Our responsive and integrated curriculum is guided by the National Early Years Learning Framework, a document that is underpinned by three core values, Belonging, Being and Becoming.

Honouring the vision of the framework we give children access to quality play-based learning that is engaging and builds success for life. As early childhood educators we use the framework in collaboration with children, families and communities to develop inclusive and equitable learning programs that respond to family diversity, knowledge, culture, values and strengths.

The Early Years Learning Framework describes childhood as a time of Belonging, Being and Becoming.

Belonging;  Feeling a sense  of belonging is the basis for living a fulfilling life. Children feel they belong through positive relationships they have with their family and community.

To nurture belonging we ensure children are listened to and are consulted in matters that affect them, honouring their rights to can make decisions and feel appreciated for who they are what they contribute. We remain responsive to their cues, learning interests, styles and strengths. Such practice validates their relationships, intentions and experience as meaningful and worthwhile.

Being is about living here and now! Recognising childhood as a special time in life, a time to play, to seek and make meaning of the world.

We foster children sense of Being by providing children with opportunities to freely express themselves to create, experiment, explore and construct, trusting their own momentum to fully embrace their childhood.

Becoming is about children having the opportunity to reach their potential and become who they aspire to be.

We support children’s Becoming by empowering them to be independent whilst also learning the power of working interdependently with others. We acknowledge and respect children as strong, capable, competent and knowledgeable beings. This instils in them a sense that they can become whoever they aspire to be.

The Framework has a set of 5 learning outcomes that indicate what we expect children will learn and develop in their early years. These outcomes assist us to identify children’s strengths and capabilities.  As partners in children’s learning we help them achieve and work towards these outcomes in meaningful ways.

Outcome  1:   Children have a strong sense of identity

Outcome 2:   Children are connected with and contribute to their world

Outcome 3 :   Children have a strong sense of wellbeing

Outcome 4:   Children are confident and involved learners

Outcome 5:   Children are effective communicators




Outcome 1: Children have a strong sense of identity

We facilitate this by creating an atmosphere where children feel safe, secure and supported. Where they are encouraged to treat each other with care empathy and respect and learn to work with others and build trusting relationships.


Outcome 2: Children are connected with and contribute to their world

Children are guided to participate in group discussions, collaborative learning projects and  be involved in shared decision making about matters that affect them.

We develop children’s awareness as socially responsible members of a community encouraging them to assist and show respect for others, contribute to fair decision making and take responsibility for the care and preservation of their environment.

Children are encouraged to connect with their natural world and engage in sustainable living practices. Including composting, energy saving, water usage and recycling.


Outcome 3: Children have a strong sense of wellbeing

We support children to become strong in and responsible for their own health and wellbeing to make positive health, nutrition and lifestyle decisions.

We provide opportunities for children to make choices, accept challenges, take calculated risks and manage change.  We positively affirm these attempts and accomplishments.

Experiences and spaces are created for children to explore movement, seek solitude and simply delight in the wonder and joy of their every day learning and discovery.

Outcome  4: Children are confident and involved learners

We encourage children to develop dispositions that help them to learn such as curiosity,

co-operation, confidence, creativity, commitment, enthusiasm, persistence and imagination.

We help children develop a range of skills and processes to support learning such as problem solving, experimentation, hypothesising, researching and investigation.

We encourage children to resource their own learning through connecting with people, technologies and materials by providing experiences that involve children in the broader community. Open ended  and flexible resources are also presented for children to explore and represent their thinking and knowledge.


Outcome  5: Children are effective communicators

The children’s verbal and non verbal language skills are developed by engaging them in positive interactions, sustained collaborative discussions and conversations where they are encouraged to respond, ask questions, hypothesize and explore concepts.

Children are given opportunities to engage with a range of texts in our literacy enriched environment, enabling them to gain meaning and develop their understanding of literacy concepts.

We encourage children to express their ideas and make meaning through drawing, writing, painting, sculpture, drama, dance, movement and construction. All of which are considered languages for children to communicate and process their thinking and learning.

We help children build numeracy skills by developing their understanding of how symbols and pattern systems work. We facilitate this through using a mathematical vocabulary to explain related concepts and by providing them with everyday materials to explore, create patterns, sort, classify, order and compare.

Providing this foundation we help children to become successful learners, confident, creative individuals and active and informed citizens. (Belonging, Being and Becoming, 2009.)