Our Program (Daily) ASC NEW

• Document No.

• Programming - BSC + ASC

  BSC

  ASC

• Centre location

  Select

• Conducted on date

  Date

• Prepared by (First & last name)

SCHOOL DATE

• Term

  Term 1

  Term2

  Term 3

  Term 4

• Week

  Select Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11

  • Week 1
  • Week 2
  • Week 3
  • Week 4
  • Week 5
  • Week 6
  • Week 7
  • Week 8
  • Week 9
  • Week 10
  • Week 11

• Day

  Monday

  Tuesday

  Wednesday

  Thursday

  Friday

Reflections

• Please complete at least 2 reflections each week

• Reflections should not be the same activity type.

Reflections 1

• Choose 1 activity/rotation

• Activity/rotation type (choose 1)

  Select Taekwondo Be Inspired Time Homework Club Afternoon Tea Free time/Free play Other

  • Taekwondo
  • Be Inspired Time
  • Homework Club
  • Afternoon Tea
  • Free time/Free play
  • Other

MY TIME, OUR PLACE - FRAMEWORK FOR SCHOOL AGE CARE IN AUSTRALIA

• The Framework acknowledges the importance of play and leisure in children’s learning and development and that their learning is not limited to any particular time or place. Developing life skills and a sense of enjoyment are emphasised. The Framework recognises the importance of social and emotional development and communication in learning through play and leisure, and it forms the foundation for ensuring that children in all school age care settings engage in quality experiences for rich learning, personal development and citizenship opportunities.
  

• Do you understand the My Time, Our Place framework?

  YES

  NO

  N/A

ANALYSIS AND REFLECTION

• We reflect and analyse the activity so that we can see what the child’s next steps in learning and development are, and to identify what resources and changes can be made to better cater for the child’s needs and interests and support child-led play

• Activity facilitator/leader (First & Last Name)

• Other staff participating (First & Last Name)

• Describe the activity

• What was successful about the activity?

• What could we do differently next time to improve the activity?

• What did a child say and/or do during the activity to support your reflection?

Teachable Moments

• Teachable moments -

• School age care Educators are conscious of making the most of opportunities to follow up children’s needs and interests. Teachable moments are the spontaneous times when a child's curiosity interacts with the Educator's guidance to an open an inquiry into a mutually interesting topic.

• Describe the interaction of the Teachable Moment

• What child(ren) where involved? (Please provide full names)

• Choose the positive outcomes of the Teachable Moment

  Select Encourage language development Increase the quality of time you spend with the child(ren) Help kids develop skills and confidence Increase academic success Be fun and engaging Provide a feeling of safety and security

  • Encourage language development
  • Increase the quality of time you spend with the child(ren)
  • Help kids develop skills and confidence
  • Increase academic success
  • Be fun and engaging
  • Provide a feeling of safety and security

Children's Voices

• Children's voices

• Educators should listen carefully and respond to children’s voices and accommodate for spontaneity, natural curiosity, individual needs and interests. By ‘children’s voices’ we mean children’s expression of their meaning through talk and other ways, such as visual arts, dance, movement, song, music, poetry, photography, drawing, drama and writing – the “hundred languages of children”. The Educator records children’s ideas in a variety of ways such as a voice recording, a sticky note, a scrap of paper, or writing.

• What is the evidence of the Child's Voice?

  Media

• What does the Child's Voice tell us about their THINKING?

• What does the Child's Voice tell us about their FEELING?

• What does the Child's Voice tell us about their KNOWLEDGE?

• How can this information be used for future programming and planning?

