The learning outcomes in each strand are broad statements that encompass valued knowledge, skills, attitudes, and dispositions that children develop over time. These can be found in complementary English and Māori versions.  

“The Māori principles of Te Whāriki encapsulate the diverse ways of knowing, ways of being, and ways of doing which inform quality planning and implementation of programmes to enhance children’s learning pathways. The statements in English are interpretations that summarise what each principle endorses.” (Te Whatu Pōkeka p. 54)

Te Ara Māori

The early childhood curriculum framework now includes Te Ara Māori. Te Ara Māori provides a te ao Māori expression of the principles, strands, goals, and learning outcomes of Te Whāriki. In Te Ara Māori, te reo Māori and English are put side-by-side. The English text is not a translation of te reo Māori and is only an aid to understanding. An appreciation of the richness of Te Ara Māori requires an understanding of te ao and te reo Māori.   

Te Ara Whānui

The 20 English learning outcomes are underpinned by current New Zealand and international evidence. 

For further information, listen to Professor Claire McLachlan, a writer of Te Whāriki (2017), discuss the research that sits behind the learning outcomes.

“The learning outcomes are designed to inform curriculum planning and evaluation, and support assessment of children’s progress.” (Te Whāriki, p. 22) 

Learning during the early years is a highly integrated, varied, and dynamic process. Capabilities fluctuate and the possibilities for learning are infinite. This is reflected in the nature and purpose of the learning outcomes in Te Whāriki. They are described as “broad statements” of learning intent. They are there to orientate kaiako towards “what matters here” in collaboration with children, whānau, and communities. 

The 20 learning outcomes incorporate aspects of the learning dispositions (“ready, willing, and able”) and working theories that children need to be competent and confident lifelong learners.

The stem for all learning outcomes is an important guide for kaiako for: 

• their curriculum design decisions 
• identifying intentional teaching strategies 
• assessment for learning and evaluation.

The stem – “over time and with guidance and encouragement, children become increasingly capable of” – acknowledges that learning is not a linear process. It should build on the prior experiences, interests, and knowledge of tamariki. 

Learning outcomes as a compass rather than a map 

A fitting analogy is to think of learning outcomes as a compass, rather than a map. A definition of a compass is an instrument that charts a general direction but doesn’t show the exact route to take. Using a compass, you make decisions based on factors such as past experience, interests, dispositions, and skill level.  

“Tapasā is a Samoan term. The closest English-language translation would be the word compass. Traditionally, the tapasā extends beyond the finite and physical limitations of a compass where the tapasā serves as a guide or pathway in malaga or a journey.” (Tapasā Cultural Competencies Framework for Teachers of Pacific Learners, p. 5)

When kaiako see the learning outcomes as a compass to guide planning, they will: 

• understand the purpose of planning is centred on expanding and deepening learning rather than listing activities 
• see learning outcomes as something that requires ongoing interpretation by kaiako, whānau, and communities 
• understand that the goals outlining the roles and responsibilities of kaiako and the learning outcomes are mutually reinforcing 
• interpret the outcomes from their own cultural perspective and local context 
• understand the significance of the stem and therefore design the curriculum with continuity of learning in mind 
• acknowledge what is intended is not always what is actually learnt. 

When kaiako think of the learning outcomes as a compass to guide assessment, they will: 

• use them for the analysis and interpretation of learning 
• apply them as a reference point for informing possible future pathways. 

When kaiako see the learning outcomes as a compass to guide evaluation, they: 

• are curious and keen to make deeper sense of the outcomes through processes such as internal review 
• understand how they can be used as a reference point for evaluating the balance across the strands of Te Whāriki. 

An example of using learning outcomes in curriculum design 

In this video, Anne Meade and Lucy Hayes from Daisies Education and Care Centre, discuss how they use the learning outcomes in curriculum design.