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IHC Educational Planner

Educator Details

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Client Details

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Our Promise

In line with the Early Years Learning Framework and the Early Childhood Australia Code of Ethics, Australia’s Leading Home Care Agency supports Educators to provide care that engages all children in learning that promotes confident and creative individuals and successful lifelong learners, helping them to be active and informed members of their communities.
We are committed to building secure, respectful, and reciprocal relationships and partnerships that respect diversity, equity, inclusion, reflection and collaboration to maintain the rights and dignity of children, families, colleagues and communities.

With each of the below outcomes in mind please create your CHILD PLAN

OUTCOME 1: CHILDREN HAVE A STRONG SENSE OF IDENTITY

  • Children feel safe, secure and supported
  • Children develop their emerging autonomy, inter-dependence, resilience and agency
  • Children develop knowledgeable, confident self-identities and a positive sense of self-worth
  • Children learn to interact in relation to others with care, empathy and respect

SEE PAGE 30-37 of The Early Years Learning Framework Booklet (BELONGING, BEING & BECOMING)

SEE PAGE 34-40 of The Early Years Learning Framework Booklet (My TIME, OUR PLACE)

 

OUTCOME 2: CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD

  • Children develop a sense of connectedness to groups and communities and an understanding of their reciprocal rights and responsibilities as active and informed citizens
  • Children respond to diversity with respect
  • Children become aware of fairness
  • Children become socially responsible and show respect for the environment

SEE PAGE 38-43 of The Early Years Learning Framework Booklet (BELONGING, BEING & BECOMING)

SEE PAGE 41-46 of The Early Years Learning Framework Booklet (My TIME, OUR PLACE)

 

OUTCOME 3: CHILDREN HAVE A STRONG SENSE OF WELLBEING

  • Children become strong in their social, emotional and mental wellbeing
  • Children become strong in their physical learning and wellbeing
  • Children are aware of and develop strategies to support their own mental and physical health and personal safety

SEE PAGE 44-49 of The Early Years Learning Framework Booklet (BELONGING, BEING & BECOMING)

SEE PAGE 47-53 of The Early Years Learning Framework Booklet (My TIME, OUR PLACE)

 

OUTCOME 4: CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS

  • Children develop a growth mindset and learning dispositions such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity
  • Children develop a range of learning and thinking skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating
  • Children transfer and adapt what they have learned from one context to another
  • Children resource their own learning through connecting with people, place, technologies and natural and processed materials

SEE PAGE 50-56 of The Early Years Learning Framework Booklet (BELONGING, BEING & BECOMING)

SEE PAGE 54-59 of The Early Years Learning Framework Booklet (My TIME, OUR PLACE)

 

OUTCOME 5: CHILDREN ARE EFFECTIVE COMMUNICATORS

  • Children interact verbally and non-verbally with others for a range of purposes
  • Children engage with a range of texts and gain meaning from these texts
  • Children express ideas and make meaning using a range of media
  • Children begin to understand how symbols and pattern systems work
  • Children use digital technologies and media to access information, investigate ideas and represent their thinking

SEE PAGE 57-63 of The Early Years Learning Framework Booklet (BELONGING, BEING & BECOMING)

SEE PAGE 60-63 of The Early Years Learning Framework Booklet (My TIME, OUR PLACE)

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Create Quarterly Planners below

As part of the delivery of the IHC program you are required to set relevant goals for each child based on the Early Learning Years Framework.
Whilst keeping in mind, our company promise, the above outcomes, ages, developmental stages, specific needs or preference unique to the children in your care, please chat with the family about what goals and focuses they would like you to include, along with your own personal observations about key skills and development opportunities you think will benefit the child’s growth and learning.
It should only take about 30 minutes, please complete whilst the children are either asleep or having independent play time.
Don’t forget that you will find many other fabulous resources in the CARER PORTAL.

Highlight the child’s individual strengths, ideas, core values, abilities and interests that you have recognised?

Child's Name*
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Plan*
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ADD CHILD

What new learning opportunities, goals or skills would you like the child to experience this Quarter?

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Plan*
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ADD CHILD

How will you purposefully support the child to extend their learning and achieve the skills or goals using a child centred approach?

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What locations / environments will be attended to help achieve the skills or goals?

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What tools or resources would you require the family to provide to support the child’s attainment of these skills?

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ADD CHILD

Reflective notes and evaluation of the child’s learning and development last Quarter?

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Plan*
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ADD CHILD

Given the uniqueness of the In Home Care program, describe any routines, plans or aims you may have for the family unit as a whole for this Quarter?

Plan*
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Are you ONLY submitting IHC Sessions of Care to claim Child Care Subsidy from Centrelink, where BOTH a Child and Educator are present?*
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Lawful Obligations - Timesheet Accuracy

It is an offence under Family Assistance Law to provide false or misleading information. Please refer to the Timesheet Tab in both the Client and Carer Portal. See below just 2 of the 9 obligations.

• The Educator and Family have agreed to ensure that all information they provide in connection with the activity is truthful and accurate, including in relation to booked Sessions/Periods of Care. It is a legal requirement for Families and Educators to record, electronically approve and electronically submit accurately recorded sessions of care through the Harmony Software package.

• Session times recorded, approved and submitted by Families and Educators represent attendance of a child and where an educator is actually present. Educators and Families will not record, electronically approve or electronically submit sessions/hours where a child or educator is not present.

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