• Choose an activity type

  Select Arts & Craft Drama/Dance Construction Cooking Science/STEM Sports/Health/Wellbeing

  • Arts & Craft
  • Drama/Dance
  • Construction
  • Cooking
  • Science/STEM
  • Sports/Health/Wellbeing

LEARNING OUTCOMES

• Learning outcomes are statements that describe the knowledge or skills children should acquire through the specific activity

• Select a minimum of two Learning Outcomes

• Outcome 1: Children have a strong sense of identity

  Select Children feel safe, secure, and supported  Children develop their autonomy, inter-dependence, resilience and sense of agency  Children develop knowledgeable and confident self identities  Children learn to interact in relation to others with care, empathy and respect

  • Children feel safe, secure, and supported
  •  Children develop their autonomy, inter-dependence, resilience and sense of agency
  •  Children develop knowledgeable and confident self identities
  •  Children learn to interact in relation to others with care, empathy and respect

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

  Select Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation  Children respond to diversity with respect  Children become aware of fairness  Children become socially responsible and show respect for the environment

  • Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation
  •  Children respond to diversity with respect
  •  Children become aware of fairness
  •  Children become socially responsible and show respect for the environment

• Outcome 3: Children have a strong sense of wellbeing

  Select Children become strong in their social and emotional wellbeing  Children take increasing responsibility for their own health and physical wellbeing

  • Children become strong in their social and emotional wellbeing
  •  Children take increasing responsibility for their own health and physical wellbeing

• Outcome 4: Children are confident and involved learners

  Select Children develop dispositions such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity  Children use a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating  Children transfer and adapt what they have learned from one context to another  Children resource their own learning through connecting with people, place, technologies and natural and processed materials

  • Children develop dispositions such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity
  •  Children use a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating
  •  Children transfer and adapt what they have learned from one context to another
  •  Children resource their own learning through connecting with people, place, technologies and natural and processed materials

• Outcome 5: Children are effective communicators

  Select Children interact verbally and non-verbally with others for a range of purposes  Children engage with a range of texts and gain meaning from these texts  Children collaborate with others, express ideas and make meaning using a range of media and communication technologies

  • Children interact verbally and non-verbally with others for a range of purposes
  •  Children engage with a range of texts and gain meaning from these texts
  •  Children collaborate with others, express ideas and make meaning using a range of media and communication technologies

QUALITY AREAS

• Guide

• Select a minimum of two Quality Areas

• Quality Area - 1 - Educational program and practice<br>A play and leisure focused program supports children’s learning, development and wellbeing.

  YES

  NO

  N/A

• How?

  Select Standard 1.1 Program Element 1.1.1 Approved learning framework Element 1.1.2 Child-centred Element 1.1.3 Program learning opportunities Standard 1.2 Practice Element 1.2.1 Intentional teaching Element 1.2.2 Responsive teaching and scaffolding Element 1.2.3 Child directed learning Standard 1.3 Assessment and planning Element 1.3.1 Assessment and planning cycle Element 1.3.2 Critical reflection Element 1.3.3 Information for families

  • Standard 1.1 Program
  • Element 1.1.1 Approved learning framework
  • Element 1.1.2 Child-centred
  • Element 1.1.3 Program learning opportunities
  • Standard 1.2 Practice
  • Element 1.2.1 Intentional teaching
  • Element 1.2.2 Responsive teaching and scaffolding
  • Element 1.2.3 Child directed learning
  • Standard 1.3 Assessment and planning
  • Element 1.3.1 Assessment and planning cycle
  • Element 1.3.2 Critical reflection
  • Element 1.3.3 Information for families

• Quality Area 2 – Children's health and safety<br>Children’s health, safety and wellbeing are prioritised and promoted.<br>

  YES

  NO

  N/A

• How?

  Select Standard 2.1 Health Element 2.1.1 Wellbeing and comfort Element 2.1.2 Health practices and procedures Element 2.1.3 Healthy lifestyle Standard 2.2 Safety Element 2.2.1 Supervision Element 2.2.2 Incident and emergency management Element 2.2.3 Child protection

  • Standard 2.1 Health
  • Element 2.1.1 Wellbeing and comfort
  • Element 2.1.2 Health practices and procedures
  • Element 2.1.3 Healthy lifestyle
  • Standard 2.2 Safety
  • Element 2.2.1 Supervision
  • Element 2.2.2 Incident and emergency management
  • Element 2.2.3 Child protection

• Quality Area – 3<br>Welcoming indoor and outdoor spaces enable children to play, learn and develop their knowledge and skills.

