Our Curriculum
Larool Pre-school provides an exceptional beginning for life-long learning. We believe in the uniqueness of each child and family. Providing children with a loving and nurturing environment, where play is embraced, secure relationships are fostered and exploration is encouraged, opens the gateway for learning in young children. This is central to our curriculum at Larool.
We view children as capable, independent learners who come to Pre-school with an abundance of skills, knowledge and understanding. We recognise that children have their own interests, learning style, growth and culture. We emphasise the importance of an emotionally secure foundation to help children develop confidence to play, explore, inquire, create and express their ideas, skills, thoughts and knowledge. It is through active engagement, shared play and learning experiences where the children develop a sense of individual identity, awareness of others and skills needed to participate effectively in their social worlds. When given the time, space and opportunity to interact in a meaningful environment, a child can construct new ideas and like them to existing knowledge.
As educators, we aim to create an environment of respect where children feel comfortable, safe and free to explore their own curiosities and wonderings. Our negotiated curriculum is planned based on the children's interests and needs, as well as incorporating essential learning outcomes, building on their skills and recognising their capabilities. The curriculum is dynamic and ever- changing, challenging, fulfilling, interesting and of course, fun!
Educators observe the children as they play and use these observational notes and photographs to reflect, using them as a tool to help them move forward with planning for the next day or next week. As we create opportunities for children to deepen their thinking, represent their understandings, and encounter new perspectives, our educators support, guide and enrich each child's thinking by provoking discovery and learning. Educators do no give answers readily, instead they aim to observe, listen, encourage and research alongside the children.
Educators process of planning and learning outcomes integrate and support the contact of a play-based environment. Planning a balance of educator-supported, freely chosen play and educator-led small/large group activities is important. The social environment of the room provides many opportunities for child-initiated play, experimentation, exploration and discovery.
Our educators consider relationships to be fundamental to children's learning and development. We emphasise relationship building and co-operation among children, and between the educators and children. We actively seek collaboration with our educator team, asking and encouraging questions about children's play, sharing their thoughts, experiences and observations to achieve the best outcomes for each child.
Through interactions with their peers, educators and the environment, the children's knowledge and understanding flourishes.
Families are encouraged and welcomed to share their perspectives to help us make decisions about classroom life and our curriculum. Through this, we enrich our understanding of the children, while developing a natural flow between pre-school and home, as well as embracing the whole community of Larool Pre-school.
At Larool, we implement an environment and sustainability component to our curriculum. Being in such a wonderful natural environment such as Thornleigh, we believe in the importance of instilling messages of looking after our environment for now and the future.
Larool Pre-school provides an exceptional beginning for life-long learning. We believe in the uniqueness of each child and family. Providing children with a loving and nurturing environment, where play is embraced, secure relationships are fostered and exploration is encouraged, opens the gateway for learning in young children. This is central to our curriculum at Larool.
We view children as capable, independent learners who come to Pre-school with an abundance of skills, knowledge and understanding. We recognise that children have their own interests, learning style, growth and culture. We emphasise the importance of an emotionally secure foundation to help children develop confidence to play, explore, inquire, create and express their ideas, skills, thoughts and knowledge. It is through active engagement, shared play and learning experiences where the children develop a sense of individual identity, awareness of others and skills needed to participate effectively in their social worlds. When given the time, space and opportunity to interact in a meaningful environment, a child can construct new ideas and like them to existing knowledge.
As educators, we aim to create an environment of respect where children feel comfortable, safe and free to explore their own curiosities and wonderings. Our negotiated curriculum is planned based on the children's interests and needs, as well as incorporating essential learning outcomes, building on their skills and recognising their capabilities. The curriculum is dynamic and ever- changing, challenging, fulfilling, interesting and of course, fun!
Educators observe the children as they play and use these observational notes and photographs to reflect, using them as a tool to help them move forward with planning for the next day or next week. As we create opportunities for children to deepen their thinking, represent their understandings, and encounter new perspectives, our educators support, guide and enrich each child's thinking by provoking discovery and learning. Educators do no give answers readily, instead they aim to observe, listen, encourage and research alongside the children.
Educators process of planning and learning outcomes integrate and support the contact of a play-based environment. Planning a balance of educator-supported, freely chosen play and educator-led small/large group activities is important. The social environment of the room provides many opportunities for child-initiated play, experimentation, exploration and discovery.
Our educators consider relationships to be fundamental to children's learning and development. We emphasise relationship building and co-operation among children, and between the educators and children. We actively seek collaboration with our educator team, asking and encouraging questions about children's play, sharing their thoughts, experiences and observations to achieve the best outcomes for each child.
