Belongings

Ākonga take on the responsibility of managing their personal belongings. This includes keeping their desk tidy, ensuring they have the right books for each class, and organising their school bag independently.

Understanding Time Management

Ākonga develop an understanding of time management. They learn to access time, understand a daily schedule, and begin to estimate how long tasks might take, which are crucial skills for school and life.

Undertaking Advanced Life Skills

Life skills become more advanced. Ākonga begin to undertake more complex tasks such as learning to do their own laundry or preparing a basic meal for themselves, which are significant steps towards self-sufficiency.

Understanding Self-Care

Ākonga develop a conscious understanding of the importance of self-care. They learn that eating well, getting enough sleep, and regular exercise are essential for their physical and mental health and for their ability to learn effectively.

5.3c Community and Pre-Employment

Participating in Goal Setting

Ākonga become active participants in their own educational planning. They are encouraged to attend their Individualised Education Plan (IEP) meetings and start to contribute their own ideas for their learning goals.

Developing Career Aspirations

Ākonga are encouraged to think about their future and talk about their aspirations or what they want to be when they grow up. They explore different careers through a variety of mediums and take opportunities to talk to people about their jobs.

Learning Community Safety

Ākonga are taught specific strategies to keep themselves safe in the community. They also begin to learn about the principles of online safety to protect themselves in the digital world.

Participating in Leadership Activities

Ākonga are given opportunities to develop early leadership skills. This may involve participating in school-led fundraisers, being a class monitor, or taking on other roles that involve responsibility and contributing to the school community.

5.3d Financial Management

Recognise and Understand What Money is

Ākonga develop a clear understanding of the use of money to purchase desired items. They can connect the price of an item with the amount of money needed to buy it.

Learning to Save

Ākonga are introduced to the concept of saving. They develop an understanding of saving up their money over time to buy a more expensive, wanted item. This is often linked to the practical experience of earning pocket money for completing their chores.

Theme: Having a purpose, being empathic and resilient. The focus is on generalising skills, planning for the future, and increasing independence.

In the Rākau phase, ākonga take on greater responsibility for their learning and life, begin to identify and plan for future pathways, and practise real-world skills with increasing autonomy.

5.4a Communication and Social Skills

Understanding Complex Communication

Ākonga communication skills become more sophisticated as they understand that communication styles need to change depending on the situation and the audience. They learn to speak differently to a teacher than to a friend and become confident in both initiating conversations and answering questions.

Resolving Conflict Independently

Ākonga develop the ability to resolve conflicts through discussion and negotiation, without needing adult intervention. They can express their own point of view calmly and listen to the other person's perspective to reach a compromise.

Using Digital Communication

Ākonga become proficient in using digital tools to communicate with their friends. They can confidently send messages via a phone, email, or text, which is a key part of modern social connection.

Learning to Fill in Forms

Ākonga are introduced to the practical life skill of form filling. They learn how to accurately provide personal information on both paper and digital forms, a skill necessary for everything from library cards to job applications.

5.4b Everyday Living Skills

Developing Systems for Independence

Ākonga work towards creating their own systems to support their personal needs. This may involve using a specific app for reminders, setting alarms for medication or waking up, and developing a personal time management system that works for them.

Learning to Prioritise

Ākonga are encouraged and given opportunities to practise the crucial executive functioning skill of prioritisation. They learn to identify which tasks are most important or urgent and to plan their time accordingly.

5.4c Community and Pre-Employment

Engaging in Career Planning

Career planning becomes more focussed. Ākonga identify the appropriate school subjects they need to take for their future career paths and are exposed to a range of possible career options through career days, online research, and informational interviews.

Practising Goal Achievement

Ākonga practise the entire process of goal achievement. They set a meaningful personal goal (academic, sporting, or personal), break it down into manageable steps, and work through those steps to achieve it, building self-efficacy and perseverance.

The Importance of Volunteering

Ākonga are introduced to the concept of volunteering to gain work-like experience and give back to their community. Volunteering at community events builds skills, experience, and a sense of civic responsibility.

Understanding Appropriate Relationships

As they mature, ākonga are taught about appropriate and healthy relationships. This includes discussions about friendships, romantic relationships, and the importance of respect, boundaries, and consent.

