Curriculum

The Early Years Learning Framework and the Victorian Early Years Learning and Development Framework provides definition and supports each child’s uniqueness. This information conveys a summary of our full curriculum document.

The child

Empowering children is the most basic foundation for this curriculum. We will trust their own momentum, honour their wonderings and questions, encourage their interests, experiments and exploration. We acknowledge that learning does not occur in a linear or orderly fashion but instead is segmented, re-visited and constructed over time and in a context and as a result of conversations with peers and adults.

Further:

1. We believe that children learn best when they feel safe, secure and valued.

2. We believe that children learn by doing, listening and seeing, by experimenting, experiencing and interacting with materials, the environment, each other and adults in a variety of socially and individually developmental-appropriate ways.

3. We accept that we have a responsibility to parents and care-givers of children in our centre.

4. We accept that we have a professional responsibility to be advocates for the wider community about the needs of children and their families.

5. We recognise and accept our responsibility as leaders in our workplace.

6. We recognise and accept that we are preparing children for life.

Early Years Learning and Development Outcomes

Early Years Learning and Development Outcomes are embedded into the curriculum to ensure each child’s strengths, needs and interests are addressed. The Early Years Learning and Development Outcomes also optimise each child’s potential and enhances their overall development.

These are the five Early Years Learning and Development Outcomes:

  1. Identity
  2. Community
  3. Wellbeing
  4. Learning
  5. Communication