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Finding the most suitable training option for you

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Skills First is a government-funded vocational education and training program that is accessible to people who do not hold a post-school qualification, or who want to gain a higher level qualification than they already hold. TAFE’s and Learn Locals may be able to offer an exemption, therefore the best advice would be to speak to them first.

If you are eligible for government subsidised training through the eligibility criteria, the government will contribute to the cost of training. It is smart to use your entitlements before you consider accruing a debt. If you are not sure, speak to the people who can provide advice about the training, its potential job outcomes and your needs.

I wanted to do training that would get me a job. Living in Millgrove made it really hard to know what to do. One day I received a call from a telemarketer who invited me to an interview in Lilydale. I went along and they talked about hairdressing, beauty and nail technology. I thought that I could do this and perhaps run my business from home in Millgrove. I said I would like more information and signed some forms.

The next thing I knew I was enrolled in a course that was delivered in the city. Millgrove to the City is a 3 -4 hour trip by public transport. There was no way I could do that.

I did not attend any classes. The next thing I found out was that I had, not one, but two VET Fee Help Debts. I really wish I knew what I was signing up for!

I called into Cire Service Inc to talk about my situation. They were really helpful and discussed job opportunities and careers that I could possibly do in the Yarra Valley. They also had the option to offer an exemption which meant that I would be able to do a course that was government funded and much cheaper than the big debt that I had accrued from my meeting about beauty and hairdressing. Mary – Student (Millgrove)

What to consider before enrolling:

  • Ensure the course you wish to enrol in aligns with your career and further study aspirations. For information about finding a VET option that suits you, see  education.vic.gov.au
  • Ensure the delivery strategy meets your study and work/ life balance. If you live in a regional area, consider what is available locally.
  • Understand the eligibility criteria (see below for more information)
  • Read more about the education and training you need for the job you want and improve your knowledge and skill in an area that interests you. education.vic.gov.au training/learning
  • Research your training provider and training options on training.gov.au

Eligibility Criteria:

Students may be eligible for funding through the Skills First Program if they meet the following criteria:

  • Be an Australian Citizen or Permanent visa holder or a New Zealand Citizen
  • Must reside in the state of Victoria
  • Not be currently enrolled in two or more Victorian Government-subsidised courses in the current year.
  • Have not commenced more than two Government-subsidised courses in a calendar year.
  • Have not commenced a maximum of two subsidised courses at the same level in your lifetime. This restriction applies whether or not you complete the course.
  • Over 20 years of age (as at 1 January in the year of commencement of training) and seeking to enrol in nationally recognised training in a course that is at a higher qualification level than the highest qualification held at the time of the scheduled commencement of training.

If you wish to seek further clarification regarding eligibility contact our office on 1300 835 235 or you may wish to access the funding eligibility indicator click here.

You can only commence a maximum of two subsidised courses at the same level in your lifetime. This restriction applies whether or not you complete the course.

The restriction does not apply to:

  • courses on the Foundation Skills List.
  • students recommencing training in the same qualification at the same or different provider.

In exceptional circumstances, you can apply to the Department for an exemption to the lifetime limit of two commencements at the same level.

Enrolment Process

The enrolment process at Cire Services has been designed to assist you in finding the best possible course for your needs.

  • Register your expression of interest for a course via our online expression of interest form or contact our office on 1300 835 235.
  • Our reception staff can provide some information, however, we recommend that you come in to talk to one of our enrolment officers who can discuss your goals, check eligibility and provide advice to support you to select the best pathway for you. At this pre-training session, you will discuss your goals and the training offered by Cire Services to assist you with making an informed decision about which program best meets your requirements
  • All students are required to undertake a Language, Literacy and Numeracy test. The purpose of this information is to provide us with information so that we can support you to successfully complete your chosen course. You are also provided with a quote for the course fees and some suggested industry taster and study courses also offered by Cire Training. Once you have completed your enrolment form and paid your fees a confirmation of enrolment letter is sent to you with the course details, starting date and time.
  • Cire training is here to support you every step of the way.

Exemptions

Cire Services Inc can offer a limited number of exemptions to students who have undertaken a qualification previously that was not aligned with their needs. This is a limited arrangement with the Victorian Government and cannot be taken lightly. Speak with an enrolment officer today about your needs and whether we are able to assist.

