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 program and showing this through practical, everyday practices.

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, inclusive, and meaningful. Here’s a clear breakdown with activity examples mapped to each outcome.

The following provides a list of activity ideas for each sub-outcome of MTOP Outcome 2: Children and Young People Are Connected With And Contribute To Their World.

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 peers and educators. Their confidence, motivation, and self-identity are shaped by their interactions with others.

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 assessing children's learning, critically reflecting on the experiences planned, strategies to implement for each learning outcome and more. It also encourages and promotes each individual outcome throughout the early childhood setting.

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 how children can achieve each individual outcome.

The following are 8 Principles that reflect contemporary theories and research evidence concerning children and young people’s play, leisure and learning and place-based and relational pedagogies.

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 Communicators V2.0.

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 Involved Learners V2.0.