5.4d Financial Management

Practising Budgeting

The financial literacy of ākonga becomes more practical as they learn to understand and practise budgeting. With support, they manage their own money, make decisions about saving and spending, and learn from the consequences of those decisions.

Awareness of Earning Money

Ākonga become aware of the various ways they can earn money as a student. This may include part-time jobs, babysitting, or other small-scale enterprise opportunities.

Real-World Shopping Practice

Ākonga practise shopping in a real-world context with decreasing support. They may be responsible for buying specific items from a list or be given a budget to purchase their own lunch or other personal items.

Theme: Navigating the pathways and developing agency to help shape the future. The focus is on independence, self-management, and executing post-school plans.

In the Tāpae phase, ākonga are confident and competent young adults, fully prepared to lead an independent life, pursue their chosen pathway, and contribute meaningfully to society.

5.5a Communication and Social Skills

Mastering Professional Communication

Ākonga develop polished communication skills needed for the professional world. They can have appropriate and effective conversations in a variety of situations, including making professional phone calls, participating in face-to-face meetings, and presenting themselves well in job interviews.

Advocating in the Workplace/Training Providers

Ākonga confidently talk with potential employers about their eye condition and any necessary accommodations. They can also effectively manage any work-related concerns that may arise, advocating for themselves in a professional and constructive manner.

Building Trustful Relationships

Ākonga understand how to build trustful and healthy relationships in their adult life. They also know where and how to meet new people and build a supportive social network.

Contacting Agencies Independently

Ākonga contact outside agencies themselves using a range of technology. They can confidently phone, email, or use online portals to communicate with support services, government departments, or educational institutions.

5.5b Personal Organisation and Life Skills

Living an Independent, Organised Life

Ākonga have an effective system in place to independently manage all aspects of their life, including their time, personal tasks, work or study commitments, travel, and sleep. Their organisational skills are fully internalised and support a self-sufficient lifestyle.

Effective Prioritisation

Ākonga effectively and independently prioritise tasks in all areas of their life. They can juggle multiple competing demands – from work deadlines to social commitments – and make effective decisions about how to allocate their time and energy.

Managing Personal Appointments

Ākonga take full responsibility for their personal administration, including booking their own appointments with doctors, dentists, and other services, and managing their schedule to ensure they attend them.

Communication and Social Skills

Ākonga have a nuanced understanding of social conventions around important life events like birthdays, weddings, funerals, and other celebrations. They know how to respond and participate appropriately in these culturally significant moments.

5.5c Community and Pre-Employment

Executing a Career Path

Ākonga know the steps they need to take to follow and achieve their chosen career path. They know who to talk to at universities, polytechnics, or potential employers to move forward on their chosen path.

Gaining Work Experience

Ākonga actively seek out and gain valuable work experience. This may be through a part-time, after-school job, or through a structured work experience placement, which provides a crucial bridge between school and the workforce.

Planning for Independent Living

Ākonga begin to make concrete plans for their future accommodation. This may involve researching flatting situations, learning about rental agreements, or exploring other independent living options.

Knowing and Using Support Services

Ākonga have a comprehensive knowledge of the available support services that can assist them in their post-school training and opportunities. They know about and can access services, employment support, BLVNZ, Vocational Advisors, and Disability Law for legal advocacy.

Building Community Connections

Ākonga actively build community connections by joining hobbies, groups, or sports teams that align with their interests. These connections provide a vital social network and a sense of belonging in their adult life.

5.5d Financial Management

Achieving Financial Independence

Ākonga fully manage their personal finances. They can shop independently, both online and in-store, and confidently use a banking app to manage their money, transfer funds, and pay bills.

Managing a Household Budget

Ākonga independently manage a comprehensive budget that includes saving for future goals, discretionary spending, and paying for essential living costs like bills and rent.

Demonstrating Financial Literacy

Ākonga have a strong understanding of modern financial literacy. They know the difference between using cash and a card, are aware of common financial scams and how to avoid them and can make informed financial decisions.

Navigating Agency Forms

Ākonga can independently and accurately complete complex government forms such as those for benefits or for student loans, to access the financial support they are entitled to. They also know how to seek assistance or ask for help when needed.