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Our Curriculum

Our Curriculum and Programming

Here at FIRST we believe that no matter what age and ability your child is when they take their first steps into our centre, we ensure that every child and family feels welcome, safe and secure while providing your child with a team of experienced and dedicated educators to nurture, build and promote children’s learning and development in environments that enrich, enhance and secure the child future longevity.

Our centres understand the child as an individual and human being with a range of needs, wants, interests, abilities and languages personable to each child’s journey, working in unique collaboration with families and the environment.

Environments:

First early learning is passionate about the environment as the third educator showing respect and understanding for providing educational all-inclusive play-based learning that promotes, encourages and further develops children’s interests, ideas, theories, needs, sense of self, being and becoming.

Our purposely designed indoor and garden child focused environments are planned to provide open ended, unhurried and welcoming learning sanctuaries that further the child’s, curiosity, learning and growth. Our inviting, welcoming and stimulating environments promote individual connection and love of learning created though our choice lead indoor and outdoor curriculums.

 

Programming, provocations and planning:

First early learning aims to foster, enhance and extend children’s learning and further development through fortnightly curriculums based, built and extended on children’s interest, ideas and desire for knowledge. Educators plan for each child as an individual within a group through observations, conversations and intentional experiences to formulate data that is child lead to create their learning emergent curriculums to promote and provide provocations to the child through new ideas, theories, concepts and questions. These provocations provide thought engaging conversations, discussions, creativity and thought provoking for out of the box questions.

What are the five outcomes?

The National and the Victorian Framework identifies five Outcomes for all the children from birth to eight years:.

Outcome 1: Children have a strong sense of identity

  • Children feel safe, secure and supported
  • Children develop their emerging 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

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

Outcome 3: Children have a strong sense of wellbeing

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

Outcome 4: Children are confident and involved learners

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

Outcome 5: Children are effective communicators

  • Children interact verbally and non-verbally with others for a range of purposes
  • Children engage with a range of texts and get meaning from these texts
  • Children express ideas and make meaning using a range of media
  • Children begin to understand how symbols and pattern systems work
  • Children use information and communication technologies to access information, investigate ideas and represent their thinking