Curriculum, Programming and Progress Policy

CONTENTS 

  1. Curriculum
  2. Programming
  3. Progress
  4. Evaluation
  5. Legislation and Considerations
  6. Sources and Related Policies

1. CURRICULUM 

(a)    Introduction

The Centre’s curriculum is described as ‘all the interactions, experiences, activities, routines and events, planned and unplanned that occur in our environment which are designed to foster children’s learning and development’.

The Centre’s curriculum is guided by The Early Years Learning Framework together with professional knowledge which enables each child’s learning in the five outcomes:

  1. Children have a strong sense of identity
  2. Children are connected with and contribute to their world
  3. Children have a strong sense of wellbeing
  4. Children are confident and involved learners
  5. Children are effective communicators

A learning framework is an important tool for helping educators to work with children and their families to achieve the best learning and developmental outcomes for children.

(b)    Procedures

Collecting evidence of learning and development is derived from the following:

  • Children’s interests
  • Child input
  • Family input or suggestion
  • Community events
  • Intentional teaching
  • Children’s portfolios
  • Learning stories
  • Daily diary – reflections of our day
  • Spontaneous experiences
  • Observations
  • Continuation of children’s learning
  • Group experiences
  • Extension ideas
  • Supporting skills and development

2. PROGRAMMING 

(a)   Introduction

The Centre aims to provide a program which encourages children to be actively involved in          the learning process, to experience a variety of developmentally appropriate activities and       materials, and to pursue their own interests in the context of life, the community and their greater  world.

A high quality early childhood program provides a safe and nurturing environment that meets the physical, social, emotional and cognitive developmental needs of the children and their interests in a play based learning environment. 

(b)   Procedures

  • The Nominated Supervisor, Educational Leader and educators work collaboratively in preparing and/or implementing the curriculum. The curriculum will be planned to reflect the Centre’s philosophy and goals for children.
  • Educators plan realistic goals for the children based on assessment of their individual needs and interests. Educators will keep individual developmental portfolios on all children. This will include photos, examples of their artwork and written work along with entries by the focus teacher on the child’s development.
  • Each room will display a written program for the parents’ information in the locker rooms. Outdoor programs are displayed near the outdoor areas.
  • Children with additional needs will be included in the program and their individual needs will be met. Educators will liaise with appropriate agencies to ensure inclusion of children with all abilities. Educators will make appropriate, professional referrals where necessary with permission of the family.
  • The daily schedule is planned to provide a balance of experiences on the following dimensions:
    • indoor/outdoor;
    • active/passive;
    • individual/small group/large group;
    • large muscle/small muscle;
    • child initiated.
    • Educators will provide a variety of developmentally appropriate experiences and materials that are selected to achieve the following goals:
    • foster positive self concept;
    • develop social skills;
    • encourage children to think, reason, question and experience;
    • encourage language development;
    • enhance physical development and skills;
    • encourage and demonstrate sound health, safety and nutritional practices;
    • encourage creative expression;
    • respect cultural diversity of staff and children.
  • Activities, materials and equipment will reflect the cultural diversity that exists in our society and will avoid stereotyping of any group.
  • Children may choose from among several experiences they have initiated.
  • Educators will respect the child’s right to choose not to participate at times.
  • Educators will conduct smooth unregimented transitions between activities. Transitions are integrated into the program as learning opportunities.
  • Educators will be flexible enough to change planned or routine experiences according to the needs and interests of the children, to cope with other situations, e.g. weather changes.
  • Routine tasks will be incorporated into the program as a means of furthering children learning self help and social skills.
  • Educator to child ratios required to educate and care for children, as per Education and Care Services National Regulations 2011 will be adopted at the Centre at all times.
  • Children are family grouped (all grouped together) early in the morning and late in the afternoon. 

3. PROGRESS 

(a)   Introduction

  • The Centre will maintain full and accurate child progress records to which families will have access.
  • The child progress records must always be kept within a safe and secure area in the Centre and are not available to anyone other than the educators and the children’s families.
  • It is important that educators maintain up to date children’s records in order to ensure that a developmentally appropriate program is implemented. This includes background information and current observations on each individual child. The program is then based on the child’s needs and interests as individuals and as a group.
  • The Centre believes that it is important to share information about the child with the family. The family may view and request a copy of their child’s records and if they would like to discuss their child’s progress in detail they are encouraged to meet with the educator responsible for maintaining their child’s developmental records at a convenient time. 

(b)   Procedures

  • Each educator will be responsible for maintaining up to date child progress records for a group of children in their care.
  • Educators will complete a mid-year (June/July) developmental summary for each child and will provide the family with a copy. Families are encouraged to provide feedback on their child’s developmental summary.
  • Families will have an opportunity to discuss their child’s individual development in detail by requesting a meeting.
  • Educators will share information at any time about an individual child with the child’s family.
  • Access to written records and copies of those records will be given to the family if requested within a reasonable time.
  • The records are only accessible by relevant staff and the child’s family. If the family wishes others to view the records (e.g. other professionals such as child psychologists or speech therapists) they may request a copy.
  • Child progress records remain the property of the Centre.
  • Educators will place child progress records into specified programming files; these will be kept in the administration office, which will be locked overnight (Child progress records are prohibited from being taken off the Centre’s premises).
  • End of year DVD of child’s progress and records are archived into the Centre’s hard drive. This is in line with the Centre’s philosophy on sustainability practices.

4. Evaluation

Evaluation is an important process which enables all aspects of the Centre’s functioning to be reviewed constantly and consistently. People involved in the evaluation process are the staff, educators, families, the Committee of Management and members of the community.

All aspects of our service must be evaluated at least annually.

Educators, families and the Committee of Management evaluate the centre programs consistently. Educators are responsible for the evaluation of:

  • Individual child objectives
  • Daily programmed activities for indoor environment
  • Daily programmed activities for outdoor environment
  • The overall program and daily routine
  • Their own individual objectives
  • Their team objectives
  • Centre policies and goals

Specialist support workers assist staff to evaluate programs for children with additional needs.

Families work collaboratively with educators in the evaluation of:

  • Centre policies and goals
  • The overall program and daily routine

The Nominated Supervisor is responsible for the evaluation of:

  • The day to day running of the centre
  • Staff performance
  • Centre policies and goals

The Committee of Management is responsible for the evaluation of:

  • The general running of the Centre
  • Centre policies and goals
  • Staff performance

5. LEGISLATION AND CONSIDERATIONS

  • Education and Care Services National Law Act 2010
  • Education and Care Services National Regulations 2011
  • National Quality Standard for Early Childhood Education and Care 2011
  • Early Years Learning Framework for Australia: Belonging, Being and Becoming, 2009

6. SOURCES AND RELATED POLICIES

  • Complaints and Feedback Policy
  • Privacy and Confidentiality Policy
  • Transition to School Policy 

Policy adopted: 12 March 2015

For review: September 2016

 

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