Curriculum

• Curriculum Info
• Curriculum
• School Readiness Program
• Developmental Portfolio
• Age Appropriate Facilities
• Early Childhood Professionals
• Parent Teacher Communication

Early Years Learning Framework

Our qualified educators plan experiences which develop children's skills in all developmental areas and are part of the Early Years Learning Framework.  This framework puts children's learning at the core and comprises of three interrelated elements: Principles, Practice and Learning Outcomes.  All three elements are fundamental to early childhood pedagogy and curriculum decision-making.  Fundamental to the Federal Government's framework is a view of children's lives as characteristics by Belonging, Being and Becoming.

The framework conveys the highest expectations for all children's learning from birth to five years and through the transitions to school.  It communicates these expectations through the following five Learning Outcomes:

• Children have a strong identity
• Children are well connected with and contribute to their world
• Children have a strong sense of well being
• Children are confident and involved learners
• Children are effective communicators

Play activities planned by our educators allow children to naturally develop and have the opportunity to guide their own learning.  Activity outcomes and individual observations on your child are documented in your children's files to assist in extending their skills and abilities.

Children have the opportunity for both indoor and outdoor play as part of each group's routine.  The outdoor area is an essential part of the learning environment for children.  All age groups utilise our specifically designed playgrounds to test their co-ordination, balance, skills and strength.

Working in partnership with families, our educators use the learning outcomes to guide their planning for children's learning.  In order to engage children actively in learning, our educators identify the children's strengths and interests, choose appropriate teaching strategies and design the learning environment.

Our routines allow times for individual play/learning, small group play/learning and large group sessions.  Children's language and literacy skills are further developed during these times as children are involved in storytelling, drama, poems and games.  Music also plays a large part during these sessions as children are able to experiment with dancing, singing and exercising their bodies.