Professional Documents
Culture Documents
Zoe Ramsay
National Quality Standard
Seven quality areas
1 Educational program and practice
These should be stimulating, engaging and enhance children's learning and development. In school-age care services, the program should nurture the development of life skills and complement children's
experiences, opportunities and relationships at school, at home and in the community.
3 Physical environment
This should be safe, suitable and provide a rich and diverse range of experiences which promote children's learning and development.
4 Staffing arrangements
Staffing arrangements should create a safe and routine environment for children and support warm, respectful relationships. Major changes as part of the National Quality Standard will improve staff-to-child ratios
and the educational qualifications of the workforce.
These should be responsive, respectful and promote a child's sense of security and belonging so they are confident to explore the environment and engage in learning.
Good working relationships with families are fundamental to achieving good outcomes for children. Community partnerships should focus on active communication, consultation and collaboration that all
contribute to children's learning and wellbeing.
Effective leadership and management will sustain positive relationships and environments that aid children's learning and development. Well-documented policies and practices should be developed and regularly
evaluated in partnership with educators, coordinators, staff and families.
Early Years Learning Framework Learning Outcomes
Outcome 1: Children have a Outcome 2: Children are Outcome 3: Children have a Outcome 4: Children are Outcome 5: Children are
strong sense of identity connected with and strong sense of wellbeing confident and involved effective communicators
contribute to their world learners
Children feel safe, Children develop a Children become Children develop Children interact
secure, and supported sense of belonging to strong in their social dispositions for verbally and non-
Children develop their groups and and emotional learning such as verbally with others
emerging autonomy, communities and an wellbeing curiosity, cooperation, for a range of purposes
inter-dependence, understanding of the Children take confidence, creativity, Children engage with
resilience reciprocal rights and increasing commitment, a range of texts and
and sense of agency responsibilities responsibility for their enthusiasm, gain meaning from
Children develop necessary for active own health and persistence, these texts
knowledgeable and community physical wellbeing imagination and Children express ideas
confident self participation reflexivity and make meaning
identities Children respond to Children develop a using a range of media
Children learn to diversity with respect range of skills and Children begin to
interact in relation to Children become processes such as understand how
others with care, aware of fairness problem solving, symbols and pattern
empathy and respect Children become inquiry, systems work
socially responsible experimentation, Children use
and show respect for hypothesising, information and
the environment researching and communication
investigating technologies to access
Children transfer and information,
adapt what they have investigate ideas and
learned from one represent their
context to another thinking
Children resource their
own learning through
connecting with
people, place,
technologies and
natural and processed
materials
RELIGION
-DISCOVERING GOD –
Raising religious awareness EYLF Outcome 1
-DRAWING ON HUMAN
EXPERIENCE- Raising
religious awareness through
reflection on experiences of
family, love, care,
forgiveness, community EYLF Outcome 2
Group Objectives Learning Experiences Assessment Reflection/Notes
Mother’s Day – Mary Jesus Mother Term 2
-Will identify the colours on Week 1- Checklist colour
the colour chart. Week 1 and 2
Main Activity- Mother’s day gifts – Jewels on knowledge.
- Will climb up and down
equipment Fine-Motor- Using tongs and insects in baskets. Week 2- Checklist climbing
if they could climb up and
- Will recognise name down independently
Gross Motor- Obstacle Course set up each Friday
-Will count 1to1 5 objects morning ready for the children when they come out for
outdoor play. Walking the plank, motor bike jump. Week 3- Checklist if they
- Will be responsible for own can recognise name.
personal hygiene
Cognitive- Revise colours using colour cards and talk
about the colours and what things are those colours in Week 4- Checklist counting
- Will take turns with toys and
experiences the room. of rocks 1-5.
-Will seek other children play Language- Revise colours using colour cards and talk Week 5- Anecdotal records Personal Hygine – Xavier’s
with
about the colours and what things are those colours in on Personal Hygiene. mother has asked to promote this
the room. with him (clean clothes).
- Will balance on one foot.
- Will write name Social-Emotional- Getting to know each other. Mrs Week 6- Checklist if child is
independently Ramsay’s here today song (learning names). able to take turns.
- Will pack bags Week 7 – Checklist if they
independently Music & Movement- Nursery rhymes with actions
(Twinkle, twinkle, Baby shark, 5 little Indians, 3 Jelly are looking for others to play
- Will write name fish etc.). with.
independently
Religion- Introduce children to prayer at home time. Week 8- Checklist if they
Short, thank you prayer. can balance on one foot and
hop.
Creativity- Painting and collage.
Week 9- Attempts to write
Blocks- Children use size and shape discrimination, as name independently
well as critical thinking to use various shapes to create checklist.
towers. Begin to pack bags with
assistance
Home Corner- Fair Pre Kindy - games
Play dough- Play dough with Fair and food mats. Make
ice cream, sausages etc.
Outdoor- PMP