Educational Program

Our curriculum is child centred promoting literacy, numeracy, curiosity and a love of learning with a focus on Schema and stem based enquiry. Our planning cycle demonstrates the ongoing cycle of planning for children. Through observation, information about children and what they know is collected and this information guides educators to gain an understanding of what children are interested in and what they may be exploring, leading into further planning for children.

Educators in the Sunshine Room (2-3.5 years) are supportive and respectful of children’s ques and questions and use lots of encouragement to assist children with self help skills, learning to share, and toileting. The program is Schema based allowing children to experiment with their developmental urges. Educators in our Rainbow Room (3.5 – 5 years) respond openly and positively to children through their play, modelling positive behaviours and challenging biases. The program is flexible to ensure it is child centred and changes are initiated by children and educators working together. Educators acknowledge children’s efforts and encourage children to step out of their comfort zone while offering support and provide inclusion for children with additional needs by working together with support agencies to provide children with additional support. The dignity and rights of every child are maintained and promoted by constantly providing opportunities for children to voice their feelings in both open group situation and private spaces when required.

Our curriculum vision supports our beliefs that engaging programs are a combination of children's evolving ideas along with educators thoughts and deliberate and purposeful planning. Our program is indicative of a cohesive balance of Educators thoughts, Intentional teaching and the thoughts and interests of children.

We follow the Early Years Learning Framework as per our programming policy. This is Australia’s first national Early Years Learning Framework for early childhood educators. The aim of this document is to extend and enrich children’s learning from birth to Five years and through the transition to school.

We are committed to providing a developmental and educational program, which caters for each child’s individual needs, abilities and interests. Our program will continue to develop as we use the relationships children have with their families and communities, working in partnership with parents, to ensure each child’s knowledge, ideas, culture, abilities and interests are the foundation of our programs.

We encourage children to be responsible for their own learning through choices in experiences, interests and routine. We use conversations, actions and play as the basis for teaching which involves the children being partners in teaching by seeking out ideas, opinions, thoughts and questions. We encourage children in promoting their independence and self-help skills by assisting within the routine and involving the children in interest based projects to further enhance their learning and knowledge. We value children and family input and encourage family involvement in order to gather a comprehensive and holistic view of the child.

We know that children learn effectively through play and Educators who are diligent in their responsiveness to each child support this. Applying strong intentional teaching practices will provide the children with an authentic and meaningful learning environment that challenges, supports and nurtures a child’s development.