Curriculum – Merewether Day Care

The Menzies Director, Professor Alison Venn:

“The first few years of a child’s life lay the foundations for their future,” Professor Venn said.

“The early years have life-long impacts on education, health, job opportunities, and social inclusion.”

“…When children’s pathways through services are known and linked to child outcomes… [they] improve children’s health and wellbeing, education and care before they start full-time school.”

CareforKids Industry News – September 27 2016: University of Western Australia have partnered with researchers from the Menzies Institute for Medical Research and the School of Social Sciences at the University of Tasmania.

Research has shown that $1 invested in quality early learning results in a return to society of $17. The Mitchell Report – Quality Early Education for All draws on findings from PricewaterhouseCoopers Australia (PWC) who modelled a range of impacts associated with increased access to quality early learning programs and found yield benefits in 2014 of up to $10.3 billion by 2050.

Excursions

The Early Years Learning Framework (EYLF) guides us to ensure your child’s progress through our babies, toddlers and preschool groups is linked to the learning outcomes found in the EYLF. This is reported on a daily, monthly and annual basis to the parents by means of emails and photos that are sent home daily and a beautiful annual portfolio of each child’s educational foundation years and resulting in school readiness.

What is EYLF?

Our programming follows the Early Years Learning Framework (EYLF), that focuses on “Belonging, Being, Becoming”.

“The Early Years Learning Framework is an early childhood curriculum framework, which will guide early childhood educators in developing quality, early childhood education programs. The framework describes the principles, practice and outcomes to support and enhance young children’s learning from birth to five years, as well as their transition to school. This will help ensure consistency in the delivery of learning programs around Australia.”
-mychild.gov.au

: 1.1i Children feel safe, secure, and supported. This is evident when children confidently explore and engage with social and physical environments through relationships and play. 1.1j Children feel safe, secure, and supported. This is evident when children initiate and join in play.

: 1.2c Children develop their emerging autonomy, inter-dependence, resilience and sense of agency. This is evident when children increasingly co-operate and work collaboratively with others.

: 1.2c Children develop their emerging autonomy, inter-dependence, resilience and sense of agency. This is evident when children increasingly co-operate and work collaboratively with others.

: 1.2a Children develop their emerging autonomy, inter-dependence, resilience and sense of agency. This is evident when children demonstrate increasing awareness of the needs and rights of others.

: 1.4a Children learn to interact in relation to others with care, empathy and respect. This is evident when children show interest in other children and being part of a group.

: 1.1k Children feel safe, secure, and supported. This is evident when children explore aspects of identity through role play.

: 1.1h Children feel safe, secure, and supported. This is evident when children initiate interactions and conversations with trusted educators.

: 1.2c Children develop their emerging autonomy, inter-dependence, resilience and sense of agency. This is evident when children increasingly co-operate and work collaboratively with others.

: 1.3a Children develop knowledgeable and confident self identities. This is evident when children feel recognised and respected for who they are.

: 1.2c Children develop their emerging autonomy, inter-dependence, resilience and sense of agency. This is evident when children increasingly co-operate and work collaboratively with others.

: 1.3b Children develop knowledgeable and confident self identities. This is evident when children explore different identities and points of view in dramatic play.

: 1.3h Children develop knowledgeable and confident self identities. This is evident when children celebrate and share their contributions and achievements with others.

: 1.1i Children feel safe, secure, and supported. This is evident when children confidently explore and engage with social and physical environments through relationships and play. 1.1j Children feel safe, secure, and supported. This is evident when children initiate and join in play.

: 1.1a Children feel safe, secure, and supported. This is evident when children build secure attachments with one and then more familiar educators.

: 1.2c Children develop their emerging autonomy, inter-dependence, resilience and sense of agency. This is evident when children increasingly co-operate and work collaboratively with others.

: 1.2b Children develop their emerging autonomy, inter-dependence, resilience and sense of agency. This is evident when children be open to new challenges and discoveries.

: 1.1k Children feel safe, secure, and supported. This is evident when children explore aspects of identity through role play.

: 1.4a Children learn to interact in relation to others with care, empathy and respect. This is evident when children show interest in other children and being part of a group.

: 1.1a Children feel safe, secure, and supported. This is evident when children build secure attachments with one and then more familiar educators.

: 1.1e Children feel safe, secure, and supported. This is evident when children establish and maintain respectful, trusting relationships with other children and educators.

: 1.4a Children learn to interact in relation to others with care, empathy and respect. This is evident when children show interest in other children and being part of a group.

: 1.3b Children develop knowledgeable and confident self identities. This is evident when children explore different identities and points of view in dramatic play.

: 1.2c Children develop their emerging autonomy, inter-dependence, resilience and sense of agency. This is evident when children increasingly co-operate and work collaboratively with others.

