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School Readiness Program

At The Hub we are intentional in preparing children and families for school and easing their transition from preschool to the school setting.

The Early Years Learning Framework for Australia, 2009, describes childhood as a time of Belonging, Being and Becoming.

  • Experiencing Belonging – knowing where and with whom you belong – is integral to human existence. Children belong first to a family, a cultural group, a neighbourhood and a wider community. Belonging acknowledges children’s interdependence with others and the basis of relationships in defining identities. In early childhood, and throughout life, relationships are crucial to a sense of belonging. Belonging is central to being and becoming in that it shapes who children are and who they can become.
  • Experiencing Being: Being recognises the significance of the here and now in children’s lives. It is about the present and them knowing themselves, building and maintaining relationships with others, engaging with life’s joys and complexities, and meeting challenges in everyday life. The early childhood years are not solely preparation for the future but also about the present.
  • Experiencing Becoming: Children’s identities, knowledge, understandings, capacities, skills and relationships change during childhood. They are shaped by many different events and circumstances. Becoming reflects this process of rapid and significant change that occurs in the early years as young children learn and grow. It emphasises learning to participate fully and actively in society.

 

Our School readiness program focuses around the five Learning Outcomes and is designed to capture inclusive and complex learning and development of all children across the birth to five age range. The outcomes are:

Outcome 1: Children have a strong sense of identity
Within this outcome we aim for children to

  • feel safe, secure, and supported
  • develop their emerging autonomy, inter-dependence, resilience and sense of agency
  • develop knowledgeable and confident self identities
  • to interact in relation to others with care, empathy and respect

 

Outcome 2: Children are connected with and contribute to their world
Within this outcome we aim for children to

  • develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation respond to diversity with respect
  • become aware of fairness
  • become socially responsible and show respect for the environment

 

Outcome 3 : Children have a strong sense of well-being
Within this outcome we aim for children to

  • become strong in their social and emotional well-being
  • take increasing responsibility for their own health and physical well-being

 

Outcome 4: Children are confident and involved learners
Within this outcome we aim for children to

  • develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity
  • develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating
  • transfer and adapt what they have learned from one context to another
  • resource their own learning through connecting with people, place, technologies and natural and processed materials

 

Outcome 5: Children are effective communicators
Within this outcome we aim for children to

  • interact verbally and non-verbally with others for a range of purposes
  • engage with a range of texts and gain meaning from these texts
  • express ideas and make meaning using a range of media
  • begin to understand how symbols and pattern systems work
  • use information and communication technologies to access information, investigate ideas and represent their thinking

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