Curriculum Area

The centre uses the Early Years Learning Framework as the foundation for planning  the learning environment with a collaborative staff team approach. We strive to have child and parent input into the learning design. Children are encouraged to learn through their play, take safe risks, problem solve, extend their creativity, explore the environment and centre resources and use them in their own ways, to learn how to play safely and respectfully with others and to acknowledge diversity and equity in their play. The staff support children to develop skills, knowledge and dispositions that will support them to be confident and creative 21st century learners.  It is important that children today learn to adapt to change both now and in the future and the staff strive to ensure each child is supported now and to support their future in their life- long learning journey. 

Early Years Learning Framework

Belonging Being and Becoming the early years learning framework for Australia.

Cycle of Planning

EYLF Planning Cycle

During the day professional reflective judgements lead to action at times
Daily staff review and reflection
Staff/curriculum meetings
Staff performance and development process
Reflection includes:
-what worked well and didn’t work well
- routines and changes
-learning environments and set up
-children’s learning/dispositions
-staff practice /plans
- group times
- what could happen next to support children
- children’s perspective/voice
-parent perspective/voice  
-cultural reflection

Pedagogy consistent with Early Years Learning Framework and National Quality Standard. Positive interactions with children
Reciprocal conversations
Being responsive in their play
Professional judgement re. staff involvement- standing back, scaffolding, providing additional resources etc.  
Intentional teaching – planned and spontaneous
Demonstrating/promoting respect and diversity, Equity and fairness promoted    
Monitor safety and welfare of children
Daily routines part of intentional teaching
Observe children
Children’s choice and voice
Children’s sense of belonging and wellbeing a priority   
Document learning – observations, photos, child’s comments and questions etc.
Allow time to listen and notice
Consider observation type to gather specific information e.g. time samples at times.
Monitor environment for engagement levels and adapt as needed – child/adult input  
Child protection curriculum

What data will inform your plan for each child?
Child information sheets, child interview sheets, parent interviews, informal conversations with family/child, observations/jottings, stories about learning, time samples, evaluation and review of day and group times, daily adaption/interest sheets, AEDC data, children’s conversation and communication, photos of children in play, drawings, art and craft samples, recording children’s enquiry based questions, numeracy sheet, levels of questions screen, speech and language screen, phonological awareness screen, gross motor screen, reports from other professionals, videos, Yakka Tracker, practitioner based enquiry.

Design learning experiences
Indoors and outdoors planning- use all areas where possible
Daily intentional planning
Spontaneous planning based on child/adult
Changes to environment – adult/child initiate
Consider RRR learning environment   
Child voice in design/experiences – verbal, interviews, documentation around play/interests.  
Term overview, inquiry (wellbeing) and literacy/numeracy indicators considered in design.
POLA project for new outdoors upgrade
Cultural contexts
Consider safety and wellbeing of children
Calming and active play
Staff schedules/rosters
Culture and family values

Strengths, interests, goals?
What is happening for/with children and how will we respond?

Use the Early Years Learning Framework as the foundation for goals
Children’s Centres Outcomes Framework is a strengths based approach for child/family
Daily adaption/interest sheets reflect children’s strengths/interests etc. and inform planning. Daily reflection and review about interests, strengths etc.
Reflection/review leads to further planning
Extending children’s interests   
Observations documented about children’s play
Developing One Plans on each child to determine individual goals
Term overview
Literacy and numeracy data collection on children in play
RRR videoing – area varied annually
Parent information   
Children’s enquiry based questions  
Cultural considerations

Weekly curriculum/staff meetings
Four closure days around planning
Termly case meetings
Parent interviews – preschool- T2/T4
Weekly planning based on information collected
Planning considers:
-five learning outcomes  
 -parent-child voice
- community participation
- term overview and inquiry (belonging 2017)
- daily play and group times
- child protection daily
-cultural respect and new learning

Daily and weekly group evaluation using information collected
Individual learning journals   
Use information collected to inform further planning
Staff rosters and schedules
Review of routine
Consider changes – preplanning
Additional support for children
Staff professional development

Term Overviews 2020


Developing a Sense of Belonging

Preschool Outdoors Learning Project (POLA Project)

The DECD Preschool Outdoor Learning Project has committed to creating 20 new outdoor learning areas in South Australian preschools between 2014 and 2018. Elizabeth Grove Children’s Centre’s outdoors learning environments are currently part of this project.  
The design and build of the outdoor spaces at this centre takes into account authentic contributions from children, families and the local communities. The engagement process is helping to create a culturally appropriate environment that strengthens the local community.
The areas being developed over two separate spaces will enhance children's curiosity and experience in play by using unique features such as a mound, gardens and a creek bed, a mud kitchens, natural climbing activities incorporating a large tree, sensory experiences and rockeries. It is a free and open-sourced style of learning that guides the relationships children have with their environment, family and peers.



Copyright © 2022 Elizabeth Grove Children's Centre

Go to top