Inspiring Curiosity

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At Cire Children’s Services, we always encourage our kinder children to have a keen interest in all things, from plants and the environment to animals and insects. You never know where a child’s curiosity will take you. Throughout the year the fascination with insects has steadily grown, but little did we know looking at different insects in the garden would begin something unexpected. It started simply with the discovery of a large leopard slug, which we the named Sally.Leopard Slug

Sally was discovered during a yard exploration. The wonder and curiosity were immediately obvious and the rest of the afternoon was spent observing Sally and creating a habitat for her in our room. Originally she was housed in a large glass jar and then graduated to an enclosed fish tank. There were so many fascinating facts about this unusual character to learn. Did you know that they are partially carnivorous, feeding mostly on carrion which is decomposing flesh and other slugs, or that they enjoy munching on the occasional bit of dog food? We also observed its breathing hole, body patterns and method of movement and how the leopard slug is a beneficial insect to have in your garden.

Through Sally this opened up the discovery and interest to explore the insect world exponentially, moving from slugs to their relative, the garden snail.  The children began their snail expeditions, slowly collecting enough snails to establish a small population for our now flourishing snail habitat. It was decided to differentiate between the snails using a well-tested method…nail polish! During our research on the terrestrial gastropod’s, we discovered that this was a safe and easy way to tell them apart. Each original snail was given a colour and named by the kinder children.

Using technology and close observation we discovered that snails could hibernate for up to 2 years, and to stay moist during hibernation a snail seals its shell opening with a dry layer of mucus called an epiphragm. Did you know that a snail can live for up to 12 years?

Kinders-with-snails
Through caring for our new pets we found out they much prefer leafy greens like lettuce and cauliflower leaf scraps. We observed the way they eat, slowly but continuously munching on greens until the leaves had completely disappeared. We were even able to spy the snail’s tiny mouth moving and cutting holes into the leaves.The research was conducted as a group, learning together that snail’s eyes are located on tentacles attached to the snails head, that they use a “foot”, one long muscle to move about and that the snail must be kept moist, to help them to maintain their mucus coating.

The children feed and spray the snails with water almost daily and regularly removed them from the habitat to interact with them.

Snail

All the children have become good little snail carers being responsible and accommodating to their needs, which was evident when 2 large batches of snail eggs were laid. We had the joy of monitoring the eggs and watching as teeny tiny snails hatched and emerged from under the rocks where they were laid. Our baby snails are now fast catching up, growing to their parent’s size. This experience, driven by the children’s recognisable and passionate interest has provided us with countless intentional and unintentional learning opportunities. We have developed a greater understanding and appreciation of the natural world, have had the pleasure to observe the snails full life cycle, the responsibility of caring for another living creature and opened other exciting interests and learning pathways. I can’t wait to see what the children’s curiosity inspires to pursue next.

For further information and 2018 enrolments for our 4 Year Old Bush Kinder Program call 5967 2776 or click here.

A fresh approach to learning

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Cire Children’s Centre has had the pleasure of having the enthusiastic Jo Gaissl attend to assist educators in implementing the Linking Learning program. The Linking Learning program was developed to improve the learning outcomes for Victorian children from birth to 12 years, using song, stories, language and play. This program presented facts about how language can be impacted by a child’s environment.

Did you know that by the age of three, children born into low-income families heard roughly 3 million fewer words than their more affluent peers. With this knowledge knowing that our children could be missing out on vital learning experiences we can aim to improve their future by utilising the tools used in the Linking Learning Program. Check out the video below to see how this program has been of benefit to our community.

Jo Gaissl spent five weeks mentoring Cire educators across our children’s services. During this time Jo helped the educators gain skills in communication methods and refining teaching practices to include additional language development opportunities for the children.

As part of the Linking Learning Program educators were allocated one on one professional mentoring time to further explore language opportunities. These included stories, song, dance, movement and social opportunities.

