My Time, Our Place (MTOP) V2.0 is the national approved learning framework for school age care, such as outside school hours care (OSHC) and vacation care. It is the school-age counterpart of the EYLF. It has the same 8 principles and the same 5 outcomes, written for “children and young people”. Its 7 practices are adapted to leisure-based settings: collaboration with children and young people; play, leisure and intentionality; and environments. Like the EYLF, MTOP was updated to V2.0 in 2022.
What MTOP is, how it differs from the EYLF, what the law requires of an OSHC program, and how to show it to an assessor.
ACECQA lists two national approved learning frameworks: the EYLF for children from birth to 5, and My Time, Our Place for school-age children. Section 168 of the National Law requires every approved service’s program to be based on an approved learning framework, so an OSHC or vacation care service builds its program on MTOP. MTOP recognises that school age care happens in children’s own time. Its focus is play, leisure, choice and wellbeing, not schoolwork.
The principles are the same as in EYLF V2.0: secure, respectful and reciprocal relationships; partnerships; respect for diversity; Aboriginal and Torres Strait Islander perspectives; equity, inclusion and high expectations; sustainability; critical reflection and ongoing professional learning; and collaborative leadership and teamwork. As in the EYLF, three were new in V2.0 (Aboriginal and Torres Strait Islander perspectives, sustainability, and collaborative leadership and teamwork). The principles and practices guide explains each one.
| MTOP V2.0 practice | Closest EYLF V2.0 practice |
|---|---|
| Holistic, integrated and interconnected approaches | Same |
| Collaboration with children and young people | Responsiveness to children |
| Play, leisure and intentionality | Play-based learning and intentionality |
| Environments | Learning environments |
| Cultural responsiveness | Same |
| Continuity and transitions | Continuity of learning and transitions |
| Assessment and evaluation for wellbeing, learning and development | Assessment and evaluation for learning, development and wellbeing |
The differences show the setting. Older children are partners who plan and lead their own experiences, so the practice is collaboration. Leisure sits next to play. And the practice says “environments” rather than “learning environments”.
The outcomes match the five set by regulation 73, written for children and young people:
For a child over preschool age, regulation 74(1)(b) requires documented evaluations of the child’s wellbeing, development and learning. That is lighter than the individual assessments required for younger children. Victoria, South Australia and WA replace this with a duty to document how the program was developed (r 359A, 325B and 373A; see the Victoria, SA and WA guides). MTOP V2.0 also has its own planning cycle section, which links the cycle to the framework’s vision.
ACECQA’s fact sheet lists the same main updates as for the EYLF. They include stronger Aboriginal and Torres Strait Islander perspectives throughout, new principles for sustainability and collaborative leadership, a stronger link between the vision and the planning cycle, cultural competence replaced by cultural responsiveness, and expanded guidance on the outcomes. See what changed in EYLF V2.0 for the side-by-side tables.
OSHC ratios and qualifications vary by state. See childcare ratios in every state.
My Time, Our Place: Framework for School Age Care in Australia (V2.0, 2022) is the national approved learning framework for school age care services such as OSHC and vacation care. Programs must be based on an approved learning framework under section 168 of the National Law.
The EYLF is for children from birth to 5; MTOP is for school-age children. They share the same 8 principles and 5 outcomes, but MTOP's practices are adapted to leisure-based school age care, for example collaboration with children and young people, and play, leisure and intentionality.
Children and young people have a strong sense of identity; are connected with and contribute to their world; have a strong sense of wellbeing; are confident and involved learners; and are effective communicators.
Holistic, integrated and interconnected approaches; collaboration with children and young people; play, leisure and intentionality; environments; cultural responsiveness; continuity and transitions; and assessment and evaluation for wellbeing, learning and development.
Regulation 74(1)(b) requires documented evaluations of each school-age child's wellbeing, development and learning. Victoria, South Australia and WA instead require evidence about how the program was developed.
WIDEN Law answers National Quality Framework questions with inline citations to the National Law, the Regulations and the NQS, so you can check the source provision yourself.
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