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

  • PANOSH

  • STEAM in OSHC

  • 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

​

Compliance

  • 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

​

 The Queensland Children’s Activities Network acknowledges Aboriginal and Torres Strait Islander peoples as the Traditional Custodians of Country throughout Australia, and recognise their continuing connection to culture, land, waterways and communities. We pay our respects to Elders past and present.

 

Yagara Country, home to the Jagera, Yuggera and Ugarapul peoples

​

1300 781 749   |   admin@qcan.org.au  |  66 Woodend Rd, Woodend  Qld 4305 

ABN 22 156 644 878 | ACN 626 211 925

bottom of page