: 1.3b Children develop knowledgeable and confident self identities. This is evident when children explore different identities and points of view in dramatic play.

: 1.1e Children feel safe, secure, and supported. This is evident when children establish and maintain respectful, trusting relationships with other children and educators.

: 1.3c Children develop knowledgeable and confident self identities. This is evident when children share aspects of their culture with the other children and educators.

: 1.4b Children learn to interact in relation to others with care, empathy and respect. This is evident when children engage in and contribute to shared play experiences.

: 2.4a Children become socially responsible and show respect for the environment. This is evident when children use play to investigate, project and explore new ideas.

: 2.2b Children respond to diversity with respect. This is evident when children explore the diversity of culture, heritage, background and tradition and that diversity presents opportunities for choices and new understandings.

: 2.3c Children become aware of fairness. This is evident when children develop the ability to recognise unfairness and bias and the capacity to act with compassion and kindness.

: 2.1d Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation. This is evident when children broaden their understanding of the world in which they live.

: 2.3b Children become aware of fairness. This is evident when children become aware of ways in which people are included or excluded from physical and social environments.

: 2.2e Children respond to diversity with respect. This is evident when children practise inclusive ways of achieving coexistence.

: 2.1k Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation. This is evident when children are playful and respond positively to others, reaching out for company and friendship.

: 2.3c Children become aware of fairness. This is evident when children develop the ability to recognise unfairness and bias and the capacity to act with compassion and kindness.

: 2.4f Children become socially responsible and show respect for the environment. This is evident when children explore relationships with other living and non-living things and observe, notice and respond to change.

: 2.4d Children become socially responsible and show respect for the environment. This is evident when children explore, infer, predict and hypothesise in order to develop an increased understanding of the interdependence between land, people, plants and animals.

: 2.2a Children respond to diversity with respect. This is evident when children begin to show concern for others.

: 2.2e Children respond to diversity with respect. This is evident when children practise inclusive ways of achieving coexistence.

: 2.2e Children respond to diversity with respect. This is evident when children practise inclusive ways of achieving coexistence.

: 2.4e Children become socially responsible and show respect for the environment. This is evident when children show growing appreciation and care for natural and constructed environments.

: 2.4g Children become socially responsible and show respect for the environment. This is evident when children develop an awareness of the impact of human activity on environments and the interdependence of living things.

: 2.1k Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation. This is evident when children are playful and respond positively to others, reaching out for company and friendship.

: 2.3d Children become aware of fairness. This is evident when children are empowered to make choices and problem solve to meet their needs in particular contexts.

: 2.2b Children respond to diversity with respect. This is evident when children explore the diversity of culture, heritage, background and tradition and that diversity presents opportunities for choices and new understandings.

: 2.4a Children become socially responsible and show respect for the environment. This is evident when children use play to investigate, project and explore new ideas.

: 2.4a Children become socially responsible and show respect for the environment. This is evident when children use play to investigate, project and explore new ideas.

: 2.4d Children become socially responsible and show respect for the environment. This is evident when children explore, infer, predict and hypothesise in order to develop an increased understanding of the interdependence between land, people, plants and animals.

: 2.4f Children become socially responsible and show respect for the environment. This is evident when children explore relationships with other living and non-living things and observe, notice and respond to change.

: 2.4f Children become socially responsible and show respect for the environment. This is evident when children explore relationships with other living and non-living things and observe, notice and respond to change.

: 3.2k Children take increasing responsibility for their own health and physical wellbeing. This is evident when children show enthusiasm for participating in physical play and negotiate play spaces to ensure the safety and wellbeing of themselves and others.

: 3.2g Children take increasing responsibility for their own health and physical wellbeing. This is evident when children manipulate equipment and manage tools with increasing competence and skill.

: 3.2g Children take increasing responsibility for their own health and physical wellbeing. This is evident when children manipulate equipment and manage tools with increasing competence and skill.

: 3.2g Children take increasing responsibility for their own health and physical wellbeing. This is evident when children manipulate equipment and manage tools with increasing competence and skill.

: 3.1m Children become strong in their social and emotional wellbeing. This is evident when children recognise the contributions they make to shared projects and experiences.

: 3.1a Children become strong in their social and emotional wellbeing. This is evident when children demonstrate trust and confidence.

: 3.2f Children take increasing responsibility for their own health and physical wellbeing. This is evident when children demonstrate spatial awareness and orient themselves, moving around and through their environments confidently and safely.

: 3.2d Children take increasing responsibility for their own health and physical wellbeing. This is evident when children combine gross and fine motor movement and balance to achieve increasingly complex patterns of activity including dance, creative movement and drama.

