Plan · observe · reflect

Educator Guides for Creative Teaching and OSHC

Explore topic guides with teaching activities, printable resource lists and session plans, alongside practical OSHC and framework guidance.

Framework connection

My Time, Our Place V2.0 in practical planning

The framework guides below explore outcomes, principles and practices. The topic guides offer original teaching ideas and resource lists for classrooms and after-school groups.

Read the official MTOP V2.0 PDFACECQA framework guidance →

Open the educator toolkit for session planning, materials lists and activity choices.

Explore 512 focused teaching articles →

Find your teaching topic

Teaching ideas and printable resource guides

Choose a topic for original activities, a timed session plan, adaptations, reflection prompts and primary-source reading. Each guide links directly to relevant resources in the library.

National Quality Standard

Guides to all seven quality areas

Translate each quality area into educator actions, useful evidence, critical reflection, theme contexts and resources for the group.

My Time, Our Place V2.0

Guides to all five learning outcomes

Plan relationships, environments and experiences that can contribute to children’s and young people’s progress, then document what was actually observed.

Everyday OSHC planning

Detailed practical guides

Use complete activity sequences for no-prep sessions, wet weather, mixed-age groups and quieter after-school transitions.

How to use the framework links

My Time, Our Place outcomes are broad and observable. An activity title does not prove that an outcome occurred. Begin with the children, young people and context; notice what actually happened; then use the framework to interpret the learning, wellbeing, participation and educator practice that may be visible.

The five learning outcomes

  • Outcome 1: children and young people have a strong sense of identity.
  • Outcome 2: children and young people are connected with and contribute to their world.
  • Outcome 3: children and young people have a strong sense of wellbeing.
  • Outcome 4: children and young people are confident and involved learners.
  • Outcome 5: children and young people are effective communicators.

Before a session, identify a possible connection and the choices children can make. Afterwards, distinguish what you actually noticed from your interpretation; record a change to try next time rather than marking an outcome as completed. Read ACECQA’s MTOP outcomes guidance for examples and questions to discuss with your team.

The guide connections are planning prompts only. They do not claim compliance, guarantee learning or replace your service philosophy, observations, critical reflection, risk assessment or local procedures.