top of page

Understanding Children in OSHC

  • Children's Rights in OSHC

  • Supporting Middle Childhood Development in OSHC

  • and Young People… Understanding and Supporting Older Children to Engage in OSHC

Supporting Behaviour

  • Relationships as the Foundation for Guiding Behaviour

  • Using a  Neuroscience Lens to Understand Behaviour

  • A SEL Approach to Guiding Behaviour

  • Understanding Why Behaviours Escalate

  • A Neurodiversity  Affirming Approach to Understanding Autism and ADHD in OSHC

  • Supporting Behaviour with Trauma Informed Care

  • Meeting Diverse Sensory Needs - Tools for Sensory Informed OSHC Environments

National Quality Framework & MTOP V2.0

  • Tying Together Threads – The Layers of the NQF

  • NQS – Undertaking Self-Assessment & QIP 

  • The Quality Improvement Plan as a Living Document

  • Preparing for Assessment and Rating

  • NQS & The Exceeding Themes

  • My Time, Our Place V2.0 for Service Leaders

  • My Time, Our Place V2.0 for Educators

  • My Time, Our Place V2.0 – Cycle of Planning

  • My Time, Our Place V2.0 – Documenting the Cycle

  • My Time, Our Place V2.0  – Exploring the 8 Principles

  • My Time, Our Place V2.0 – Celebrating Outcomes

  • My Time, Our Place V2.0 – Building Secure, Respectful and Reciprocal Relationships

  • My Time, Our Place V2.0 – Cultural Responsiveness in OSHC 

  • My Time, Our Place V2.0 – Critical Reflection in School Age Care

  • My Time, Our Place V2.0  - Sustainability

Exploring the OSHC Curriculum

  • Enhancing Curiosity & Creativity

  • Creating Engaging Environments in OSHC

  • Free Play in OSHC – Playwork Parallels

  • Intentional Resourcing for Play



  • Protective Behaviours - Supporting Children's Personal Safety in OSHC

  • Thinking Deeply About Play and Leisure in OSHC

  • Understanding Play

  • Embedding Sustainable Practices

  • Bullying in OSHC

  • Benefit Vs Risk – Challenging Play

Exploring Culture

  • Culturally Responsive OSHC Services For Aboriginal and Torres Strait Islander Stakeholders

  • Reconciliation in OSHC

  • Cultural Identity & Inclusion in OSHC

  • Anti-Bias Practice in OSHC

  • Embedding Aboriginal and Torres Strait Islander Perspectives

  • Reconciliation in Practice - Learning Experiences in OSHC

  • Playing with Culture - A Child-Led Approach to Cultural Inclusion

  • Repositioning of Aboriginal and Torres Strait Islander Perspectives in MTOP V2.0. 

  • Taking Action Against Unfairness and Discrimination  

Developing Leaders in OSHC

  • Nominated Supervisor and Responsible Person 

  • An Introduction to Educational Leadership

  • The ACECQA Model of Educational Leadership

  • Educational Leadership  - Mentorship

  • Professional Standards for Management and Service Leaders

Building teams

  • OSHC Orientation: Educator Essentials

  • Professional Standards for Educators in OSHC

  • Effective Teamwork & Communication

  • Making Challenging Partnerships Work

  • Supporting Educator's Wellbeing by Building Emotional Intelligence 

  • The Art of Conversation Without Confrontation

  • Enhancing Teams — Focusing on Staff Morale and Wellbeing


  • Child Protection and Mandatory Reporting in the Australian OSHC Context

  • Child Safe Organisations – Beyond Mandatory Reporting

  • Effective Supervision in OSHC

  • Food Handling & Hygiene Practices in OSHC

  • Work Health and Safety

  • Risk Management in OSHC

  • Bullying, Discrimination and Harassment

  • Approved Provider Training

bottom of page