Our Child Care Curriculum and Program

At Future Super Stars Early Learning Centres, our educators are deeply committed to critical reflection and child-led learning as foundational pillars of our educational approach. We understand that for children to truly thrive, they must feel seen, heard, and empowered within an environment that actively responds to their evolving interests, abilities, and identities.

Analyse and Reflect: Engaging in Professional and Ethical Thinking

Through critical reflection, educators go beyond observation to deeply consider:

• What is the child communicating through their play?
• What are their current interests and inquiries?
• What strengths are emerging, and where can we scaffold further growth?
• How can our own practices evolve to better meet their needs?

This process allows us to identify developmental indicators, respond to diverse learning styles, and plan for next steps that are meaningful and responsive, not predetermined.

We provide a rich, stimulating, and inclusive learning environment that celebrates individuality and supports children’s unique developmental journeys. Our programming is intentionally designed to follow the child’s lead, while drawing on continuous reflection and analysis to enhance our practice and outcomes for every learner.

How Do We Program for Your Child?

Observation: Listening, Watching, and Documenting with Purpose

Our educators continuously observe children in their play and interactions, capturing the child’s voice, interests, ideas, strengths, and challenges.
We collect data through:

• Written and photographic observations
• Jottings and snapshots of learning moments
• Samples of children’s art and creations
• Child quotes and conversations with peers and educators
• Reflections and documentation from spontaneous experiences

All collected data is stored in each child’s individual portfolio and informs ongoing planning and engagement.

Analyse and Reflect: Engaging in Professional and Ethical Thinking

Through critical reflection, educators go beyond observation to deeply consider:

• What is the child communicating through their play?
• What are their current interests and inquiries?
• What strengths are emerging, and where can we scaffold further growth?
• How can our own practices evolve to better meet their needs?

This process allows us to identify developmental indicators, respond to diverse learning styles, and plan for next steps that are meaningful and responsive, not predetermined.

Planning : Guided by the Child, Grounded in the Framework.

Using the Australian Learning Tracks method, educators translate their analysis into intentional and flexible plans that cater to the whole child.

These include:

• Child-led and spontaneous experiences
• Planned projects that emerge from children’s inquiries
• A balance of indoor and outdoor learning
• Integration of intentional teaching moments based on educator reflection
• Each plan is directly linked to the Early Years Learning Framework (VEYLF) and is adapted daily or weekly depending on emerging needs and interests.

Implementation: Responsive Teaching in Action.

Educators enact plans with flexibility and responsiveness, ensuring all experiences are adaptable and centred around the child.
Through scaffolding, co-learning, and ongoing dialogue, educators:

• Support children’s inquiries
• Engage in open-ended questions
• Extend ideas through resources and challenges
• Observe and modify approaches as learning unfolds

There is no one size fits all method, every moment is an opportunity for learning, guided by the child and informed by reflective practice.

Reflection & Evaluation: Continuous Improvement Through Deep Thinking

Every week, our teams come together to critically reflect on:

• What worked well and why?
• What challenges arose and how can we address them?
• How were children’s voices, rights, and interests embedded in our practice
• How are we meeting the needs of each unique learner?

These reflections are captured within the Australian Learning Tracks system and drive ongoing improvement across our service.

We believe children are capable and competent individuals. They are active participants in their own learning and we create many opportunities for them to reflect, revisit and document their experiences, including:

Floor Books: Each room maintains a collaborative space where children add photos, drawings, and ideas from group projects, engaging in meaningful reflection and discussion.

Learning Journals: Children can access their journals freely, selecting photos of themselves, pasting them in, and sharing stories about their learning. This fosters a strong sense of ownership and pride.

Summative Assessments Holistic, Child-Centred Reviews:

Every six months, our educators conduct summative assessments by critically reviewing all collected data to assess each child’s progress against EYLF and VEYLDF outcomes. This includes:

• Observations, reflections, and evaluations
• Children’s goals and developmental milestones
• Art samples, work samples, and self-reflections
• Assessments inform updated goals and ensure we continue to respond to each child’s evolving learning journey.

Each child’s Learning Portfolio is a living, evolving document that includes:

• Service and educator philosophies
• Learning goals and progress notes
• Art, photos, documentation, and reflections
• Child selected work and contributions

These portfolios are accessible at all times to children and families and are available on Storypark to promote collaboration, transparency, and shared reflection between educators, children, and parents.

At Future Super Stars Early Learning Centres, our programming is never static. It is a dynamic, reflective and child driven process that values each child’s right to participate, make decisions, and influence their own learning. Through critical reflection and child led practice, we create a place where curiosity is nurtured, agency is celebrated and learning is meaningful.

Part that states ‘Our awesome child care key staff members’ change to ‘Our Team of dedicated Early Childhood professionals’