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Growing Hearts and Minds

Growing Hearts and Minds

our ongoing goal is to 'grow the hearts and minds' of children.

Our daily Curriculum and Educational Program will be based on the Early Years Learning Framework delivered within a Christian framework and led by our Director and Educational Leader, Ali Mak (formerly Greene) BAEd says

“I have a love for music, literacy, numeracy and science in the early childhood setting, which along with my interests in cooking and sport make for great foundations for School Readiness education. Sustainable practices and Christian elements will be embedded into the Daily Program” 

St Nics' Christian Preschool recognises that play is the context where learning occurs for children in preschool. The role of the teacher/educator when children are playing includes

  • adopting holistic approaches
  • being responsive to children
  • planning and implementing learning through play
  • intentional teaching
  • creating physical and social learning environments that have a positive impact on children’s learning
  • valuing the cultural and social contexts of children and their families
  • providing for continuity in experiences and enabling children to have successful transition
  • assessing and monitoring children’s learning to inform provision and to support children in achieving learning outcomes

Documentation of learning

Sncp App

We have our own app! On this special app we document everything from Daily Diaries to photos, observations, programs and even our Quality Improvement Plan. Upon enrolment parents are given access to our app. 

Working within the National Quality Framework

St Nics' Christian Preschool is dedicated to working towards Exceeding under the National Quality Framework which can be found on the Australians Children's Education & Care Quality Authority ACECQA website. The National Quality Framework NQF Includes:

St Nics' Christian Preschool will operate within the National Early Years Learning Framework - Belonging, Being and Becoming. Below are some definitions we will be using.

Play-based learning: a context for learning through which children organise and make sense of their social worlds, as they engage actively with people, objects and representations.

Curriculum: in the early childhood setting curriculum means ‘all the interactions, experiences, activities, routines and events, planned and unplanned, that occur in an environment designed to foster children’s learning and development’. [adapted from Te Whariki] 

Intentional teaching: involves educators being deliberate, purposeful and thoughtful in their decisions and action. Intentional teaching is the opposite of teaching by rote or continuing with traditions simply because things have ‘always’ been done that way. 

Scaffold: the educators’ decisions and actions that build on children’s exisitng knowledge and skills to enhance their learning. 

Learning outcome: a skill, knowledge or disposition that educators can actively promote in early childhood settings, in collaboration with children and families. 

The five Learning Outcomes from the Early Years Learning Framework are designed to capture the integrated and complex learning and development of all children in early childhood (before formal schooling). The learning outcomes are:

  • Children have a strong sense of identity
  • Children are connected with and contribute to their world
  • Children have a strong sense of wellbeing
  • Children are confident and involved learners
  • Children are effective communicators

The outcomes are broad and observable. They acknowledge that children learn in a variety of ways and vary in their capabilities and pace of learning. Over time children engage with increasingly complex ideas and learning experiences, which are transferable to other situations.

Learning in relation to the outcomes is influenced by:

  • each child’s current capabilities, dispositions and learning preferences
  • educators’ practices and the early childhood environment
  • engagement with each child’s family and community
  • the integration of learning across the outcomes