A diverse, fun and challenging curriculum

“Playtime is precious. Play builds brain pathways for thinking, creatively, flexibility, empathy and many other lifelong skills”
– Heather Shumaker

In line with Aurora’s core values of embracing all the elements of nature, our educators set up learning environments and experiences around their rooms to reflect elements of the natural world. Activities are carefully selected and thought about to reflect children’s interests. We aim to inspire curiosity and creativity by allowing children many opportunities to explore and investigate.

Our curriculum and planning draws inspiration from Early Learning theorists such as:

· Maria Montessori, who believed that education is a natural process carried out by the human individual, and is acquired not by listening to words, but by experiences in the environment.

· Reggio Emilia, who believed that the learning environment should be student centred and self-directed experiential learning in relationship-driven environments.

· Kathy Walker, who suggests that learning environments need to be organised and ordered in a way to promote full engagement and a deep and meaningful learning experience through quality materials, activities and experiences.

We write programs that reflect the individual needs and abilities of all the children within the learning spaces and continually reflect on our practices and knowledge to build our capacity to be the best educators possible.

Mindfulness is practiced daily across our centre and learning environments are calm and organised. We know that great learning takes place when children treat their peers and learning environment with respect and care.

We feel it is important to have routines, rhythm and predictability to each day as this encourages a sense of safety and security among young children. Playing gentle music, talking softly and encouraging kind, caring and respectful behaviour ensures our rooms are filled with laughter and joy.

At Aurora we ensure our children are advocated for at all times. We run a Children’s Advisory Board (CAB), which holds meetings each term with representatives from each of the rooms across our centre. Any major decision which will have a direct effect on the well-being or education of the children in our care gets discussed in the meetings and our CAB members bring any matters to our attention that have arisen from the peers they represent.

Create a better world for the next generation

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