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Cnr of Affleck and Rail Streets, Wandong 3758 View Location

Planning

Wandong OSHC works to create a dynamic and engaging curriculum for all children. Based on the individual needs of each child we create experiences that are fun and educational. To cater for all of the children in our care we create individual plans for each child then use these to create group activities that are modified and extended upon. These group activity plans can be viewed at the entrance of each of our services and through `Childcarers’. Below is the process of our planning cycle:

2015 Planning Cycle Wandong

1. Observe And Review:

Assess and evaluate planned and unplanned learning – In this stage we begin to observe the children and evaluate their learning by creating learning stories on their progress and achievements. These observations then become individual learning plans and are put into the children’s files. We gather evidence and information and consider the resources, time, space and any modifications that can be made.

2. Question:

Explore knowledge and beliefs / Construct philosophy / Identify individual and group strengths and weaknesses – In this stage we question what we are doing and why, linking our answers to relevant research and theory. We look at our own knowledge of the children, families, community and our own beliefs. We look at our personal strengths, interests and what we can bring to the service. We then look at any knowledge we need to gain in order to respond to, promote and extend the children’s learning.

3. Act/Do:

Implement plans – In this stage the plan is put into action by all educators at the service. The educators actively engage with and support all children to participate in the range of experiences. We respond to the children and accommodate each of their needs. Once the experiences are implemented we begin to observe and review.

4. Plan:

Devise learning environment / define educator role / devise evaluation methods / plan experiences – During this stage the supervisors meet to plan the indoor and outdoor learning environments as well as upcoming experiences. The plan involves 6 experiences; 2 experiences aimed at younger children, 2 experiences aimed at older children and 2 experiences for outdoors only. Being child centred, the plan is developed from the recent child observations, reviews & evaluations of previous experiences. During this time we also decide upon the educator’s role and how we will evaluate our planning.