OUR CURRICULUM

‘In the early childhood setting curriculum means all the interactions, experiences, activities, routines and events, planned and unplanned, that occur in an environment designed to foster children’s learning and development’ - EYLF (Page 9)


Early Years Learning Framework
Our philosophy and program is based on the principles and practises of the Early Years Learning Framework – Belonging, Being and Becoming. For more information please click here.

The 5 Principles that underpin our practice are:
1. Secure, respectful and reciprocal relationships
2. Partnerships
3. High expectations and equity
4. Respect for diversity
5. Ongoing learning and reflective practice

We draw on a rich repertoire of practices to promote children’s learning by:

  • Adopting holistic approaches

  • Being responsive to children

  • Planning and implementing learning through play

  • Intentional teaching

  • Creating physical and social learning environments that have a positive impact on children’s learning

  • Valuing the cultural and social contexts of children and their families

  • Providing for continuity in experiences and enabling children to have successful transition

  • Assessing and monitoring children’s learning to inform provision and support children in achieving learning outcomes.

The 5 learning outcomes we encourage as identified in the EYLF are:

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Outcome 1: Children have a strong sense of Identity

  • Children feel safe, secure and supported

  • Children develop their emerging autonomy, inter-dependence, resilience and sense of agency

  • Children develop knowledgeable and confident self identities

  • Children learn to interact in relation to others and with care, empathy and respect

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Outcome 2: Children are connected with and contribute to their world

  • Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation

  • Children respond to diversity with respect

  • Children become aware of fairness

  • Children become socially responsible and show respect for the environment

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Outcome 3: Children have a strong sense of wellbeing

  • Children become strong in their social and emotional wellbeing

  • Children take increasing responsibility for their own health and physical wellbeing

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Outcome 4: Children are confident and involved learners

  • Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity

  • Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating

  • Children transfer and adapt what they have learned from one context to another

  • Children resource their own learning through connecting with people, place, technologies and natural and processed materials

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Outcome 5: Children are effective communicators

  • Children interact verbally and non-verbally with others for a range of purposes

  • Children engage with a range of texts and gain meaning from these texts

  • Children express ideas and make meaning using a range of media

  • Children begin to understand how symbols and pattern systems work

  • Children use information and communication technologies to access information, investigate ideas and represent their thinking