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Resume tips for OSHC Educators

When applying for a job, it can take an employer as quick as 10 seconds to decide yes or no purely based off how a resume looks. A new job can change your world, so it is important to put…

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Assessment and Rating in OSHC

What is the CRIS document? Many of you would be aware that in 2019 a review of the NQF took place. In Jan of this year the Consultation Regulation Impact Statement (CRIS) was released. The purpose of this document is…

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The Safety of Children during Transition Periods

In the Consultation Regulation Impact Statement following the 2019 NQF Review, one area of concern found was the transition periods between services. For OSHC, this included the transition between school & OSHC both of a morning but more substantially of…

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Risk assessment, risk management & risk benefit… what do they all mean and what are my responsibilities? Part of our role as educators is to ensure the health safety and wellbeing of the children in our service and simultaneously implement…

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So, you’re new to OSHC? (part 2)

In part 2 we will be focusing on the day-to-day of outside school hours care, what to expect, important areas to become knowledgeable in and where you can go for more information. We hope this 2-part blog series gives you…

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Inspiring OSHC Space

Just a normal Sunday morning and I couldn’t help but stop at a LinkedIn post I saw from a OSHC Director in Queensland, Susan Cooper. Susan’s post was on the new space for the OSHC service she is at and…

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Acknowledgement of Country

At Firefly HR, we acknowledge the traditional owners of the land we work & connect with you from today. As a base, Firefly HR connects from the land of the Garigal or Caregal people, and would like to acknowledge all 29 clan groups of the Eora Nation.

At Firefly HR, we connect – although online, and meet by story sharing, learning, taking on non verbal queues, deconstruct and reconstruct information, and move in non linear directions at times. We use symbols without realising, and link with our own land and community.

This is all interconnected. We are utilising Aboriginal pedagogy with these processes and in our daily work.

We acknowledge the land that we are on today has been the core of all spirituality, language, knowledge, and sacred sites. This knowledge is what us and others need to embrace to ensure a future for our children and our children’s children.

We need to hear, respectfully, and listen.

As a guiding principle to the National Quality Framework that Australia’s Aboriginal and Torres Strait Islander cultures are valued, we are working on building the foundations here and believe a strong, meaningful acknowledgement of country is important.