Our Curriculum

Curriculum Planning and Assessment


Sudbury House Care & Development Centre develops a curriculum for children which is based on contemporary theories and practice about how children learn, grow and develop. The curriculum also takes account of the unique factors and context of the diversity of families, cultures and the local community in which our Centre is located.

Our Centre philosophy evolves and changes overtime. It is drawn from the values and interests of families using the service as well as from new meanings and new understandings derived from contemporary theory, research and practice. So our approaches to curriculum and our frameworks also need to be adapted to these changes.
The Centres philosophy is based on the belief that children learn through play, they grow and develop through a social constructivist approach to learning. That is, children develop through processes of social construction, through interactions with others and the environment around them.

The Centre views curriculum as everything that is provided for the children to experience from the programs offered by the Centre. It includes aspects such as: daily routines like mealtimes, physical environment, materials and equipment, time to play and discover at a pace set by the child, interactions and engagement of children with other children and with educators and partnerships and communication with families, other agencies and with the community.

The development of our curriculum is based on educator’s ongoing professional development, so it is a living and dynamic process that changes over time. The changes are then based on our critical reflection in line with new meanings and new understandings of how children learn and grow, derived from contemporary theory, research and practice.

Belonging, Being & Becoming; The Early Years Learning Framework for Australia identifies five Learning Outcomes for children. The outcomes are designed to capture the integrated and complex learning and development of children across the birth to five age range. The outcomes are:

• 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
(Belonging, Being & Becoming EYLF: 19)

The Framework forms the foundation for ensuring that children in early childhood education and care settings experience quality teaching and learning. It has a specific emphasis on play-based learning and recognises the importance of communication and language (including early literacy and numeracy) and social and emotional development.
(Belonging, Being & Becoming EYLF: 5)