Our Rooms
Children at Heritage are able to play with different age groups of children during free play, however most of the time a child will be based in one of the following groups:
Note: Children may stay in the Nursery or Toddler Rooms beyond the age limit if deemed necessary for developmental reasons or until a place becomes available in the next group.
Partnerships with Families
We aim to create strong partnerships with families to maintain familiar routines which create consistency and security for our children. Flexible routines are not only a necessary part of each day, but are viewed as fundamental learning opportunities. In addition, educators take cues from children regarding their needs, preferences and choices in relation to the flow of the day.
Our Rooms
Children at Heritage are able to play with different age groups of children during free play, however most of the time a child will be based in one of the following groups:
- The Nursery includes: 15 babies, 6 weeks to 24 months, under the care of a Room Leader and a minimum of 4 qualified educators (1:4).
- The Toddler Room includes: 20 toddlers, 24 months to 3 years, under the care of a Room Leader and a minimum of 4 qualified educators (1:5).
- The Preschool Room includes: 22 preschoolers who are toilet trained, 3 years to school age, under the care of an Early Childhood Teacher and a minimum of 1 qualified educator (1:11).
Note: Children may stay in the Nursery or Toddler Rooms beyond the age limit if deemed necessary for developmental reasons or until a place becomes available in the next group.
Partnerships with Families
We aim to create strong partnerships with families to maintain familiar routines which create consistency and security for our children. Flexible routines are not only a necessary part of each day, but are viewed as fundamental learning opportunities. In addition, educators take cues from children regarding their needs, preferences and choices in relation to the flow of the day.
Our Program and Curriculum
Educators establish individual children’s strengths, interests and abilities through regular communication and feedback from families. When planning for children, educators create outcomes and goals for children which link to early childhood theories, research and the Early Years Learning Framework for Australia (EYLF). Individual and group planning is viewed as a constant cycle that is changing, growing and evolving. The curriculum is crafted by our vibrant teams in collaboration with the Educational Leader and Early Childhood Teacher. The Heritage Planning Cycle is summarised by the image below:
Educators establish individual children’s strengths, interests and abilities through regular communication and feedback from families. When planning for children, educators create outcomes and goals for children which link to early childhood theories, research and the Early Years Learning Framework for Australia (EYLF). Individual and group planning is viewed as a constant cycle that is changing, growing and evolving. The curriculum is crafted by our vibrant teams in collaboration with the Educational Leader and Early Childhood Teacher. The Heritage Planning Cycle is summarised by the image below:
Our Learning Environment
Our high-quality learning environment is viewed as the 'third teacher'. It fosters a sense of adventure, encourages exploration and inspires creative minds. The surrounding landscape, Australian culture and consultations with a local Aboriginal Elder have influenced the design of our indoor and outdoor spaces. In addition, experiencing different weather conditions is a part of everyday life and we believe exploring the outdoors, even during wet or cold weather, helps to develop resilient dispositions in children. Waterproof clothing is provided during these times. Growing up in Australia with extreme and sometimes deceiving UV levels means it is essential for us to involve children in SunSmart conversations and practices. Exploring beyond the fence is also an integral part of the Heritage program, building ties with families and the local community through:
Our high-quality learning environment is viewed as the 'third teacher'. It fosters a sense of adventure, encourages exploration and inspires creative minds. The surrounding landscape, Australian culture and consultations with a local Aboriginal Elder have influenced the design of our indoor and outdoor spaces. In addition, experiencing different weather conditions is a part of everyday life and we believe exploring the outdoors, even during wet or cold weather, helps to develop resilient dispositions in children. Waterproof clothing is provided during these times. Growing up in Australia with extreme and sometimes deceiving UV levels means it is essential for us to involve children in SunSmart conversations and practices. Exploring beyond the fence is also an integral part of the Heritage program, building ties with families and the local community through:
- Walks around the ANU campus – nature walks, cafes, ovals, sculptures, workplaces.
- Excursions - National Museum, Botanic Gardens, Floriade and other yearly events.
- Visits to the ANU Environment Centre – fruit and vegetable garden, use of wood fire oven.
- Talks by community role models – monthly Thunderstone Aboriginal culture sessions, emergency services personnel and health professionals.
- Campfires and outdoor relaxation in our amazing tent.
- Families sharing their expertise - culture, music, hobbies and professions.
- Fostering sustainable thinking – recycling, gardening and respectful interactions with natural spaces, flora and fauna.
- Health, fitness and well-being – yoga and fitness sessions for children.
- Mandarin Lessons.
- Community events – Art night, Fit-A-Thon, barbecues, breakfasts, information nights, cultural celebrations.
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