Developing progressions for assessment and transition 

The regional Kāhui Ako invited Ngātea Kindergarten, in rural Waikato, to join when they decided to focus on transitions between educational settings.  

The representative from Ngātea Kindergarten identifies the following advantages for early childhood services joining Kāhui Ako: 

• credibility for early childhood education – other members recognise and value kaiako professional knowledge and practice 
• building respectful relationships with other sectors focused on children’s learning 
• strengthened transition processes and resources 
• being able to support local educational aspirations. 

One piece of work, in particular, has supported the kindergarten to strengthen its transition processes and practices. As part of their literacy and numeracy achievement challenge, the Kāhui Ako has developed local Kāhui Ako Progressions to support assessment and transitions, beginning in early childhood and continuing through to 15 years old. These progressions outline key milestone indicators for a student’s learning, in particular as they progress in their reading, writing, and mathematics. They are written in positive language and plain English, so students and parents can easily understand. 

Kaiako collaborated with other early learning services and early primary teachers to develop the indicators for the early stages of the progressions. They wrote the indicators using the child’s voice, for example: “I can draw a picture”, “I can tell you about my picture”, and “I can retell a story”. 

The indicators are based on the language and understanding of Te Whāriki, as well as progressions and curriculum objectives at primary and secondary levels. But the language used also incorporates a shared language established by the teachers (early learning service and school) as they worked together. This shared (rather than sector-specific) language has facilitated a shared understanding within the group – and means that anyone can understand them, including parents, teacher aides, and outside agencies. 

The kaiako use these progressions to identify the skills and knowledge children have when they are about to transition into the school environment. Kaiako are also going to add the indicators to children’s online portfolios. 

Discussions about each child’s progress will form part of the transition meetings between the early service kaiako and the new entrant teacher. Children’s strengths and interests will be shared to help teachers engage the child in school. 

The kindergarten’s advice to early learning kaiako who are considering joining the local Kāhui Ako is: 

• be brave and articulate about early learning practice without getting defensive 
• be willing and able to explain your beliefs and values in an open way 
• relate your beliefs and values to those of your schooling colleagues in ways that progress shared understanding and meaning 
• engage in “give and take” and possibility thinking to find ways forward that work well for all parties.