Curriculum
Where curiosity, connection and childhood come together
At Hope Island Early Learning Sanctuary, we believe that children learn best when they feel safe, valued, connected and inspired to explore.
Our curriculum is built around the understanding that every child is unique. Children arrive with their own personalities, interests, family experiences, cultures, strengths and ideas, and these become an important part of the learning that takes place within our Sanctuary.
Rather than filling children’s days with predetermined activities, our educators create meaningful opportunities for children to play, investigate, question, create, take appropriate risks, build relationships and make discoveries.
Our goal is not to rush childhood.
It is to make childhood meaningful.
Guided by the Early Years Learning Framework
Our educational program is guided by the Early Years Learning Framework for Australia V2.0 – Belonging, Being and Becoming.
The framework recognises that children’s learning is interconnected and supports their development across five learning outcomes:
Outcome 1 – Children have a strong sense of identity
Children develop confidence, security, independence and a sense of belonging.
Outcome 2 – Children are connected with and contribute to their world
Children develop relationships with their community, environment and the world around them.
Outcome 3 – Children have a strong sense of wellbeing
Children are supported to develop emotional, social and physical wellbeing.
Outcome 4 – Children are confident and involved learners
Children investigate, experiment, problem-solve, create and develop dispositions for lifelong learning.
Outcome 5 – Children are effective communicators
Children develop language, literacy, numeracy and communication through meaningful everyday experiences.
Our educators use these outcomes alongside their professional knowledge, observations of children, family input and children’s interests to develop responsive learning experiences.
Learning Beyond Four Walls
We believe some of childhood’s most valuable learning happens outdoors.
Our natural environments provide opportunities for children to run, climb, balance, investigate, get dirty, observe wildlife, care for plants and experience appropriate challenges.
Outdoor learning also provides opportunities for children to develop confidence and an understanding of risk.
Rather than removing every challenge from children’s environment, educators support children to gradually learn how to recognise, assess and navigate appropriate risks safely.
These experiences help build capable and confident children.
Caring for Our Environment
Sustainability becomes meaningful when children are able to participate.
Our children are encouraged to become active caretakers of their environment through experiences such as gardening, composting, caring for our worm farm, reducing waste, observing wildlife and looking after plants and outdoor spaces.
Instead of simply telling children that they should care for the environment, we give them opportunities to experience what caring for something actually means.
Gradually, children begin to understand:
“I can make a difference.”