Our service follows the My Time, Our Place framework which is a part of the National Quality Framework ensuring that that children receive a high standard of education and care.
My Time, Our Place:
‘The Framework has been designed for use by school age care educators working in partnership with children, their families and the community, including schools. It represents Australia’s first national framework for school age care to be used by school age care educators, and aims to extend and enrich children’s wellbeing and development in school age care settings.
The Framework acknowledges the importance of play and leisure in children’s learning and development and that their learning is not limited to any particular time or place. Developing life skills and a sense of enjoyment are emphasised. The Framework recognises the importance of social and emotional development and communication in learning through play and leisure, and it forms the foundation for ensuring that children in all school age care settings engage in quality experiences for rich learning, personal development and citizenship opportunities.
Children’s learning is dynamic, complex and holistic. Physical, social, emotional, personal, spiritual, creative, cognitive and linguistic aspects of learning are all intricately interwoven and interrelated. Play is a context for learning that: allows for the expression of personality and uniqueness enhances dispositions such as curiosity and creativity enables children to make connections between prior experiences and new learning assists children to develop relationships and concepts stimulates a sense of wellbeing. Children actively construct their own understandings and contribute to others’ learning. They recognise their agency, capacity to initiate and lead learning, and their rights to participate in decisions that affect them, including their learning. Leisure time experiences constructed by children and supported by informed educators promote children’s dynamic, complex and holistic learning. Children’s happiness, optimism and sense of fun are dispositions that are significant to their emotional wellbeing and resilience. In school age care settings, children’s sense of responsibility for their learning is co-determined and skills and attitudes towards life-long learning are consolidated. Children actively involved in community building develop common interests and learn about citizenship. ‘
My Time, Our Place. Framework for School Age Care in Australia