Through interactions with their peers, educators and the environment, the children's knowledge and understanding flourishes.
Families are encouraged and welcomed to share their perspectives to help us make decisions about classroom life and our curriculum. Through this, we enrich our understanding of the children, while developing a natural flow between pre-school and home, as well as embracing the whole community of Larool Pre-school.
At Larool, we implement an environment and sustainability component to our curriculum. Being in such a wonderful natural environment such as Thornleigh, we believe in the importance of instilling messages of looking after our environment for now and the future.
What will my child learn at Larool Pre-school?
The learning experiences we provide will encourage your child to:
The learning experiences we provide will encourage your child to:
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What will my child do at Larool Pre-school?
Your child will be:
Your child will be:
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How does Larool Pre-school help my child prepare for school?
Our curriculum is designed to provide the foundation that children need for success in later schooling. Our educators encourage and guide:
Our curriculum is designed to provide the foundation that children need for success in later schooling. Our educators encourage and guide:
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Transition to School
We believe in providing a smooth transition from our pre-school to the more formalised environment of school.
We observe children through play as they develop their understanding in many areas such as language, creativity, mathematical concepts and social interactions. This context provides our educators with a wealth of information about each individual child as well as giving the child an environment where they feel secure and belonging.
We embrace a strong focus on children's social and emotional development to ensure that each child has the skills to become active and confident learners as they move onto school. The educational focus is enhanced within the Pre-school with children refining skills and knowledge in addition to preparing them for their next stage in their educational life of "School".
We have close ties with feeder schools in the area to help prepare your child for a smooth and happy transition to primary school.
We know that an enthusiastic child, who feels connected and successful with their learning and confident in social interactions, will be more eager to explore concepts within the school curriculum.
We believe in providing a smooth transition from our pre-school to the more formalised environment of school.
We observe children through play as they develop their understanding in many areas such as language, creativity, mathematical concepts and social interactions. This context provides our educators with a wealth of information about each individual child as well as giving the child an environment where they feel secure and belonging.
We embrace a strong focus on children's social and emotional development to ensure that each child has the skills to become active and confident learners as they move onto school. The educational focus is enhanced within the Pre-school with children refining skills and knowledge in addition to preparing them for their next stage in their educational life of "School".
We have close ties with feeder schools in the area to help prepare your child for a smooth and happy transition to primary school.
We know that an enthusiastic child, who feels connected and successful with their learning and confident in social interactions, will be more eager to explore concepts within the school curriculum.
National Quality Framework
The National Quality Framework (NQF) operates under an applied law system, comprising the Education and Care Services National Law and the Education and Care Services National Regulations. The National Quality Framework is the national system that sets standards and improved the quality of children’s education and care services.
The National Quality Standard (NQS) sets a national benchmark for the quality of education and care services.
The National Quality Standard aims to promote:
The National Quality Framework (NQF) operates under an applied law system, comprising the Education and Care Services National Law and the Education and Care Services National Regulations. The National Quality Framework is the national system that sets standards and improved the quality of children’s education and care services.
The National Quality Standard (NQS) sets a national benchmark for the quality of education and care services.
The National Quality Standard aims to promote:
- continuous improvement in quality;
- the safety, health and wellbeing of children;
- a focus on achieving outcomes for children through high-quality educational programs; and
- a families' understanding of what distinguishes a quality service.
Larool Pre-school achieved a rating and assessment result of
"Exceeding the National Quality Standard"
"Exceeding the National Quality Standard"
Early Years Learning Framework
The EYLF is a national framework for the early years' sector. It aims to provide a nationally consistent guide for early childhood educators to extend and enrich children's learning from birth to 5 years of age and includes transition to school. Our early childhood curriculum at Larool is informed by our educational philosophy, Early Years Learning Framework (EYLF) as well as contemporary approaches within early childhood education.
Further information about the National Quality Framework and the Early Years Learning Framework is available at "My Child” website:
https://www.mychild.gov.au/agenda/early-years-framework
https://www.mychild.gov.au/agenda/quality-framework
The EYLF is a national framework for the early years' sector. It aims to provide a nationally consistent guide for early childhood educators to extend and enrich children's learning from birth to 5 years of age and includes transition to school. Our early childhood curriculum at Larool is informed by our educational philosophy, Early Years Learning Framework (EYLF) as well as contemporary approaches within early childhood education.
Further information about the National Quality Framework and the Early Years Learning Framework is available at "My Child” website:
https://www.mychild.gov.au/agenda/early-years-framework
https://www.mychild.gov.au/agenda/quality-framework