  YES

  NO

  N/A

• How?

  Select Standard 3.1 Design Element 3.1.1 Fit for purpose Element 3.1.2 Upkeep Standard 3.2 Use Element 3.2.1 Inclusive environment Element 3.2.2 Resources support play-based learning Element 3.2.3 Environmentally responsible

  • Standard 3.1 Design
  • Element 3.1.1 Fit for purpose
  • Element 3.1.2 Upkeep
  • Standard 3.2 Use
  • Element 3.2.1 Inclusive environment
  • Element 3.2.2 Resources support play-based learning
  • Element 3.2.3 Environmentally responsible

• Quality area - 4 <br>Children’s learning and development is supported and enhanced by responsive and qualified educators.

  YES

  NO

  N/A

• How?

  Select Standard 4.1 Staffing arrangements Element 4.1.1 Organisation of educators Element 4.1.2 Continuity of staff Standard 4.2 Professionalism Element 4.2.1 Professional collaboration Element 4.2.2 Professional standards

  • Standard 4.1 Staffing arrangements
  • Element 4.1.1 Organisation of educators
  • Element 4.1.2 Continuity of staff
  • Standard 4.2 Professionalism
  • Element 4.2.1 Professional collaboration
  • Element 4.2.2 Professional standards

• Quality area – 5<br>Positive and trusting relationships with educators help children to play, learn and develop.

  YES

  NO

  N/A

• How?

  Select Standard 5.1 Relationships between educators and children Element 5.1.1 Positive educator to child interactions Element 5.1.2 Dignity and rights of the child Standard 5.2 Relationships between children Element 5.2.1 Collaborative learning Element 5.2.2 Self-regulation

  • Standard 5.1 Relationships between educators and children
  • Element 5.1.1 Positive educator to child interactions
  • Element 5.1.2 Dignity and rights of the child
  • Standard 5.2 Relationships between children
  • Element 5.2.1 Collaborative learning
  • Element 5.2.2 Self-regulation

• Quality area – 6<br>Services partner with families and communities to enhance children’s learning and wellbeing.

  YES

  NO

  N/A

• How?

  Select Standard 6.1 Supportive relationships with families Element 6.1.1 Engagement with the service Element 6.1.2 Parent views are respected Element 6.1.3 Families are supported Standard 6.2 Collaborative partnerships Element 6.2.1 Transitions Element 6.2.2 Access and participation Element 6.2.3 Community engagement

  • Standard 6.1 Supportive relationships with families
  • Element 6.1.1 Engagement with the service
  • Element 6.1.2 Parent views are respected
  • Element 6.1.3 Families are supported
  • Standard 6.2 Collaborative partnerships
  • Element 6.2.1 Transitions
  • Element 6.2.2 Access and participation
  • Element 6.2.3 Community engagement

• Quality area – 7<br>Effective leadership, systems and processes support a continually improving workplace and learning environment.

  YES

  NO

  N/A

• How?

  Select Standard 7.1 Governance Element 7.1.1 Service philosophy and purpose Element 7.1.2 Management Systems Element 7.1.3 Roles and responsibilities Standard 7.2 Leadership Element 7.2.1 Continuous improvement Element 7.2.2 Educational leadership Element 7.2.3 Development of professionals

  • Standard 7.1 Governance
  • Element 7.1.1 Service philosophy and purpose
  • Element 7.1.2 Management Systems
  • Element 7.1.3 Roles and responsibilities
  • Standard 7.2 Leadership
  • Element 7.2.1 Continuous improvement
  • Element 7.2.2 Educational leadership
  • Element 7.2.3 Development of professionals

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• Staff development

• YES

  NO

  N/A

• Name of person completing this form (First & last name)

• Signature

  Sign

• Select date

  Date