Family groupin. Breakfast offered in the Bumblebees Room. During this time, the children are welcome to have breakfast, for the children who have already eaten there is free play.

Water is offered and encouraged at this time.

Transition to Ladybugs. Play based learning. During this time educators are available to scaffold the children throughout their play (EYLF outcome 1). Where appropriate, Educators use this time to engage in intentional teaching moments. This allows educators to focus on a variety of different skills and implement intentional teaching strategies with the children. (EYLF outcome 4). Children will use play to investigate, explore, to seek and solve, to wonder and be challenged to assist with building a strong identity (EYLF outcome 4). This time is important for the children to build secure attachments with familiar educators (EYLF outcome 1).

Water is offered using the non-verbal sign for the children to communicate if they need water. It is also offered at regular intervals.

Progressive Morning tea. Children will have the opportunity to choose when they are ready to have Morning tea. Educators will encourage conversational turn taking and promote healthy eating (EYLF outcomes 1,3 and 4).

Water is offered and encouraged at this time.

Indoor/outdoor depending on weather. Play based learning. During this time educators are available to scaffold the children throughout their play (EYLF outcome 1). Where appropriate, Educators use this time to engage in intentional teaching moments. This allows educators to focus on a variety of different skills and implement intentional teaching strategies with the children. (EYLF outcome 4). Children will use play to investigate, explore, to seek and solve, to wonder and be challenged to assist with building a strong identity (EYLF outcome 4). This time is important for the children to build secure attachments with familiar educators (EYLF outcome 1).

Water is offered using the non-verbal sign for the children to communicate if they need water. It is also offered at regular intervals.

Lunch time. During this time, the children sit down with their peers and educators and share a meal. Educators engage children in experiences, conversations and routines that promote healthy lifestyles and good nutrition (EYLF outcome 3b.)

Water is encouraged at this time.

During this time the children are waking up, educators assist them with putting their shoes back on and they then participate in quiet activities while their peers wake up.

Nappy change.

Water is offered using the non-verbal sign for children to communicate if they need water.

Afternoon tea. Children will have the opportunity to choose when they are ready to have afternoon tea. Educators will encourage conversational turn taking and promote healthy eating (EYLF outcomes 1,3 and 4).

Water is offered and encouraged at this time.

Small group time to transition to Indoor/outdoor depending on weather. Play based learning. During this time educators are available to scaffold the children throughout their play (EYLF outcome 1). Where appropriate, Educators use this time to engage in intentional teaching moments. This allows educators to focus on a variety of different skills and implement intentional teaching strategies with the children. (EYLF outcome 4). Children will use play to investigate, explore, to seek and solve, to wonder and be challenged to assist with building a strong identity (EYLF outcome 4). This time is important for the children to build secure attachments with familiar educators (EYLF outcome 1). Children are encouraged to pack away as they are learning to show an increasing knowledge of and respect for constructed environment (EYLF outcome 2).

Water is offered using the non-verbal sign for the children to communicate if they need water. It is also offered at regular intervals.

Family Grouping Bumblebees and Late Group Time. During this time, the children are encouraged to pack the toys away. Once done they will transition to the bumblebee’s room where they will sit down for a transition group time.

Water is offered using the non-verbal sign for the children to communicate if they need water.

Late afternoon snack. During this time, the children sit down with their peers and educators and have sandwich.

Water is encouraged at this time.

Family grouping. Breakfast offered in the Bumblebees Room. During this time, the children are welcome to have breakfast. For the children who have already eaten there is free play.

Water is offered and encouraged at this time.

Indoor/outdoor Play based learning. Acknowledgement to Country, marking of the roll and collaborative discussion of the research focus. (Small group play promotes a collaborative approach where children can investigate and explore, to seek and to solve, to wonder, and be challenged all in which are essential components in building a strong identity) (EYLF outcome 1, 2, 4 and 5) During this time educators are available to scaffold the children throughout their play (EYLF outcome 1). Where appropriate, Educators use this time to engage in intentional teaching moments. This allows educators to focus on a variety of different skills and implement intentional teaching strategies with the children. (EYLF outcome 4). This time is important for the children to build secure attachments with familiar educators (EYLF outcome 1).

Water is offered and encouraged at this time.

Munch and Move. They will combine gross and fine motor movement and balance to achieve increasingly complex patterns (EYLF outcome 3).

Water is offered and encouraged at this time.

Lunch time. Educators will be promoting a sense of agency by encouraging children to be ‘helpers’. During this time, the children sit down with their peers and educators and share a meal (EYLF outcome 1 and 2). Educators engage children in experiences, conversations and routines that promote healthy lifestyles and good nutrition (EYLF outcome 3) Educators encourage children to further develop their self-help skills through encouraging children to feed themselves.

Water is offered and encouraged at this time.

Sleep Time/Rest Time. During this time, the children are encouraged to have a rest or sleep on their stretcher beds (EYLF outcome 3). Using effective routines to help make predicted transitions smoothly (EYLF outcome 1). From 12:30pm, children will engage in a variety of quiet planned experiences with a focus on fine motor and manipulative experiences (EYLF outcome 3).

Water is offered and encouraged at this time.

Transition outdoors, Depending on weather. Indoor/Outdoor Play based learning. During this time educators are available to scaffold the children throughout their play (EYLF outcome 1). Where appropriate, Educators use this time to engage in intentional teaching moments. This allows educators to focus on a variety of different skills and implement intentional teaching strategies with the children. (EYLF outcome 4). Children will use play to investigate, explore, to seek and solve, to wonder and be challenged to assist with building a strong identity (EYLF outcome 4). This time is important for the children to build secure attachments with familiar educators (EYLF outcome 1). Water is offered at regular intervals.

