The Kindergarten Curriculum is Based On

The Curriculum

We implement the Queensland Kindergarten Learning Guideline as our curriculum framework for our funded kindergarten program.

The Queensland Kindergarten Learning Guideline complements the national Early Years Learning Framework (EYLF) while meeting all the requirements under the National Quality Framework. The EYLF has a strong emphasis on play-based learning as play is the best vehicle for young children’s learning.

Throughout the Kindergarten year, children’s right to experience the joy of childhood is fundamental and learning is promoted through play.

Kindergarten Program and Intentional Teaching

The educational program is based on a set of semester broad goals and individual goals, which demonstrate an understanding that children grow, develop and learn at different rates. 

The Early Years Learning Framework (EYLF) is the national curriculum, supported by the Queensland Kindergarten Learning Guideline (QKLG).

The vision and title of The Early Years Learning Framework: Belonging, Being & Becoming resonates with early childhood practitioners because it describes what they see as their core business: Creating spaces in which young children can feel attached, feel appreciated for what they are right now and feel supported in what they might become as effective citizens in a complex future world. Within this framework, each child’s self-esteem, self-reliance and competence are nurtured and developed through a variety of developmentally appropriate activities.

The children’s interests, ideas and knowledge bases make up the content of our programs.

The teacher’s intentionality directly relates to the scaffolding of the principles and practices outlined in the curriculum documents and frameworks. Queensland Kindergarten Learning Guideline and Early Years Learning Framework (EYLF).

Observation of the children and assessment of their individual needs and interests form the starting point for program planning.

Documentation is another important part of our program. This includes written notes, taking photographs, children’s graphic representations and other collected materials used to analyse and develop further learning.

We collaborate with and encourage families and other allied health professionals (where applicable) to share in the development of goals for each child throughout the year.

The program provides experiences that foster physical, social, emotional, intellectual, expressive and receptive language development.

A balanced daily routine includes:

• indoor and outdoor learning;

• quiet and active times;

• individual, small and large group activities;

• child-initiated and adult-initiated experiences;

• care routines and transition times;

• planned experiences and

• spontaneous experiences.

This entire program is always flexible and responsive to children’s present abilities, interests and emerging skills.

INCLUSION. We are committed to the inclusion of every child. Inclusion means that every child has access to, participates meaningfully in, and can experience positive outcomes from our programs. Sometimes we may employ an additional staff member to support with inclusion goals.

The Rhythm of the Day

As children’s daily requirements are not always the same, the program below is simply an indication of the daily program.

We are flexible according to the needs and interests of the children and other factors such as spontaneous teachable moments and weather. At Red Hill Community Kindergarten, we allow for a predictable flow or ‘rhythm’ to each day following for example:

• Arrival and welcoming.

• Morning Meeting time

• Daily Acknowledgement to Country

• Long blocks of time for play and exploration

• Indoor session

• Outdoor session

• Music and movement experiences

• Literacy experiences

• Reflection and collaborative planning sessions

• Relaxation time*

• 2 or 3 meal times per day (group dependent)

*Rest time is called relaxation time and is part of our educational program, when children are encouraged to quietly reflect over the passage of their day.  Learning to relax is an important skill in an increasingly busy world. There is no expectation to sleep during this time, only relax. We discuss and plan opportunities for relaxation with the children. taking into account their voice and opinions. Currently some of our practices include -stories and restful music , along with drawing books, reading books, sensory bubble timers and treasure bags.