“It’s a fantastic program! Having been involved in the pilot has demonstrated the need to focus on language development. At Cire we welcome opportunities to further enhance the child’s experience and learning outcomes because education is the key to every child’s future.” Lysa Smart – Centre director, Yarra Junction Childcare

“This program has really opened my eyes to a new understanding of the way we communicate with children and in the ways in which we can extend this in our every day lives. It has given me more confidence and the tools in which I can use to teach language to children.”Claire Savage – educator, Yarra Junction Childcare

This individual focus time was unique as it was tailored to suit each educator. During this time educators had a chance to show their own strengths, discover language learning processes and learn how to use many unknown day-to-day opportunities in a children’s education setting.

Educators were able to then use these professional mentoring times and reflect on their language and planning, celebrate their achievements and consider further exploration and direction in their professional learning, with the aim to implement these tools on a daily basis.

“I’m getting a lot out of the program; it’s really helped me to have a better understanding of linguistic development” Toula – educator, Yarra Junction Childcare

“Jo has helped me to utilise language in addressing and guiding behavior, she brings lots of fresh ideas!” Rebecca – 4 year old kinder teacher, Yarra Junction Childcare

Programs such as this are a wonderful opportunity to discover new language learning processes for the educators to use in their teaching practices.  We would like to thank Jo Gaissl for her hard work with the Linking Learning Program and for giving Cire the opportunity to participate.

If you would like further information on Cire Children’s Centre or our kindergarten program, click here to learn more, or you can contact us to arrange a tour on 1300 835 235

Shooting Hoops set in concrete – Part II

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Cire Children’s Centre at Yarra Junction were recently given an opportunity to upgrade the playground area with the addition of a brand new basketball ring and concrete court. This upgrade has given our kids a fantastic space to practice their shooting, dribbling and bouncing skills and as an extra bonus; a fun place to play down ball, hop-scotch and to be creative with chalk drawings.

Cire Children's Services - shooting hoopsThe children were so excited to see this project completed and were quick to make use of the new space. There have been so many benefits in gaining this new court; from safety in the playground to creating new friendships through play, with the older children teaching the younger ones new skills. Providing a safe area for our children to play basketball more effectively and allowing the balls to bounce consistently without rolling off down the hill or becoming covered in mud and getting the kids covered in dirt, not that they minded too much.

Ball games are now played all the time on the flat hard surface free of obstacles such as bumps, rocks and mud. When the children are engaging in a safe game of basketball they are learning life skills such as sharing, perseverance, accepting victory and defeat graciously, becoming a team player and overcoming obstacles. Many of the children come from different schools and this area has encouraged them to play together with the opportunity to form new friendships. They have gained a space that helps them spend their time in the sun in a fun and exciting environment.

We asked the children what they thought of the new space and this is what they had to say…

“I like the concrete better than the mud, because it helps the ball bounce better.” (Sam aged 6)

“I like the new basketball area because it is now easier to bounce the ball. The ball didn’t bounce before and sometimes it would pop because of the rocks on the ground.” (Peter aged 9)

“The concrete is harder than the mud and you can play basketball better .” (Riley aged 8)

The children’s responses show us that they are pleased with the new area. The basketball court has provided a harder, more weather appropriate area that can be played on all year round.

Physical activity is large part of Cire’s outside school hours care program. We encourage children to be active in play and learning. Having this new facility will play a big part in the wellbeing of each child and we would like to thank the Upper Yarra Community Enterprise for their generous donation.

We now all look forward seeing the children engage together, having fun, gaining opportunities to play in their new space.

Shooting Hoops in concrete Part I blog article

For further information all our children’s services click here or you can contact us on 1300 835 235.

Upper Yarra Community Enterprise

Our Sumatran tiger

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CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD

Mount Evelyn Outside School Hours Care (OSHC) children have enjoyed an adventure researching and learning about endangered animals and ways that they can support animals which have been critically affected by human practices. This has been a student led project, with educators and parents fully supporting the children’s inquisitive minds and thirst for knowledge. The following is a story about what happened one day when a child walked into the OSHC room talking about tigers.

“I love tigers! They’re so cute and cuddly”, exclaimed a child as she walked into OSHC carrying a rather large picture book all about tigers. An educator suggested they research more about tigers on the iPad. A group of children gathered around the iPad to see what they would discover.

