Our Curriculum

Educational frameworks
Early Years Learning Framework and Victorian Early Years Learning and Development Framework

​Our educators use the prescribed Learning outcomes from the above Frameworks  to guide their planning of educational programs:

Identity: children have a strong sense of identity
Community: children are connected with and contribute to their world

Wellbeing: children have a strong sense of wellbeing

Learning: children are confident and involved learners

Communication: children are effective communicators

Our Programmes are  designed to support the rights of each child to be able to engage fully in the continuity of their play and learning. Transitions are kept to a minimum. Children are supported to make their own choices,  They are encouraged to explore and engage with their environment both indoors and outdoors, to learn and to build relationships with others, to listen, think and ask questions, use their imagination in role play and creative experiences, build strong muscles for active play and develop fine motor skills like drawing and writing and to develop language literacy and numeracy skills.

 The programme consists of a variety of open ended activities, and Adult led intentional Teaching experiences. Flexibility is important and responsive  to the changing needs of the children during the day  – opportunities for quiet times and rest or solitary play are embedded in the daily routine. Children are supported to try new things, take considered risks and build their resilience and self regulation. 

Flexible eating times throughout  some parts of the day enable each child to make decisions about their own wellbeing, to eat when hungry and return to play when finished. While lunchtime is a gathering of all the children and Teachers to sit and eat and talk together.

We place a high value on Inclusive practice  and  acknowledge diversity and difference as a strength