This cheat sheet condenses the principles, practices, and learning outcomes into a quick reference, with real OOSH examples to show how theory translates into everyday practice.
In OSHC, “child agency” means recognising children as capable decision‑makers who actively shape their experiences, rather than simply following adult‑led routines. It’s about giving them voice, choice, and ownership in the progra...
The My Time, Our Place (MTOP) Framework is designed for school-age care, with five outcomes that guide planning and reflection. Embedding it means linking everyday activities to these outcomes in ways that are intentional, inclusi...
The following provides a list of activity ideas for each sub-outcome of MTOP Outcome 1: Children Have a Strong Sense of Identity.
MTOP (My Time, Our Place) Outcome 1 focuses on children having a strong sense of identity. This means that in school-age care settings, children develop a sense of belonging when they feel accepted and can build relationships with...
This is a guide for educators on what to observe under each sub-learning outcome from the MTOP Framework when a child is engaged in play and learning. Educators can plan experiences for the curriculum and gain an understanding of...
To support children achieve learning outcomes from the MTOP Framework Version 2.0, the following list gives educators examples of how to promote children's learning in each individual learning outcome. These can be used when asses...
The following lists the sub-outcomes, examples of evidence when children achieve each sub-outcome and how educators can promote and help children to achieve MTOP Learning Outcome 5 - Children And Young People Are Effective Communi...
The following lists the sub-outcomes, examples of evidence that children can achieve each sub-outcome and how educators can promote and help children to achieve MTOP Learning Outcome 4 - Children And Young People Are Confident And...
The following lists the sub outcomes, examples of evidence that children can achieve each sub outcome and how educators can promote and help children to achieve MTOP Learning Outcome 3: Children Have A Strong Sense Of Wellbeing V2...
The following lists the sub-outcomes, examples of evidence of when children can achieve each sub-outcome and how educators can promote and help children to MTOP Outcome 2: Children And Young People Are Connected With And Contribut...
The following lists the sub-outcomes, examples of evidence when children can achieve each sub-outcome and how educators can promote and help children to achieve MTOP Learning Outcome 1: Children And Young People Have A Strong Sens...
All children and young people's integrated and complex wellness, learning, and development are intended to be captured by the five outcomes. The Outcomes are broad and observable. They acknowledge that children and young people in...
The following lists the sub outcomes, examples of evidence when children can achieve each sub outcome and how educators can promote and help children to achieve MTOP Learning Outcome 3: Children Have A Strong Sense Of Wellbeing.
The following lists the sub outcomes, examples of evidence when children can achieve each sub outcome and how educators can promote and help children to achieve MTOP Learning Outcome 2: Children Are Connected With And Contribute T...
The following lists the sub outcomes, examples of evidence when children can achieve each sub outcome and how educators can promote and help children to achieve MTOP Learning Outcome 1: Children Have A Strong Sense Of Identity.