Water is offered at regular intervals.

Children are encouraged to pack away as they are learning to show an increasing knowledge of and respect for constructed environment (EYLF outcome 2).

Water is offered at regular intervals.

Late afternoon snack. During this time, the children will sit down with their educators to have a sandwich.

Water is offered and encouraged at this time.

Free play/ family grouping either indoors or outdoors depending on the weather.

Water is also offered at regular intervals.

Family grouping / Breakfast offered in the Bumblebees Room. During this time, the children are welcome to have breakfast. For the children who have already eaten there is free play (EYLF outcome 1 and 3).

Children can mix in family grouping. Transition to outdoor play/Dragonflies room depending on Weather (EYLF outcome 1 and 2).

Water is offered and encouraged at this time.

Play based learning. During this time educators are available to scaffold the children throughout their play (EYLF outcome 1). Where appropriate, Educators use this time to engage in intentional teaching moments. This allows educators to focus on a variety of different skills and implement intentional teaching strategies with the children. (EYLF outcome 4). Children will use play to investigate, explore, to seek and solve, to wonder and be challenged to assist with building a strong identity (EYLF outcome 4). This time is important for the children to build secure attachments with familiar educators (EYLF outcome 1).

Water is offered at regular intervals.

Educators will be promoting a sense of agency by choosing two children to assist with wiping down the tables and setting the tables for progressive morning tea, including hand washing. Children will have the opportunity to choose when they are ready to have morning tea. Educators will encourage conversational turn taking and promote healthy eating. Children will develop their self-help skills through serving themselves using tongs and selecting their own fruit/food (EYLF outcomes 1, 3 and 4).

Water is offered and encouraged at this time.

1st Group of children will transition to indoor Yarning Circle mat. Acknowledgement to Country, marking of the roll and collaborative discussion of the research focus. (Small group play promotes a collaborative approach where children can investigate and explore, to seek and to solve, to wonder, and be challenged all in which are essential components in building a strong identity) (EYLF outcome 1, 2, 4 and 5).

Play based learning. During this time educators are available to scaffold the children throughout their play (EYLF outcome 1). Where appropriate, Educators use this time to engage in intentional teaching moments. This allows educators to focus on a variety of different skills and implement intentional teaching strategies with the children. (EYLF outcome 4). Children will use play to investigate, explore, to seek and solve, to wonder and be challenged to assist with building a strong identity (EYLF outcome 4). This time is important for the children to build secure attachments with familiar educators (EYLF outcome 1).

Water is offered and encouraged at this time.

2nd Group of children will transition to indoor Yarning Circle mat. Acknowledgement to Country, marking of the roll and collaborative discussion of the research focus. (Small group play promotes a collaborative approach where children can investigate and explore, to seek and to solve, to wonder, and be challenged all in which are essential components in building a strong identity). (EYLF outcome 1, 2, 4 and 5).

Play based learning. During this time educators are available to scaffold the children throughout their play (EYLF outcome 1). Where appropriate, Educators use this time to engage in intentional teaching moments. This allows educators to focus on a variety of different skills and implement intentional teaching strategies with the children. (EYLF outcome 4). Children will use play to investigate, explore, to seek and solve, to wonder and be challenged to assist with building a strong identity (EYLF outcome 4). This time is important for the children to build secure attachments with familiar educators (EYLF outcome 1).

Water is offered and encouraged at this time.

Transition to lunch group 1. Lunch time. During this time, the children sit down with their peers and educators and share a meal. Educators engage children in experiences, conversations and routines that promote healthy lifestyles and good nutrition (EYLF outcome 3) Educators encourage children to further develop their self-help skills through encouraging children to feed themselves and pouring their own water using a jug.

Water is offered and encouraged at this time.

Progressive Afternoon tea. Children are encouraged to develop a sense of agency by selecting when they are ready for afternoon tea. During this time, the children will be encouraged to join in during progressive afternoon tea. A small group of children will sit down with an educator and share a meal. The educator engages the children in experiences, conversations and routines that promote healthy lifestyles and good nutrition (EYLF outcome 3). Children will further develop their self-help skills through serving themselves using tongs (EYLF outcome 3). Children who are not eating are encouraged to put their shoes on, go to the toilet and participate in quiet table activities.

Water is offered and encouraged at this time.

Munch and Move. All children will participate in a Munch and Move inspired group time either indoor/outdoors (Outcome 3).

Water is offered and encouraged at this time.

Play based learning. During this time educators are available to scaffold the children throughout their play (EYLF outcome 1). Where appropriate, Educators use this time to engage in intentional teaching moments. This allows educators to focus on a variety of different skills and implement intentional teaching strategies with the children. (EYLF outcome 4). Children will use play to investigate, explore, to seek and solve, to wonder and be challenged to assist with building a strong identity (EYLF outcome 4). This time is important for the children to build secure attachments with familiar educators (EYLF outcome 1).

Water is offered at regular intervals.

Children are encouraged to pack away as they are learning to show an increasing knowledge of and respect for constructed environment (EYLF outcome 2).

Children gather on the indoor yarning mat for a story and group game. (EYLF outcome 1 and 4).

Late afternoon snack. During this time, the children sit down with their peers and their educators to have a sandwich (EYLF outcome 1, 2 and 3).

Water is offered and encouraged at this time.

Free play/ family grouping either indoors or outdoors depending on the weather. Water is offered using the non-verbal sign for the children to communicate if they need water. It is also offered at regular intervals.