Educator toolkit

Plan a session or a week

Start with the time, spaces and activities available to your group. Keep a quiet option and an alternative for changes in weather or interest.

• Open the program planner — choose a single session, before-school, after-school or multi-day mode. Add timing, setup, pack-up and an alternative to each activity.
• Find indoor activities — use the time, age and preparation filters to narrow the choices. In the planner, choose the rainy-day backup mode for an indoor working plan.

The planner offers Australian and American terminology, dates and clocks. Choose A4 or Letter before printing.

Prepare materials and the space

In the program planner, open an activity’s timing and preparation details. Record the materials, essential equipment and instructions you will need.

• Organise activity rotations — plan station visits and changeover time for labelled groups.
• Organise a group game — pair labelled teams, print game rules and allow rest rounds with odd team counts.
• Make an equipment inventory sheet — list equipment and record counts, storage places and condition notes by hand.
• Make an activity setup checklist — write preparation actions and print blank boxes for checking them by hand.
• Select Educator preparation plan in Print format to print those details with the timetable.
• Select Materials checklist to gather items across the visible days and see which activities use them.
• Use the shopping list to enter quantities, stock, pack sizes, prices and a budget. Material names alone do not supply quantities. Choose Shopping list and budget for the printed list, or download its CSV to edit in a spreadsheet.

Download a program file to reload the draft later. A saved program is a working plan; check the actual equipment and space before the session.

Offer children choices

Choose feasible options first, then invite children to point, talk, draw or vote. Explain which suggestions can be used today and which need more preparation.

• Make an activity choice board — enter activities that are actually available and print a board for the group.
• Make suggestion box templates — print an activity-ideas label and slips, and state when ideas will be discussed.
• Children’s Program Voting Sheet — collect preferences about the program options you can offer.
• Make a club challenge chart — offer shared choices and record attempts or changes by hand.
• Group Invention Challenge — plan a shared invention by combining team ideas.

Support arrival and quieter transitions

Offer a familiar activity while people arrive or wait for the next part of the session. Keep participation optional and provide space to observe.

• Choose a short transition activity — select time, activity style and materials to see instructions you can use now.
• After-School Check-In — offer ordinary arrival choices without requiring a child to explain their school day.
• Create a pack-up routine — write the steps for finishing, sorting materials and storing work.
• Quiet Table Challenge Cards — set out a few drawing, pattern or thinking prompts at a quieter table.

Reflect on the program

Ask which activity children would repeat or change. Record practical changes to timing, materials or the space rather than collecting personal profiles.

• Make an activity feedback sheet — ask whether children would repeat an activity and collect ideas for changes, with drawing or writing space.
• Make collaborative project planning sheets — agree on a shared goal, materials, jobs and steps, then record changes.
• Make portfolio and project display templates — show a work sample, describe attempts and choose a next idea.
• Make a theme planning matrix — plan activities, materials, timing and participation or weather options.
• Map activity learning opportunities — pair planned actions with possible opportunities and participation supports.
• Make observation prompts — choose a focus and separate group actions from interpretation.
• Make group reflection prompts — invite children to draw, write or discuss a change for next time.
• Make an educator reflection journal — record session observations, participation choices and a change to revisit by hand.
• Three Good Things—Or Something Else — offer an optional reflection with permission to choose another response.
• Read practical educator guides — find examples for planning and reflection.
• Use the Australian MTOP outcome reference — read the five outcomes alongside the official framework and guidance.

Activity completion does not establish a learning outcome. The Australian framework references are not a substitute for the local guidance used by an American program.