Amberley O.S.H.C.

Children are our future, We are dedicated to their success!

3.1 Program (Development and Conduct)

Using an approved learning framework, My Time, Our Place: Framework for School Age Care in Australia, the Educational Leader, in consultation and collaboration with educators, children and families; plans, designs and provides programs, catering to the children’s age, developmental needs, skills, interests and abilities through a variety of challenging and recreational activities.  In providing opportunities for children, Amberley OSHC recognises the importance of play, relationships, collaborative decision making and respect for diversity.

Relevant Laws and other Provisions

The laws and other provisions affecting this policy include:

  • Education and Care Services National Law Act, 2010 and Regulations 2011
  • ‘My Time, Our Place’ Framework for School Age Care
  • NQS Area: 1.1.1, 1.1.2, 1.1.3, 1.1.5, 1.1.6; 1.2; 2.1.2, 2.1.3; 2.2; 3.1.1, 3.1.3; 3.2; 3.3; 4.1.1; 5.1.2, 5.1.3; 5.2.1, 5.2.3; 1.2, 6.1.3; 6.2.1; 6.3.2, 6.3.3, 6.3.4; 7.1.2, 7.1.4, 7.2.1, 7.2.3. 
  • Policies: 2.11 – Including Children with Special/Additional Needs, 3.3 – Educators Practice, 3.7 – Physical Activity, 3.9 – Creative and Expressive Arts, 8.1 – Role and Expectations of Educators, 8.2 – Educational Leader.

Procedures

A suitably qualified and experienced educator will be identified as the Educational Leader for the service (as per Policy 8.2 – Educational Leader).

The Educational Leader is responsible to have a written program plan prepared for each aspect of the Service.  This program plan will be on display for everyone’s information.

The Educational Leader shall direct and monitor staff in the planning, development and implementation of programs and experiences for the children consistent with this Policy and, in particular, which:

  • Demonstrate that the five learning outcomes provide a focus for the activities and experiences planned for individuals and groups of children;
  • Takes an holistic view of children’s learning, focusing on their physical, personal, social, emotional and spiritual wellbeing;
  • Are built around routines, i.e. arrival, hand washing, eating etc;
  • Includes a variety of activities and experiences that promote effective hygiene practices, good nutrition and healthy lifestyles;
  • Includes activities which would normally be a part of the life of children during hours outside of school (this is particularly relevant during Vacation Care where excursions become an important part of the program);
  • Demonstrates flexibility in program delivery by incorporating children’s ideas, culture and interests to ensure the experiences are relevant and engaging;
  • Promotes the children’s sense of belonging, connectedness and wellbeing by taking an interest in the individual needs, interests, diversity, views and abilities of the children;
  • Provide a variety of indoor and outdoor experiences, open ended resources, natural elements and materials suited to the age, developmental ranges and diversity of all children attending the Service;
  • Provide appropriate opportunities for children as individuals and small groups to follow and extend their interests;
  • Provide appropriate opportunities for children to participate in physical play, accepting and acknowledging each child’s level of participation according to their abilities and interest;
  • Provide appropriate opportunities for children to express themselves through creative and imaginative play, including elements of music, dance, drama, etc;
  • Provide appropriate opportunities for children to develop a range of life skills such as establishing and maintaining meaningful relationships, working collaboratively with others and self-regulating their own behavior;
  • Takes account of necessary modification and enhancements identified through the Program and Documentation Evaluation Policy (see Policy 3.2), as well as spontaneous child-initiated opportunities and moments of intentionality when required;
  • Provides appropriate opportunities for children to broaden their understanding of the world in which they live by reflecting the broad multicultural and multilingual nature of the local community and demonstrating a positive approach towards diversity and Australia’s Aboriginal and Torres Strait Islander heritage;
  • Encourages and provides appropriate opportunities for families to participate in shared decision making and give feedback about the program and their child’s learning;
  • The principle of equal opportunity will be applied in this Service’s program. Children, regardless of gender, cultural, racial, religious or other background, will be encouraged to participate in a wide range of activities.

The Educational Leader is responsible, in consultation with educators, to continually recreate and adapt the indoor and outdoor environments to:

  • Meet the needs and interests of all children, including their need for rest or sleep;
  • Facilitate the inclusion of children with special needs;
  • Respond to the developing abilities and interests of all children;
  • Ensure that all children in a multi-age group have positive experiences.

Children are encouraged to participate in decision making, with their ideas and opinions listened to and if possible, acted upon.  This facilitates children sharing ideas and questioning what happens at their service.

Where possible, the program allows and encourages children to complete projects they have commenced over a number of sessions.

Reviewed 9 February 2015, Reviewed and Updated 9 May 2017


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