Programming and Curriculums

Qualified Educators are expected to follow strict guidelines in relation to their program planning.  All qualified Educators are to use the Centre’s current observation and planning methods, to keep the planning cohesive throughout the centre.  The Educational Leader is always available to support educators with their programming.  All educators are to familiarise themselves with the programming policies and procedures and ensure they are adhered to at ALL times:

• The children’s curriculums MUST be informed by the Early Years Learning Framework.  All educators must familiarise themselves with the Framework and use this understanding to guide their curriculums and to evaluate children’s learning
• All children (full-time, part-time or casual) should be planned for at least twice a year, full time children on a more regular basis
• The children’s portfolios should document each child’s learning journey, and must be available from the children’s rooms for children, parents, guardians and family members to have a read of at any time.  For confidentiality purposes, educators should ensure children and family members are only accessing their own portfolios
• All parents should be able to have access to their child’s portfolio at all times, and educators should provide them with regular verbal feedback in regards to their child’s learning and development.
• Educators must provide curriculums that embrace the integration of child initiated, child directed and adult supported play.  Educators should make sure they document on their Emergent Plans as needed.
• Up-to-date emergent plans must be displayed on the relevant EYLF Information Board at ALL times
• Activities and experiences should build on children’s interests, abilities, culture and previous learning experiences to extend their thinking, learning and development
• All curriculums should meet the interests and developmental needs of the children in the group.  The curriculum should be tailored to each child’s strengths, needs and interests to enhance their learning journey
• As much time and emphasis should be put on setting up and preparing the outdoor environment as with the indoor environment
• Outdoor yards are to be set up in accordance with children’s emerging  interests and in reference to the Emergent Plan
• Educators should provide open-ended play spaces and learning environments where children can connect with, explore, create and embrace their natural and physical environments
• Visual Diaries must be available in each of the rooms and have regular entries of learning stories which detail the fun, learning, interests and play that takes place in your room.  Visual Diaries should have a ‘Parent Input’ area and parents should be encouraged to contribute to this area
• The curriculum must provide a balance of indoor and outdoor learning environments that are flexible and cater to diverse interests and learning capacities.  Children must be able to choose their own resources, materials and environment, which helps to contribute to each child’s sense of belonging and challenges them to explore new possibilities.  All play environments should be set up in an inviting manner
• Once all team members are present in the rooms, children should have opportunity for choice between indoor and outdoor play each morning and afternoon
• Educators should extend and support children’s learning through active engagement in their play and being involved in meaningful and shared interactions with all children that support the acquisition of skills for life and learning
• ALL educators in each room must have an understanding of how the curriculum operates, and should be encouraged and supported to contribute to all aspects of the curriculum.

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