Embracing Play through learning with Te Kura o Take Kārara Wānaka

Longworth Education has embarked on a journey to show of Play Pedagogy from Aotearoa New Zealand on the world stage. Play Pedagogy is a way of integrating children’s play experiences with curricular learning, giving akonga (students) the flexibility to find their own solutions to both new and existing problems.

School Information

• Location: Wanaka
• Current School Roll: 294
• Urban Primary Kura/School (Years 0-6)

Physical Environment

newer build and have primarily modern-learning classroom environments

Community

High socio-economic community, but a school community itself consisting of a variety of demographic background

 

Since its inauguration in 2020, Te Kura o Take Kārara has been dedicated to implementing play pedagogy and developmentally responsive practices. This transformative journey, initiated in collaboration with Sarah and Longworth Education, aimed to firmly establish play as a pedagogical tool across three unique learning spaces: Tuna (New Entrant and Year 1), Ti Kōuka (Year 2/3), and Wēka (Year 4,5 and 6).

Impact on Children’s Learning Outcomes

Overall Child Development and Confidence

• Holistic growth of confidence across social, emotional, and academic dimensions.
• Enhanced wellbeing, fostering engagement, enjoyment, and connectedness among learners.
• A high-trust environment encouraging confident play, collaboration, creation, and exploration.
• Development of empathy, instilling social and emotional skills, making children patient and helpful.

Learning and Cognitive Development

• Ignition and sustained love for learning.
• Cultivation of learning dispositions, key competencies, and executive functions.
• Independence in learning, fostering curiosity, creative thinking, and problem-solving skills.
• Gradual development of self-management skills.

Inclusivity and Personal Development

• Active participation and recognition of voices in the learning process.
• Shift in focus from product to process, promoting a holistic view of education.
• Positive atmosphere addressing diverse needs across wellbeing, social and emotional aspects.
• Interconnected learning experiences integrating values, curriculum, and personal dispositions.

Adaptability and Initiative

• Significant changes in levels of initiative demonstrated by children in the Weka space.
• Transition from highly structured routines to an environment promoting free movement and choice.
• Reduction in boredom, illustrated by creative, self-initiated activities during downtime.

Impact on Teachers and Practices

Empowerment and Professional Development of Teachers

• Empowerment to question and critically evaluate teaching choices.
• Increased teacher confidence in the philosophy of teaching through play.
• Rigorous professional development specific and targeted to individuals and teams.
• Deepening understanding of the pedagogy of play, infusing joy back into learning.

Teaching Practice and Curriculum Integration

• Respect and autonomy for teachers in integrating key competencies, dispositions, and curriculum.
• Cohesive structures, systems, and knowledge across the school, ensuring sustainability.
• Teachers becoming experts in teaching through play, developing a deeper understanding.
• Embracing a strengths-based focus, considering key competencies and cultural strengths equally.

Responsive and Holistic Approach to Teaching

• Collaborative care focusing on holistic child development.
• Increased skills for delivering complex teaching with play as a pedagogy.
• Confirmation of established good practices and the establishment of a notice, recognize, and respond cycle.
• Improved observational skills enabling teachers to notice children’s inquiries, curiosity, and creative endeavors.

Challenges Encountered

Staff Buy-In and Exploration of Play-Based Learning

• Staff requiring time and support to explore play-based learning across all age levels.

Timetabling and Resource Organization

• Challenges in creating effective timetables accommodating play-based learning.
• Organization of resources, particularly large loose parts for outside use across all age groups.

Teachers Stepping into the Unknown

• Teachers experimenting with different elements of play-based learning.
• Permission for experimentation without repercussions, fostering a culture of innovation.

Environment Perception and Curriculum Coverage

• Exploration of how the environment might support play-based learning.
• Letting go of perceived pressure to cover curriculum through a highly structured program.

Achieving a Balanced Pedagogy

• Addressing misconceptions that play conflicts with literacy and numeracy teaching.

Balancing Pedagogy and Literacy/Numeracy Teaching

Te Kura o Take Kārara maintains a balanced approach to literacy and numeracy within its developmentally responsive learning environment. The day offers opportunities for children to autonomously manage self-directed play. Sessions take two forms: teachers on the floor as learning coaches during play or running workshops as part of the response cycle.

Literacy growth is fostered through diverse opportunities that engage children in reading and writing. Whole-class teaching involves systematic instruction of critical skills. Play serves as a tool for literacy and numeracy development, allowing authentic observation and response to concepts explored by children during play.

In the senior school, a mix of teacher-led learning and play-based learning is employed, maintaining a balanced approach.

Literacy and Numeracy Achievement

Since the commencement of the play-based learning program, there has been no change in achievement levels. Students continue to progress as expected.

Addressing Concerns

• Transparent communication with whānau through real-time reporting and regular contact.
• A schoolwide approach, including ‘Faces on Data,’ to meet diverse needs.
• Implementation of accelerated plans, IEPs, and tiered learning pathways based on data analysis.
• Ongoing professional development specific to literacy and math progress.

Looking Ahead

Te Kura o Take Kārara aims to:

• Deepen exploration of outdoor loose parts play.
• Leverage play-based learning through the P-BLOT.
• Align inquiry learning practices with observations from children’s play.
• Develop teacher capacity for inducting and upskilling new teachers through practice-based coaching.

The school remains committed to fostering a dynamic and responsive learning environment dedicated to the holistic development of every child.