A common theme began to occur. Endangered, endangered, endangered. “What does endangered mean?” asked a child. “Something that is in grave danger caused by human activity and is very close to extinction if we, as humans, don’t make change” replied an educator.

The children discovered that there were only 300 species of Sumatran tigers left in the world.

“Why?” asked a child.

Together we learnt that poaching and the loss of habitat due to palm oil plantations and pulp paper plantations were the cause of the decline of our beloved Sumatran tiger.

“Palm oil.” breathed a child.

Earlier in the year we had explored and discovered the effects of palm oil plantations and the devastation it had upon orangutans. Through this experience, led by the OSHC children, we were able to raise money and adopted an orangutan called ‘Bunga’ and have cared for him for nearly three years.

Not only did we adopt an orangutan, we changed our buying habits, our eating habits, we shared our newfound knowledge with family and friends, children designed posters, made lists of food that contained palm oil and palm oil free alternatives. We even had families download palm oil free apps on their phones for their children when buying food at the supermarkets or when out and about. There were many conversations had during OSH care time, at home and at school.

The children were astounded that palm oil not only affected orangutans, but tigers as well.

“We should adopt a tiger” exclaimed a child. And so began our quest to help Sumatran tigers.

We put our thinking caps on. Ideas started overflowing, posters were created, pictures were brought from home of other endangered animals, a guessing jar competition was started, tables and chairs were beautifully decorated. Within in a few days a wall in the OSHC room was dedicated to endangered species. To give you an idea, you could not walk into the OSHC room without being bombarded by the children’s new found campaign to adopt a Sumatran tiger. You were compelled to donate!

Weeks passed and our knowledge grew. Families made guesses of how many items were in our guessing jar and donated over and over again. Finally after much hard work and organisation we had enough funds to adopt a tiger.

There was much excitement and anticipation as we waited for the adoption process. Then the moment arrived: we received notification that Langka was our adopted female Sumatran tiger. OSHC has since gone on to adopt another tiger named Cinta. Not a week passes when a child asks to adopt another endangered species. We have a long list!

Throughout this journey the children at OSHC have demonstrated an awareness of the impact of human activity on the environment and the interdependence of living things. Children have become socially responsible and have developed a deepened respect for the environment. One thing we know for sure at OSHC, extinction in the wild for the Sumatran tiger and all endangered creatures is likely if we don’t take immediate action.

For further information on Cire Children’s Services click here.

Help Little Feet Take Big Steps

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Cire Services is launching a new approach to help support our community programs. Our first initiative is Gumboots Supported Playgroup.

Launching Tuesday 25th October, Cire Services will conduct fundraising and donation activities to contribute to the longevity of our community programs. Our new Support Cire page enables people and organisations to make financial donations and receive an invoice for tax purposes. Our first campaign supports the Gumboots Supported Playgroup. Cire campaigns will be developed to further enhance our educational and support services.

Gumboots Supported Playgroup is run by Cire Services in Yarra Junction and is a free, relaxed, quality playgroup where children learn through play. The program supports children’s development and learning; is facilitated by a qualified early childhood educator and helps improve educational outcomes for all children. This is achieved through the provision of high quality playgroups in the Upper Yarra region; where children experience a range of educational activities and parents are assisted to support their child’s learning.

Gumboots Supported Playgroup is solely supported and funded through the Upper Yarra Community Enterprise. This financial assistance is greatly appreciated and we seek ongoing donations to ensure the program grows and benefit more families. Gumboots rely heavily on donations to support playgroup programs for families with young children.

Your donation will help us maintain our services in the Upper Yarra region – our kids can’t thank you directly, but know you’ve made a big difference to little lives.

Where will the projected job growth be in our region by 2020?

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Every year the Department of Employment publishes an employment projection for the next four years in regards to industry, occupation, skill level and region. These projections can be used to guide the future labour market. Of course, as with all projections, they are subject to a degree of variation.

The Employment Outlook to November 2020 provides an overview of the employment outlook across industries, occupations, states and territories, and regions forecast to 2020.

It is anticipated that in the next four years to November 2020, total employment in Australia will increase by 989,700 jobs – nearly one million positions in round numbers. Most new jobs created between now and 2020 will require tertiary qualifications. Of the one million new jobs projected, almost half will require certificate or diploma level qualifications.

