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BEHIND OUR PROGRAM


Our program is designed and facilitated by educators based on their knowledge that children are natural learners, and that each child develops at their own pace. The flexibility of our program enables individual engagement as we offer dynamic experiences that give children the best possible outcomes for learning.
At the core of our program is our Framework for School Age Care, My Time, Our Place. Our framework reinforces that school age children collaborate with educators to plan and provide play and leisure opportunities that are meaningful to children and support their wellbeing, learning and development.   

Our program decisions reflect the Framework for school age care and are a key component of the National Quality Standards. 

The framework has a strong emphasis on play-based learning and aims to achieve five overall Learning Outcomes where: 

  1. Children have a strong sense of identity 

  2. Children are connected with and contribute to their world 

  3. Children have a strong sense of wellbeing 

  4. Children are confident and involved learners 

  5. Children are effective communicators 

You can find more information about the My Time Our Place Framework at: https://www.dese.gov.au/national-quality-framework-early-childhood-education-and-care-0/mytimeourplace 


How do we implement the Framework for school age care? 

Flexible Learning Spaces encourage children to exercise their curiosity, take new challenges, consolidate emerging skills, persist and learn to both engage and work with other children and adults. 

Routines create opportunities for children to explore a sense of belonging through coming together in small and larger groups to share ideas, experiences or work together on a project. 

Thoughtful Educators identify children’s strengths and interests to provide new learning opportunities and provisions for their play.  

Documentation. Our program is displayed on our communication application Class Dojo. It allows educators to document children’s requests and make provisions for play that day and create a direction for the current week’s program. Using the principles and practices along with the clearly identified learning outcomes of My Time, Our Place, all educators reflect on each child’s learning and development. Class Dojo enables educators to document moments of play contributing to a better understanding of all children in the service.