: 3.2i Children take increasing responsibility for their own health and physical wellbeing. This is evident when children show an increasing awareness of healthy lifestyles and good nutrition.

: 3.2b Children take increasing responsibility for their own health and physical wellbeing. This is evident when children are happy, healthy, safe and connected to others.

: 3.2c Children take increasing responsibility for their own health and physical wellbeing. This is evident when children engage in increasingly complex sensory- motor skills and movement patterns.

: 3.2d Children take increasing responsibility for their own health and physical wellbeing. This is evident when children combine gross and fine motor movement and balance to achieve increasingly complex patterns of activity including dance, creative movement and drama.

: 3.2f Children take increasing responsibility for their own health and physical wellbeing. This is evident when children demonstrate spatial awareness and orient themselves, moving around and through their environments confidently and safely.

: 3.1c Children become strong in their social and emotional wellbeing. This is evident when children share humour, happiness and satisfaction.

: 3.2c Children take increasing responsibility for their own health and physical wellbeing. This is evident when children engage in increasingly complex sensory- motor skills and movement patterns.

: 3.2c Children take increasing responsibility for their own health and physical wellbeing. This is evident when children engage in increasingly complex sensory- motor skills and movement patterns.

: 3.2c Children take increasing responsibility for their own health and physical wellbeing. This is evident when children engage in increasingly complex sensory- motor skills and movement patterns.

: 3.2f Children take increasing responsibility for their own health and physical wellbeing. This is evident when children demonstrate spatial awareness and orient themselves, moving around and through their environments confidently and safely.

: 3.1g Children become strong in their social and emotional wellbeing. This is evident when children recognise their individual achievement.

: 3.1g Children become strong in their social and emotional wellbeing. This is evident when children recognise their individual achievement.

: 3.1c Children become strong in their social and emotional wellbeing. This is evident when children share humour, happiness and satisfaction.

: 3.2f Children take increasing responsibility for their own health and physical wellbeing. This is evident when children demonstrate spatial awareness and orient themselves, moving around and through their environments confidently and safely.

: 4.2d Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating. This is evident when children explore their environment.

: 4.3g Children transfer and adapt what they have learned from one context to another. This is evident when children transfer knowledge from one setting to another.

: 4.4d Children resource their own learning through connecting with people, place, technologies and natural and processed materials. This is evident when children explore the purpose and function of a range of tools, media, sounds and graphics.

: 4.4b Children resource their own learning through connecting with people, place, technologies and natural and processed materials. This is evident when children use their senses to explore natural and built environments.

: 4.3b Children transfer and adapt what they have learned from one context to another. This is evident when children develop an ability to mirror, repeat and practice the actions of others, either immediately or later.

: 4.4a Children resource their own learning through connecting with people, place, technologies and natural and processed materials. This is evident when children engage in learning relationships.

: 4.1a Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity. This is evident when children express wonder and interest in their environments.

: 4.1a Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity. This is evident when children express wonder and interest in their environments.

: 4.2e Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating. This is evident when children manipulate objects and experiment with cause and effect, trial and error, and motion.

: 4.2g Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating. This is evident when children use reflective thinking to consider why things happen and what can be learnt from these experiences.

: 4.2e Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating. This is evident when children manipulate objects and experiment with cause and effect, trial and error, and motion.

: 4.3b Children transfer and adapt what they have learned from one context to another. This is evident when children develop an ability to mirror, repeat and practice the actions of others, either immediately or later.

: 4.3b Children transfer and adapt what they have learned from one context to another. This is evident when children develop an ability to mirror, repeat and practice the actions of others, either immediately or later.

: 4.4g Children resource their own learning through connecting with people, place, technologies and natural and processed materials. This is evident when children use information and communication technologies (ICT) to investigate and problem solve.

: 4.3b Children transfer and adapt what they have learned from one context to another. This is evident when children develop an ability to mirror, repeat and practice the actions of others, either immediately or later.

: 4.2e Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating. This is evident when children manipulate objects and experiment with cause and effect, trial and error, and motion.

: 4.1b Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity. This is evident when children are curious and enthusiastic participants in their learning.

: 4.1b Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity. This is evident when children are curious and enthusiastic participants in their learning.

: 4.3b Children transfer and adapt what they have learned from one context to another. This is evident when children develop an ability to mirror, repeat and practice the actions of others, either immediately or later.

: 4.1g Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity. This is evident when children persevere and experience the satisfaction of achievement.

: 4.4d Children resource their own learning through connecting with people, place, technologies and natural and processed materials. This is evident when children explore the purpose and function of a range of tools, media, sounds and graphics.

: 4.1a Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity. This is evident when children express wonder and interest in their environments.

: 4.1a Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity. This is evident when children express wonder and interest in their environments.

: 4.1b Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity. This is evident when children are curious and enthusiastic participants in their learning.

