Our Curriculum

At Little.ly Early Learning Centre we are committed to implementing a meaningful and inclusive curriculum that addresses the developmental needs, interests and experiences of each child while in collaboration with families.

What guides our curriculum?

Our curriculum is guided by the National approved learning framework.

    “Belonging, Being and Becoming: The Early Years Learning Framework for Australia (EYLF)
    Approved learning framework under the NQF for young children from birth to five years of age.”

Educators ensure the curriculum creates a sense of:

  • Belonging
  • Being
  • Becoming

Our curriculum acknowledges children’s different learning styles and needs and creates an environment that focuses on the whole child catering to holistic learning through the five learning outcomes:

  • Children have a strong sense of identity
  • Children are connected with and contribute to their world
  • Children have a strong sense of wellbeing
  • Children are confident and involved learners
  • Children are effective communicators

Other approved learning frameworks

“My Time, Our Place: Framework for School Age Care in Australia
Approved learning framework under the NQF for school-age children.”

“Victoria: Victorian Early Years Learning and Development Framework
Specific to Victoria only for young children birth to 5 years”

Implementing the curriculum

As per the approved learning frameworks each individual child will be observed and have their learning and development documented via the planning cycle.
Cycle of Planning

Parents and families will be collaborated with in relation to the child’s participation in the curriculum and can regularly review the documentation via story park

Our curriculum encompasses

The learning environment

Our service values play-based learning and the learning environment ensures children have access to a wide variety of natural resources and play spaces in both indoor and outdoor facilities. Providing opportunities for children to inquire and explore learning in the following areas

  • Art and creative play
  • Construction
  • Dramatic play
  • Music and movement
  • Sustainable practices

Intentional teaching and engagement

Our educators understand the importance of engagement and interaction with children within the curriculum to ensure children’s voices are being heard and knowledge and skill are being extended. Educators use intentional and purposeful engagement in both child-led and teacher-led experiences with children to develop an understanding of the child’s current interest and learning and devise experiences and opportunities for the children to grow and explore.

Reflective practice

Educators understand the value of reflecting on the current curriculum. regularly pausing to consider how the children are engaging with the environment. Most importantly reflecting on the effectiveness and use of their own and the teams practice through reflection on the approved learning frameworks pedagogical principles and practices.


  1. Secure, respectful and reciprocal relationships
  2. Partnerships
  3. High expectations and equity
  4. Respect for Diversity
  5. Ongoing learning and reflective practice


  1. Holistic approaches
  2. Responsiveness to children
  3. Learning through play
  4. Intentional teaching
  5. Learning environments
  6. Cultural competence
  7. Continuity of learning and transitions
  8. Assessment for learning

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