So, how does the employment projection look for Melbourne’s Outer East?

For the Melbourne Outer East region, the number of people employed is expected to rise to 294,900 by November 2020 for all industries comparing to the November 2015 trend of 268,200. This is a projected employment growth of 26,600.

Melbourne outer east total

Where will the new jobs be?

Top six industries that will see growth in our region are:

  • Health Care and Social Assistance
  • Construction
  • Professional, Scientific and Technical Services
  • Accommodation and Food Services
  • Education and Training
  • Retail Trade

Melbourne outer east graph

Health Care and Social Assistance has been the primary provider of new jobs in the Australian labour market since the 1990s. Over the next five years, employment in the industry is projected to increase by 250,200 (or 16.4 per cent). Factors contributing to this strong projected growth include the implementation of the National Disability Insurance Scheme, Australia’s ageing population, and increasing demand for childcare and home based care services. Employment growth in this industry is likely to favour part-time and female workers.

Cire Training offers a  CHC33015 Certificate III in Individual Support, which can give you the skills required to confidently support people in living in their own home or a care facility. Cire Training also offers courses in Early Childhood Education and Care (ECEC) at a Certificate III level and a diploma level. Both of these courses provide the skills to care for and support the development of young children from infancy through to 12 years of age. A diploma in this field can lead to management and development roles.

Construction industry employment is projected to grow by 87,000 (or 8.3 per cent) over the five years to November 2020. A strong rise in residential building construction and low interest rates has supported the growth in this industry.

Cire Training offers a White Card course CPCCOHS1001A Work Safely in the Construction Industry, a general construction induction course, which ensures that anyone entering a worksite are Worksafe approved.

Professional, Scientific and Technical Services employment is expected to increase by 151,200 (or 14.8 per cent) over the five years to November 2020, the second largest increase of any industry. The high growth rate reflects the growing demand for qualified and highly educated individuals.

Cire Training offers a BSB51915 Diploma of Leadership and Management which is best suited to individuals who are engaged to manage the work of others or to add value to or review management practices. Typically people in these roles will have considerable experience in their respective industries or vocational areas and combine an informed perspective of specific work requirements with their managerial approaches.

Accommodation and Food Services industry employment is projected to grow by 12.0 per cent, or 98,800, which is attributed to an improved domestic tourism trade and historically low interest rates.

Cire Training offers Workskills courses in SITHFAB002 Responsible Service of Alcohol (RSA) and equivalent SITXFSA101 Use Hygiene Practices for Food Safety for those wishing to enter the Food Services industry.

Education and Training employment is projected to increase by 121,700 (or 13.0 per cent), with the strong growth being attributed to above average growth in the school aged population, improving strength in the international education sector as a result of the lower Australian dollar, and continuing growth in part-time workers and non-teaching staff.

Cire Training offers a CHC402013 Certificate IV in Education Support, which enables an individual to work within the education system, supporting educational professionals and playing an active role in helping others to learn.

If any of these courses or careers appeals to you, contact one of our Cire Training team today!

Graphs and information supplied by Department of Employment

The best way to get the job is to get the qualification

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Choosing a career and getting an education is the first step to finding that perfect job. Georgia Brown a former Cire student in Certificate III in Early Childhood Education and Care (above centre) made a decision to postpone her teaching degree in order to take some time and reevaluate her career choice. Having aspirations to become a teacher Georgia looked into other educational career options.

“I have always had an interest in educating others and the thought of being there in the beginning, when a child starts their learning journey really appealed to me.” Georgia

Making the decision to make the change came easy after that. Enrolling at Cire Training was the first step to achieving her career goal. The advice and support given by her trainer Anja Laukart (above left) provided her with the skills and confidence required to go out and successfully gain employment in the industry. A valuable part of the qualification is the work placement. A Certificate III in Early Childhood Education and Care requires 180 hours of work placement. This component of the course gave Georgia real life hands on experience which ultimately led to her successfully gaining a permanent position at Community Kids Early Education Centre in Chirnside Park.