5 Communicator

: 5.2c Children engage with a range of texts and gain meaning from these text. This is evident when children sing and chant rhymes, jingles and songs.

: 5.5d Children use information and communication technologies to access information, investigate ideas and represent their thinking. This is evident when children engage with technology for fun and to make meaning.

: 5.1a Children interact verbally and non-verbally with others for a range of purposes. This is evident when children engage in enjoyable interactions using verbal and non-verbal language.

: 5.2c Children engage with a range of texts and gain meaning from these text. This is evident when children sing and chant rhymes, jingles and songs.

: 5.1a Children interact verbally and non-verbally with others for a range of purposes. This is evident when children engage in enjoyable interactions using verbal and non-verbal language.

: 5.1a Children interact verbally and non-verbally with others for a range of purposes. This is evident when children engage in enjoyable interactions using verbal and non-verbal language.

: 5.5d Children use information and communication technologies to access information, investigate ideas and represent their thinking. This is evident when children engage with technology for fun and to make meaning.

: 5.3c Children express ideas and make meaning using a range of media. This is evident when children use the creative arts such as drawing, painting, sculpture, drama, dance, movement, music and storytelling to express ideas and make meaning.

: 5.5d Children use information and communication technologies to access information, investigate ideas and represent their thinking. This is evident when children engage with technology for fun and to make meaning.

: 5.5d Children use information and communication technologies to access information, investigate ideas and represent their thinking. This is evident when children engage with technology for fun and to make meaning.

: 5.5d Children use information and communication technologies to access information, investigate ideas and represent their thinking. This is evident when children engage with technology for fun and to make meaning.

: 5.4c Children begin to understand how symbols and pattern systems work. This is evident when children notice and predict the patterns of regular routines and the passing of time.

: 5.2b Children engage with a range of texts and gain meaning from these text. This is evident when children view and listen to printed, visual and multimedia texts and respond with relevant gestures, actions, comments and/or questions.

: 5.4a Children begin to understand how symbols and pattern systems work. This is evident when children use symbols in play to represent and make meaning.

: 5.4h Children begin to understand how symbols and pattern systems work. This is evident when children listen and respond to sounds and patterns in speech, stories and rhyme.

: 5.5a Children use information and communication technologies to access information, investigate ideas and represent their thinking. This is evident when children identify the uses of technologies in everyday life and use real or imaginary technologies as props in their play.

: 5.5b Children use information and communication technologies to access information, investigate ideas and represent their thinking. This is evident when children use information and communication technologies to access images and information, explore diverse perspectives and make sense of their world.

: 5.1k Children interact verbally and non-verbally with others for a range of purposes. This is evident when children demonstrate an increasing understanding of measurement and number using vocabulary to describe size, length, volume, capacity and names of numbers.

: 5.5a Children use information and communication technologies to access information, investigate ideas and represent their thinking. This is evident when children identify the uses of technologies in everyday life and use real or imaginary technologies as props in their play.

: 5.5a Children use information and communication technologies to access information, investigate ideas and represent their thinking. This is evident when children identify the uses of technologies in everyday life and use real or imaginary technologies as props in their play.

: 5.3c Children express ideas and make meaning using a range of media. This is evident when children use the creative arts such as drawing, painting, sculpture, drama, dance, movement, music and storytelling to express ideas and make meaning.

: 5.4e Children begin to understand how symbols and pattern systems work. This is evident when children begin to be aware of the relationships between oral, written and visual representations.

: 5.5a Children use information and communication technologies to access information, investigate ideas and represent their thinking. This is evident when children identify the uses of technologies in everyday life and use real or imaginary technologies as props in their play.

: 5.4a Children begin to understand how symbols and pattern systems work. This is evident when children use symbols in play to represent and make meaning.

: 5.3c Children express ideas and make meaning using a range of media. This is evident when children use the creative arts such as drawing, painting, sculpture, drama, dance, movement, music and storytelling to express ideas and make meaning.

: 5.1k Children interact verbally and non-verbally with others for a range of purposes. This is evident when children demonstrate an increasing understanding of measurement and number using vocabulary to describe size, length, volume, capacity and names of numbers.

: 5.2e Children engage with a range of texts and gain meaning from these text. This is evident when children begin to understand key literacy and numeracy concepts and processes, such as the sounds of language, letter-sound relationships, concepts of print and the ways that texts are structured.

: 5.2b Children engage with a range of texts and gain meaning from these text. This is evident when children view and listen to printed, visual and multimedia texts and respond with relevant gestures, actions, comments and/or questions.

: 5.1c Children interact verbally and non-verbally with others for a range of purposes. This is evident when children respond verbally and non-verbally to what they see, hear, touch, feel and taste.