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The Poppies Transition to School Programme integrates Te Whariki with the New Zealand Curriculum Framework.

The Early Childhood Curriculum has been envisaged as a whariki, or mat, woven from the principles, strands, and goals. The whariki concept recognises the diversity of early childhood education in New Zealand. Different programmes, philosophies, structures, and environments will contribute to the distinctive patterns of the whariki. Poppies Kindergarten in partnership with it’s local community and parents offers a Transition to School programme for children aged 4 years upwards to help prepare them for school. This programme links comprehensively to the New Zealand Curriculum Framework while still sitting inside the principles, strands, and goals of Te Whariki. The early childhood curriculum provides a foundation for children to become confident and competent and, during the school years, to be able to build on their previous learning. Each strand of the Early Childhood Curriculum has a number of links with the essential learning areas and essential skills of The New Zealand Curriculum Framework. At Poppies it is our aim to extend this foundation by introducing a host of different learning experiences that will puzzle, delight and inspire the children to become competent learners for life.

As well, the aim of these classes is to offer 4 year old children, who are demonstrating increasing strengths and interests for more specific skills to read and write, an extension class . During these classes the teachers provide more complex challenging and stimulating group activities to further develop skills in the following essential learning areas in preparation for school:

Communication, Language and Literacy: children gain an increasing ability to gain knowledge, to convey and receive information, instructions, and ideas effectively and confidently by listening, speaking, and using visual language in a range of contexts.

Mathematics and Numeracy: children are able to develop competence in more complex mathematical concepts and enjoy using them in a variety of ways - exploring mathematical concepts encourages creativity, perseverance, and self confidence.

Information and Listening: children develop more complex abilities to question, locate, and process information and to see people, books, and other media as resources.

children develop more complex reflective and creative thinking as they contribute ideas and try them out with others.

Self-management and Competitive: as children explore, they show initiative, commitment, perseverance, courage, and enterprise and they adapt to new situations. Children also develop constructive ways of dealing with challenge, competition, and success and failure, developing some skills of selfappraisal and self-advocacy.

Social and Co-operative: children take some responsibility as members of a group in a common task, developing good relationships with others, responding appropriately to discriminatory behaviour, and demonstrating respect for the rights of others. Work and Study: children develop confidence to manage some tasks independently and are able to pay attention in spite of distractions.

Our aim is not to push children into "academic" work, rather more, to provide the opportunities for those children who are interested and ready.

We believe it is important to provide these opportunities for the young child to experience new challenges, co-operative ventures, and longer term projects. These experiences also help to meet their expanding capabilities and provide a smooth transition to school.