“I have been lucky enough to have been offered permanent work through practical placement, which has been incredibly rewarding. I was able to walk into my placement with the appropriate knowledge and skills needed for the job with the added bonus of already knowing my manager and peers. This made the process much easier.” Georgia

Georgia’s career goal is to obtain her Diploma in Early Childhood Education and Care and maybe even go further and someday be a centre manager, who knows? But for now she is working in an industry she loves and by the sounds of it she is doing really well.

“Georgia is naturally at ease in this role. She works really well with the children, her peers and the families. Overall she is a great addition to the team and is very passionate when it comes to working with children.” Sarah (above right) – Centre Manager and Bec (not photographed) – Educational Leader

We thought it would be appropriate to complete this good news story with a final comment from Georgia.

“As a whole I thoroughly enjoyed my course and the result of getting a job I love has made the experience absolutely wonderful.”

If you have enjoyed this article and would like to know more about the industry, courses and career options click here or call 1300 835 235.

Cire would like to thank Sarah and Bec for allowing us to visit Georgia’s workplace to conduct this interview.

Students get creative with hair and beauty

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As part of the curriculum at Cire Community School, students are required to choose and participate in a ‘project day’ also known as a Personal Development Skill (PDS) class. In these classes, the students are required to work toward goals that the class set together.

Hair & Beauty PDS at Mount Evelyn campus is taught by Megan Small, and her students think she is great. Megan ensures her students get the help they need to get the results they desire. The atmosphere in the class is always a positive one because Megan adds her touch of magic to the group with the least likely students being brought together and working as a unit. The students are encouraged to step outside their comfort zone and apply themselves at things they may usually shy away from. As her students say, if you know Megan, “shy” isn’t in her vocabulary.

The way Megan tailors her curriculum means the students focus is on positive experience, not on doing school work. Megan’s students enjoy the time they have together whilst putting their new-learnt skills into action to better their community and the lives of people within that.

“My class mates are a big part of my enjoyment with this class. We are an unlikely group but we work together well. We motivate one another to persevere, we help those that fall behind and we are just a group of young girls having a good time! I consider myself very fortunate for the amazing class mates I have and how compassionate and kind they all are. It’s been a pleasure to work alongside these girls and I hope in the future they pursue all their dreams and aspirations in life because they have worked unbelievably hard to get there and they deserve it!” VCAL Student 

The Hair and Beauty class’s project for first semester encouraged the participation in volunteer work with groups such as Alexandra Gardens, an aged care facility in Donvale. The students provided the residents with companionship whilst furthering their manicure skills, painting the resident’s fingernails, giving them hand massages and spending time together with the residents chatting.

The students agree the experience was vastly different from anything they had expected. Every time, without fail, the class left with grins from ear to ear buzzing from the fun they had at Alexandra Gardens. It was fascinating for the students to hear the stories and struggles of the aged care residents and to hear how similar their lives are to the students’ lives in some ways, yet so different in other ways. The students found themselves encouraged by the residents to keep going and to follow their dreams and aspirations. Bonds were formed and Megan found herself being asked to organise another date for the class to visit.

“It’s a great feeling to give back to our community for no profit other than the grins that we all leave with. We have learnt so much from our volunteer work, it’s very clear to all students that you only get as much as you put in and we plan to take advantage of that and gain as much as we can from this semester” VCAL Student

The class also visited Megan’s Hair salon Megga Hair where they invited support groups like mothers who suffer from Post Natal Depression along to enjoy free manicures and hair styles that Megan has previously taught the students to create, this is what our students had to say…

“It’s so beautiful to see the women transform into gorgeous confident women and the feeling it fills you with is beyond extraordinary.”

“Even if I am having a bad week, every Tuesday seems to make it that little bit brighter. I think a big part of that is to do with our teacher and the enthusiasm she brings in every morning and the belief she has in each student even if we don’t have it in ourselves.”

“I’m so grateful to not only my teacher, but my class mates for making every semester in Hair & Beauty an incredible journey full of laughter and fun. It wouldn’t be possible without the hard work all parties put in and I will carry the memories I make here well into my adult life and hopefully I will one day be in a retirement home having my hand massaged by an intelligent young woman like my fellow students telling her about my experiences and life journey too.”

