Curriculum Vision Statement for Southern Cross Early Learning

At Southern Cross Early Learning, we want a lively curriculum that embraces each child’s personal journey of growth. In early childhood education, the curriculum covers every planned and natural interaction, experience, routine, and events that happen unexpectedly in the surroundings, which are meant to assist children’s growth and learning (AGDE, 2022). The curriculum is meant to support children individually, focusing more on activities they do and less on strict subjects and ages. The process focuses on the children and gives importance to their abilities and personal progress (Power et al., 2019).

Both the Early Years Learning Framework (EYLF) (AGDE, 2022) and the National Quality Standard (NQS) (ACECQA, 2018) emphasize our approach of play-based learning. Playing allows children to explore, create things, experiment, and better understand their environment. Picture this: a three-year-old Mia, sitting upright over a puddle in our nature play zone for kids. Carrying the twig in her hand, she moves it in the water and tells others how she makes the “soup” for her friends. By performing this simple behavior, children learn to speak, observe the world, use their creativity, and understand other people. It reveals that playing is an essential part of children’s mental, social, and emotional growth. It encourages children to solve problems, be more creative, develop language skills, and interact with others, while learning in safe and valuable surroundings (Kaizar & Alordiah, 2023).

We will base our curriculum on open-ended, diverse, culturally responsive, and growth-focused techniques reflecting the Belonging, Being, and Becoming guiding beliefs from the EYLF. If play-based learning at school is led intentionally, it allows children to have solid relationships, develop their self-identity, grow to be curious, persistent, and creative (AGDE, 2022). These values are reinforced in Quality Area 1 of the NQS, which encourages programs that are child-centered, provide stimulation, and present many opportunities for learning (ACECQA, 2018).

Providing regular educational activities through a well-structured curriculum in early childhood education and care supports children, educators, and families by improving the learning process. A clearly outlined curriculum plan aids teachers in providing useful interactions and working well with parents in terms of children's development (Blewitt et al., 2020). For instance, Group time allows families to recount their cultural experiences, which makes the process of learning meaningful for children (AGDE, 2022), aligning with Quality Area 6 in the National Quality Standard (NQS) (ACECQA, 2018).

Our curriculum is based on Vygotsky’s sociocultural theory, which points out the importance of collaborative, social learning and the role of the teachers as facilitators (Dhlula-Moruri, 2020). It also values current ideas about children as learners who can guide their learning process by themselves (AGDE, 2022). Furthermore, an inclusive education is brought about by teachers who care about diversity, respond to all kinds of needs, and aim to build a friendly setting in which everyone succeeds (Kapcia, 2024).

Indoor Learning Environment: Exploration and Technology Hub

The Exploration and Technology Hub will feature identifiable areas that can be used flexibly. Around the playground, you will find a small area with a circular table and tablets that have apps which can be used by kids, for example, ABC Kids Science and Coding Safari. In different parts of the room, there will be discovery stations that contain counting trays, magnets, geometric-shape board games, and floor robots like Bee-Bots. Children can easily find multicultural books about space, weather, and technology, as they will be kept on shelves that they can easily reach. Most of the space will use natural light, and the windows will have transparent jars planted with seedlings to allow observation. The interactive numbers will be arranged on the walls, along with a calendar and a weather station display.

This area helps children develop their cognitive learning by encouraging them to explore and learn using inquiry-based learning, as a study has shown that this style of learning sharpens their thinking, arouses their curiosity, and gives them a deeper grasp of different scientific concepts (Agustini et al., 2024). According to one of the studies, storytelling is found to be important for child development because it aids young children in forming language, cognitive, literacy, and social skills (Prasanna et al., 2024). Since technology is now important in our lives, education through technology is becoming very common. Furthermore, the digital stories captured how students worked together to invent new, helpful, and surprising things while being resourceful in science class. It has been found in the study that group digital storytelling supports students’ ability to think deeply and solve complicated problems (Chen et al., 2023). The design is based on Vygotsky’s theory which proposes that the teacher helps children by working beside them through discovery (Dhlula-Moruri, 2020).

The strength of this learning environment is that the learners can interact with others and take an active role in learning through the available hands-on and open-ended activities. The curriculum is designed to nurture children’s passions and teach them the main STEM skills.

However, strict supervision of Digital tools is necessary to prevent kids from wasting time on the screen. Guiding learners by an educator ensures that usage remains fair and well-structured.

Adaptations may include sensory products and pictures for students with sensory issues, and material in multilingual labels and audio options for those learning English as an Additional Language (EAL). Posters and books illustrate different cultures, the roles people play in science, and knowledge from Indigenous cultures (e.g., seasonal weather cycles).

The environment for learning indoors supports EYLF Outcome 4 by providing opportunities for children to develop their curiosity, confidence, and persistence when they perform experiments with different science and technology materials. This achievement is also connected to Outcome 5, as children communicate their thoughts using language, symbols, and technology (AGDE, 2022).

With regards to the NQS, the education and care ensure Quality Area 1 through interactive and child-centered activities for children and Quality Area 3 by creating a safe and comfortable environment that encourages children to participate (ACECQA, 2018).