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Our Curriculum

Learning at Puss in Boots

At Puss In Boots Morningside Child Care Centre, our curriculum is guided by the National Quality Framework which includes the Early Years Learning Framework document Belonging, Being, Becoming. The three guiding elements, described below, form the base for all experiences at Puss In Boots and our educators work actively with the children and their families, every day, to ensure that they are meeting their individual needs.

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Belonging is knowing where you belong and who you belong with. Children belong to a family, a culture, a neighbourhood and the wider community. Relationships are formed within these groups and those relationships help the child to develop into who they can become.


Being is the here and now in a child’s life. Childhood is a time to make meaning of the world. It is about the child knowing themselves, getting to know others, living and enjoying life and meeting challenges every day. Happy early years help children in the present and prepare them for the future.


Becoming changes the children experience as they grow, learn and develop. Children’s identities, knowledge, understandings, skills, and relationships change through childhood. We want children to participate fully and be active in society.

The experiences planned by our educators here at Puss In Boots, allows your child to develop naturally and have the opportunity to guide their own learning. Both the indoor and outdoor environments are available to the children with an emphasis on learning through the exploration of well thought out and beautifully presented environments and materials.

Puss In Boots provides opportunities for children to participate in extra curricula activities made available at our education and care service. These extra curricula activities support our busy families by providing a venue that is safe, convenient and cost effective. It also supports each child’s interests in a wide variety of activities that may include dance, tennis, yoga, Japanese, drama, computers, music, cooking experiences and many more.

Learning outcomes and individual observations of your child are documented in a wide variety of ways, which assists our educators to ensure they are taking a holistic approach to your child’s development and are extending their skills and abilities in meaningful ways. Educators will also draw on you for information and feedback regarding your child’s interests and needs as well as your aspirations regarding your child’s learning.

Collecting Evidence of Learning


When thinking about what experiences / activities to implement on the curriculum, our educators gather information or evidence which supports children’s learning and development. The collection of information/evidence our educators gather form the curriculum and always come from a variety of sources. Once the sources have been collected, these are used to make up the curriculum. The collection of evidence and the information gathered come from the following sources:


  • Children’s Interests
  • Child Input / Family Input / Community Events
  • Intentional Teaching
  • Children’s Portfolios (also known as Learning Journals)
  • Learning Stories
  • Daily Diary – Reflections Of Our Day
  • Spontaneous Experiences
  • Observations
  • Continuation Of Children’s Learning
  • Group Experiences
  • Extension Ideas
  • Supporting Skills and Development
  • Parent Input/ Suggestions

Through planning, once this information and evidence of learning is collected, the curriculum will begin to take shape. This is the process Puss In Boots educators use to “design a curriculum” with children rather than “program” for children’s learning.


Our beautifully displayed Curriculum Story Wall makes your child’s learning visible for all to admire.


Please don’t hesitate to contact us if you’re interested in booking a tour or learning more about our Morningside Child Care Centre.

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Learn more about Early Childhood Education and Care