Hair and Beauty class student, Molly Charles, feels that Cire Community School is a space of opportunity and support. Molly moved from a mainstream school to Cire and has noticed positive changes since making the change.

“The teachers here interact with the students and are happy to go through steps showing no frustration even if they’re sitting there for an hour saying the same thing over and over. They are willing to do whatever it takes to help the kids here and teach them, but they teach so much more than maths and English. They teach life skills not just banking and all of that but how to go about things in a way that no mainstream teacher would. I value the relationships I have with my teachers at Cire because not only are they teachers they’re my mentors.” Molly – VCAL Student

Cire Community School offers a full range of VCAL programs, for further information click here or call 1300 835 235.

Kindergarten – a child’s garden

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Take a moment to imagine the kindergarten world: letters, numbers, and stories, sharing blocks, puzzles, play, paint and play-dough. Imagination and creativity fills the air. As you talk with your child about their day and celebrate their best effort on the work they do, remember that kindergarten is a “child’s garden.” Many times the process is more important than the product, and learning is accomplished by doing, touching, and experiencing.

Kindergarten has many benefits and plays an important role in your child’s educational journey, these include:

  1. Social skills, like how to play with other children in a calm, sharing and rewarding way
  2. Self-awareness and respect for others
  3. Emotional skills, for example understanding their feelings and considering others
  4. Language, literacy and numeracy skills, such as reading stories and counting objects
  5. Participating in group activities, such as talking, drawing and making things together with other children their own age
  6. Making new friends
  7. being exposed to new ideas and concepts

You can find out more by visiting the Victorian Government Kindergarten Benefits webpage.

Bush Kindergarten 

A Bush kindergarten is a type of preschool education for children held outdoors in the natural environment. In many forms of weather, children are encouraged to take the lead in playing, exploring and learning in a natural environment.

“Imagine a place where the carpet changes every day, the ceiling is a myriad of different colours, light, shadow and movement. The feelings and movement completely surround you, sometimes breezy, sometimes cold, others warm. Unexpected wonders fly by, sometimes full of colour and sometimes full of noise and movement. If we really want children to thrive we need to let their connection to nature nurture them.” Claire Warden Educational Consultant and primary advocate for nature play.

UYCH Bush Kinder program is based on our beliefs of:

  1. Children having uninterrupted time to play in natural environments with open-ended materials allows them to engage in a range of activities that foster their development and learning, encouraging them to become flexible thinkers, develop self-confidence and independence.
  2. Children develop strong connections with nature and sustainable practices, developing a deeper awareness of the impact the environment can have on them and future generations.
  3. Through play in a natural environment, children are able to learn through their own curiosity and willingness to explore their surroundings, becoming involved learners they develop a stronger sense of achievement when completing tasks and making new discoveries. This helps children to have a more positive sense of them, giving a stronger sense of identity and enhances their self-esteem.
  4. Physical skills are enhanced and developed in natural outdoor settings that provide multiple affordances through natural and open-ended materials. This allows for children to increase the coordinated functioning of the central nervous system, aiding in balance, control of body movements, dramatic gains in motor coordination as well as supporting connections between the cerebellum and cerebral cortex which supports thinking, memory, planning and language.
  5. Children are provided with opportunities to develop risk assessment skills through play in the natural environment. Through this play, children are able to engage in challenging experiences that acquire confidence, achievement as well as an awareness of limits and boundaries.
  6. The play is child initiated and is based on their thoughts and ideas. This form of play is used as a platform for intentional teaching by educators and allows for children interests in the natural world to be continually explored and built upon with the children being active participants in their learning and development.
  7. Through the bush kinder program, children are able to develop attitudes and dispositions about the natural world as well as each other. Social development is enhanced through children being provided with opportunities to explore their thoughts and ideas with their peers, developing relationships with others based on respect for individual identity.

The bush kindergarten program scaffolds the children’s understandings of our local history, Australian folklore and Indigenous culture. It enables the children to engage in outdoor spaces with plants, trees, rocks, mud and water to invite open ended interactions, spontaneity, risk taking and a connection with nature.

If you would like to know more about UYCH kindergarten programs click here.