Learning at BSK

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Our Curriculum

Our qualified educators plan experiences which develop children’s skills in all developmental areas, which are closely connected to the Early Years Learning Framework (EYLF). Educators are assigned programming time each week away from the classroom to work on the curriculum.

The Framework has a strong emphasis on play based learning. We believe the value of play is of the utmost importance to children as it is their way of learning about their world.

The National Quality Framework (NQF)

The National Quality Standard (NQS) sets a national benchmark for the quality of children’s education and care services across Australia. Services are assessed against the NQS by the state or territory regulatory authority and receive a rating for each of the seven quality areas of the NQS, as well as an overall rating. An overall rating of Exceeding NQS is given to services that go above and beyond the requirements of the NQS in at least four of the seven quality areas.

The National Quality Framework (NQF) for early childhood education and care was agreed by all Australian governments to get better educational and development outcomes for children using education and care services. Implementation of the NQF is guided by the Australian Children’s Education and Care Quality Authority (ACECQA).

To find out more information about the NQF and service ratings, visit the ACECQA website or ACECQA’s family focused website, Starting Blocks.

Our Philosophy


The name Hurstville is derived from the English word “Hurst” meaning wooded eminence and “Ville” meaning town. The first inhabitants of Hurstville were Australian Aborigines. At the arrival of the First Fleet, the Aborigine’s residing in the area were of the Eora tribe who were known as the Gwiyagal group. Their numbers spanned along the George’s River from Botany Bay to Liverpool.

Hurstville was first settled in 1887 when Captain John Townson and his brother Robert were granted 1,950 acres of land. Hurstville has grown into a central business district for the southern suburbs and it has a large multicultural community.


We will:

  • review and reflect on our philosophy annually in collaboration with our families and educators
  • ensure that we are continually committed to reflecting upon our service’s practices, policies and procedures to allow us to continually extend our goals, aspirations, beliefs and commitments.
  • incorporate our educator’s philosophies into our centre goals & curriculum planning


We believe:

  • that families are the primary influence in their child’s life, and actively encourage their participation within the service
  • that we will strive to continually develop and maintain collaborative and open partnerships with all families
  • that educators establish respectful and caring relationships with children and families to enable them to work together to develop relevant learning experiences


We believe:

  • in providing for the changing needs of the local community, and to ensure the cultural diversity of our community is recognised, valued, & respected.
  • That it is critical to encourage active community involvement with our centre.
  • In incorporating into our curriculum an anti-bias focus that allows children to learn about various cultures and traditions in our community, including ATSI


We believe:

  • In providing natural environments and resources for children to develop environmental awareness as a platform for ongoing environmental education
  • In awakening in each child an ingrained appreciation of their natural surroundings, and to assist them in becoming ambassadors for our planet
  • In a sustainable environment filled with natural and recycled resources to develop a strong understanding of recycling items from our everyday lives


We believe:

  • That it is important to create a positive indoor and outdoor environment that is inviting, inclusive and rich in possibilities.
  • That our physical environment should reflect the local community and the families in our service, which promotes respect whilst being safe and secure
  • In setting up learning spaces using a range of resources, media and tools to empower children to encourage their imagination and be thought provoking.


We believe:

  • In connecting our school readiness program with local schools, and also to the EYLF & NQF to provide children with a successful transition to school.
  • In providing a curriculum based on the EYLF & NQF, which allows children to grow and develop their love of learning through high-quality teaching
  • In implementing, in conjunction with the EYLF & NQF, a program which encourages children to build on their needs and challenge their strengths by providing interest and play based activities


We believe:

  • that it is important to provide all Educators at the service an environment that allows for open, two-way communication and relationships to be established for support and guidance
  • that it is critical to provide all of our educators with opportunities to engage in various professional development and education, to extend and enrich on their current learning development and practices continuously.
  • that recognising and rewarding our educators is imperative to ensuring our team is acknowledged and motivated at all times