Learn About Our Curriculum
Aspley East Kindergarten provides an educational program and community experience for children in the year before school.
We aim to provide meaningful learning experiences that respect young children's ways of knowing and being, and hope to spark their curiosity and desire for learning.
Read on to learn more about what learning looks like at AEK...
We aim to provide meaningful learning experiences that respect young children's ways of knowing and being, and hope to spark their curiosity and desire for learning.
Read on to learn more about what learning looks like at AEK...
A Day in the Life at Kindy
Routines are an important part of the structure of each kindy day. Each day at kindy follows a similar pattern which helps children to build a sense of security and predictability. At the same time, the routine is flexible enough to allow for each group's interests and needs to dictate how each day will pan out. As a general guide, a kindy day involves the following routine times:
- Arrival Time: Each group at kindy begins the day together on the mat for puzzles and games. Parents are welcome to come in to the mat and do a puzzle or read a book before saying goodbye.
- Morning Meeting: Every class starts the day with a morning meeting. This usually involves singing a ‘hello’ song and discussing any important events or issues coming up for the day.
- Indoor or Outdoor Play: Each group will have both an indoor and an outdoor session each day which lasts for approximately 1.5 – 2 hours.
- Group Sessions: In between the indoor and outdoor sessions, the kindy group will come together for a whole group session which usually involves experiences such as: music and movement, language and literacy experiences or discussion and problem solving.
- Meals: Each group has morning tea and lunch at kindy. Times are variable depending on the needs of individuals and the group.
- Rest Period: Each group has a rest period after lunch time. More detailed information about how the rest period works can be found in the kindergarten ‘Educational Guide’ which is located under the ‘parents’ tab on the website.
- Departure Time: After the rest period, the children prepare for going home by packing away their belongings, putting on their shoes and gathering on the mat.
What does learning look like at AEK?
You might be wondering what play-based learning look like in a C&K centre... Play-based learning will reflect the children, educators, families and communities at your C&K centre. Our teacher/educators enrich and extend on children's play and learning through play will happen in ways that are meaningful for your child.
For example, if your child is playing in the sandpit, a teacher/educator may encourage them to draw maps in the sand and label them or measure the water levels in the dam they have built. In this example the educator is purposely supporting your child’s interest to explore opportunities for literacy and numeracy development.
Programs in C&K centres may also include
For example, if your child is playing in the sandpit, a teacher/educator may encourage them to draw maps in the sand and label them or measure the water levels in the dam they have built. In this example the educator is purposely supporting your child’s interest to explore opportunities for literacy and numeracy development.
Programs in C&K centres may also include
- Nature play - having time to play freely outdoors, connect with nature and use natural materials is a vital part of childhood.
- Risky play - How can I keep myself safe? Can this branch take my weight? These are some the questions and situations children may explore, safely with our expert educators. Watch our video
- STEM (Science, Technology, Engineering and Mathematics) are weaved into inquiry-based experiences. Children may be encouraged to use design thinking, investigative and scientific processes to explore and learn about the world around them and how things work. Watch our video - What does Science look like at kindy?
- Literacy and language - taking time to talk and read, to have conversations, to draw and play with open-ended materials are some of the ways your educators may incorporate this curriculum area into your child’s learning journey.
- The arts - your child will be able to explore their creativity through visual arts, drama, music, movement and a range of materials, as part of their daily play.
- First Nations Peoples' histories, perspectives and continuing connections to land, sea and sky in all our programs deepens everyone’s learning.
Adjusting to a new learning experience
When establishing new learning groups, one of our primary goals in the first term is to get to know ourselves, each other and the environment. We support children to develop positive relationships and a firm sense of identity by establishing clear expectations for how we interact with each other at kindy.
Each class discusses and enacts these rules and rituals in their own special ways, but the kindergarten operates on the same basic expectations of each other:
Each class discusses and enacts these rules and rituals in their own special ways, but the kindergarten operates on the same basic expectations of each other:
- We look after ourselves
- We look after each other
- We look after the environment
Further Curriculum Information
We believe that learning occurs within the context of relationships, therefore creating and sustaining meaningful and reciprocal relationships are at the centre of the educational programs. We strive to create a welcoming and supportive environment which promotes the development of secure relationships which nurture each child's sense of belonging, being and becoming.
Each child is, first and foremost, a member of a family. Parents and other family members are a child’s first and most important teachers. When we work with a child we are also working with their family, and often with the wider community, too. We believe that educating children is a shared responsibility and strive for active and reciprocal partnerships with parents. As children's first teachers, parents provide a wealth of knowledge about their child's interests, dispositions and needs.
Learn more within the curriculum documents below...
Each child is, first and foremost, a member of a family. Parents and other family members are a child’s first and most important teachers. When we work with a child we are also working with their family, and often with the wider community, too. We believe that educating children is a shared responsibility and strive for active and reciprocal partnerships with parents. As children's first teachers, parents provide a wealth of knowledge about their child's interests, dispositions and needs.
Learn more within the curriculum documents below...
Listening and Learning Together: C&K Curriculum Approach
Curriculum in C&K early childhood centres is shaped by a strong set of shared values, commitments and visions that honour children.A distinguishing feature of curriculum in C&K centres is the way that educators skilfully partner with children and families to create caring and vibrant learning communities.
The purpose of Listening and Learning Together: C&K Curriculum Approach is to set out the values, commitments and visions for children’s learning that underpin curriculum in C&K centres and to support educators’ to bring these to life in ways that realise the expectations described in The Early Years Learning Framework for Australia ( EYLF ), and the Queensland Kindergarten Learning Guidelines ( QKLG )
Curriculum in C&K early childhood centres is shaped by a strong set of shared values, commitments and visions that honour children.A distinguishing feature of curriculum in C&K centres is the way that educators skilfully partner with children and families to create caring and vibrant learning communities.
The purpose of Listening and Learning Together: C&K Curriculum Approach is to set out the values, commitments and visions for children’s learning that underpin curriculum in C&K centres and to support educators’ to bring these to life in ways that realise the expectations described in The Early Years Learning Framework for Australia ( EYLF ), and the Queensland Kindergarten Learning Guidelines ( QKLG )
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The Early Years Learning Framework (EYLF)
The Early Years Learning Framework (EYLF) describes the principles, practices and outcomes that support and enhance young children's learning from birth to five years of age, as well as their transition to school. The framework offers a vision where 'all children experience learning that is engaging and builds success for life'. It has been designed so that early childhood services will be able to develop their own strategies to implement its objectives. Information about the EYLF can also be found here, translated in 12 different languages. |
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The National Quality Framework (NQF)
Established in 2012, the NQF applies to most long day care, family day care, preschool/kindergarten and outside schools hours care services. The National Quality Framework raises quality and drives continuous improvement and consistency in Australian education and care services.
See more information about the National Quality Framework and National Quality Standards.
Established in 2012, the NQF applies to most long day care, family day care, preschool/kindergarten and outside schools hours care services. The National Quality Framework raises quality and drives continuous improvement and consistency in Australian education and care services.
See more information about the National Quality Framework and National Quality Standards.
