Curriculum Overview 

At Tenison Woods Early Learning & Community Centre, we offer a comprehensive curriculum designed to nurture and develop the whole child. Our approach is based around the Early Years Learning Framework (EYLF) 2.0 and integrates elements of the Reggio Emilia, Montessori and Catholic Education philosophies to provide a rich, child-centered learning environment, encouraging child agency, meaningful experiences and lifelong learning.  

Early Years Learning Framework (EYLF) 2.0 

The EYLF underpins our curriculum with a focus on belonging, being, and becoming. We emphasise the importance of creating a strong foundation for lifelong learning and wellbeing. Our educators work in partnership with families, recognising that families are children’s first and most influential teachers. We foster positive relationships to ensure each child’s unique needs are met, promoting their holistic development. It is used as a curriculum tool for individualised and group programming, critical reflection and reporting. 

• Belonging: We create a sense of community and connection for children, fostering relationships with families and educators. 

• Being: We value and celebrate the present experiences of children, allowing them to explore and enjoy their childhood. 

• Becoming: We support children’s development and transition, recognising their potential and growth. 

Key Learning Outcomes 

• Children have a strong sense of identity: We help children feel safe, secure, and supported, encouraging them to explore their identity and culture. 

• Children are connected with, and contribute to their world: We promote understanding and respect for diversity, encouraging children to engage with their environment and community. 

• Children have a strong sense of wellbeing: We support children’s physical and emotional health, fostering self-regulation and resilience. 

• Children are confident and involved learners: We provide opportunities for exploration and inquiry, fostering creativity and critical thinking. 

• Children are effective communicators: We encourage language development and literacy through rich, engaging experiences. 

Reggio Emilia  

Inspired by the Reggio Emilia philosophy, our curriculum views children as capable, resilient, and full of potential. We create an environment that encourages exploration, creativity, and collaboration. Learning is project-based, with children engaging in long-term investigations that are driven by their interests and curiosity. This approach allows children to take an active role in their learning journey, fostering critical thinking and problem-solving skills. 

Montessori  

The Montessori method is another key influence in our curriculum. We provide a prepared environment that supports self-directed learning and hands-on activities. Children are free to choose activities that interest them, which helps develop independence, concentration, and a love for learning. Our educators guide and support children, ensuring they reach their full potential through purposeful activities and individualised learning plans. 

Catholic Values and Morals 

As a Catholic Early Learning Centre, we integrate our faith into daily activities and interactions. Our curriculum is imbued with the values of love, respect, compassion, and community. Children are exposed to these morals through various aspects of our program and play: 

• Faith-Based Experiences: Incorporating prayer and religious songs into our daily routine. 

• Godly Play: Teaching children about kindness, sharing, and empathy through stories, role-playing, and guided discussions. 

• Community Service: Encouraging participation in community service projects and understanding the importance of helping others. 

• Celebration of Religious Events: Observing and celebrating significant Catholic events and holidays, such as Easter and Christmas and learning about other religions celebrations. 

Keeping Child Safe: South Australian Child Protection Curriculum  

Woven throughout our days is the compulsory Child Protection Curriculum. This is integrated through age-appropriate experiences across four main areas, helping children from the age of three to develop their understanding of safety and their rights. 

• The right to be safe 

• Relationships 

• Recognising and reporting abuse 

• Protective Strategies 

Assessment and Documentation  

Reporting on children’s growth and development takes many different forms at the ELCC to ensure accountability and transparency. 

• Program Design: Each Room’s program is designed by the teacher in the Room. Ensuring all areas of development are catered for and group times focus on Social and Emotional, Language and Communication and Mathematical development.  

• Individualised Learning Goal: Each child has a focused educator that uses the EYLF planning cycle (Observation, Assess, Plan, Implement and Reflect) to design an individualised learning goal focused on the child’s interests and agency, stretching and challenging the child.  

The goal is created after anaylsing 3-5 weeks of observations on the child, looking for a common theme, talking with the family and linking to research in the Early Years area. The learning goal is on a flexible timeframe, designed with intent not to hurry the child, with the family encouraged to discuss their observations over the learning goal. This is nested into the overall program of the Room.  

• Snapshots and Observations: All educators upload in the moment, meaningful snapshots and observations of children’s experiences with explanations.  

• Group Learning Goals: All room staff contribute to group observations, looking for common ideas and interests, with Room teachers taking the lead designing the group learning goal  

• Communication: Consistent communication is crucial to understanding how your child is developing and how to continue supporting them. Staff are always happy to take part in conversations about a child’s day. For more in-depth or private conversations appointments are to be made for a time that works for all. Family Sharing takes place in Terms 1 and 3, these are optional meetings where teachers discuss a child’s progress and how we will continue to support and extend their learning. 

• Reporting: This occurs in three-year old and four-year old Kindergarten at the end of their time in these Rooms. These reports are written by the Room Teachers in collaboration with educators, based on the EYLF Learning Outcomes, demonstrating each child’s agency and learning in these areas. 

Important influences at the Tenison Woods College Early Learning & Community Centre  

• Natural Environment: We are so lucky to be nested in the foothills of the Crater Lakes of Mount Gambier. We use this natural environment daily, with regular outings to Marist Park and the belief that the outdoor environment is an extension of our rooms. It is set up purposely to cover all areas of development and to support, extend and challenge children’s learning. We believe a child should follow their interests, whether that be inside or outside.  

• Slow Pedagogies: Our aim is not to hurry children, allowing them to take on learning at their own speed. This can be seen with our ‘soft starts’ in the morning where children and families are encouraged to enter the Centre at their own pace to support social and emotional areas, such as attachment. This is also embraced in our individualised learning goals, with the speed and direction of the goal dictated by the child.  

• Inclusive and Anti Bias Environment: We believe all people have the right to education in an inclusive and anti-biased environment. We believe that all children, regardless of background, abilities, or identity, feel valued and supported in their learning journey. This commitment fosters a diverse and respectful environment, where every child has the opportunity to thrive and develop a strong sense of belonging and acceptance. 

• Reconciliation Action Plan (RAP): The ELCC sits on the Committee and contributes to the College’s RAP. We strive to develop in our children and ourselves cultural knowledge, understanding and respect for Aboriginal and Torres Strait Island peoples. In the Centre, we have two staff members taking on the role of Aboriginal, Torres Strait Islander and Cultural voice. This is to support the embedding of practices; ensure appreciation of the Boandik land we are on and that all cultures that our community is apart, are respected and celebrated in the Centre.    

• Sustainability: The ELCC sits on the College’s Sustainability Committee, with our representative leading our own sustainability team helping to embed practices in line with the EYLF’s new definitions of Economic, Environmental and Social sustainability. Creating fun, dynamic and impactful ways to bring these concepts to children in the Centre and embed practices.  

At Tenison Woods College Early Learning & Community Centre, we are committed to providing a nurturing, innovative, and holistic educational experience for young children. Guided by the principles of the Early Years Learning Framework and enriched by the Reggio Emilia and Montessori philosophies, we emphasise the importance of child agency and fostering each child's unique potential. Our Centre values the role of families as partners in education and integrates Catholic values to nurture moral and spiritual growth. We strive to create a supportive and inclusive environment where every child can develop a strong sense of identity, wellbeing, and a lifelong love of learning. 

“For us, each child is unique and the protagonist of his or her own growth. We also note that children desire to acquire knowledge, have much capacity for curiosity and amazement, and yearn to create relationships with others and to communicate”  
Tiziana Filippini, Reggio Emilia