Perfect for Western Australia Day – 1 June 2026 (WA Public Holiday)
By BEST Childcare Consulting
Western Australia Day is more than a public holiday. It is an opportunity for children to explore belonging, identity, local history, community diversity, and connection to Country. For early childhood services, the day offers meaningful ways to reflect on the many people, cultures and stories that shape Western Australia — including recognising the enduring histories, cultures and contributions of Aboriginal peoples as the First Peoples of this land.
Experiences around WA Day should move beyond flags and celebrations toward genuine conversations about community, inclusion, respect, local environments and the people who help children feel connected. These experiences align strongly with the EYLF V2.0, National Quality Standard (NQS), and support services striving toward Exceeding themes through embedded, reflective practice. Updated approved learning frameworks strengthen connections to sustainability, inclusion, critical reflection and Aboriginal and Torres Strait Islander perspectives.
What is Western Australia Day?
Western Australia Day is a state public holiday observed on the first Monday in June each year. It acknowledges the history, achievements and diverse communities that contribute to life in Western Australia. Increasingly, WA Day encourages reflection on Aboriginal histories, multicultural communities, local identity and the many perspectives that shape the state today.
For educators, this provides an opportunity to explore:
- Connection to Country
- Local community helpers and services
- Family histories and migration stories
- Diversity and inclusion
- Respect for Aboriginal cultures and perspectives
- Community pride and belonging
More information:
WA Government – Public Holidays (includes WA Day)
Whadjuk Noongar Country
Perth is located on Whadjuk Noongar Country, one of the fourteen language groups within the larger Noongar Nation of south-west Western Australia. Noongar culture is one of the oldest continuing cultures in the world, with deep connections to land, waterways, seasons, family and community extending back tens of thousands of years. Traditional Noongar knowledge reflects an understanding of the environment through six seasons rather than four, guiding movement, food gathering and caring for Country. For early childhood services, learning about local Aboriginal culture means moving beyond occasional activities and instead embedding respectful acknowledgment of Country, storytelling, connection to nature, local language, community relationships and understanding that Aboriginal perspectives are living, contemporary and diverse. Supporting children to recognise Whadjuk Noongar Country helps build respect, belonging and appreciation for the enduring cultures that continue to shape Western Australia today.
Helpful local resources for educators:
Noongar Knowledge – South West Aboriginal Land and Sea Council
Kaartdijin Noongar (Noongar culture, language and history) https://www.noongarculture.org.au/kaartdijin-noongar
Reconciliation Australia Education Resources
https://www.reconciliation.org.au/education
Educational Programming Ideas
1. Explore “Our Place in Western Australia”
Create large maps showing where children live, favourite local places, beaches, bushland or parks. Discuss community landmarks and local environments.
Children may contribute photos from home.
ACECQA Approved Learning Frameworks (EYLF V2.0)
Geoscience Australia Education Resources
Supports: Outcome 2 – Children are connected with and contribute to their world
2. Acknowledgement of Country & Learning About Local Aboriginal Cultures
Invite respectful conversations about Country, local Noongar perspectives (or relevant Traditional Custodians), and caring for land.
Possible experiences:
- Nature walks
- Bushland observations
- Story sharing
- Aboriginal symbols and artwork exploration
- Caring-for-Country projects
https://www.narragunnawali.org.au
https://www.reconciliation.org.au/education
3. “Who Helps Our Community?” Project
Investigate community roles:
- Nurses
- Firefighters
- Educators
- Rangers
- Postal workers
- Farmers
- Volunteers
Invite local community members to visit.
https://www.startingblocks.gov.au/learning-and-development
Outcome 1: Identity
Outcome 2: Community connections
4. Family Culture & Heritage Displays
Invite families to contribute:
- Photos
- Recipes
- Languages spoken
- Cultural traditions
- Migration stories
This helps children recognise that Western Australia is shaped by many cultures.
Australian Human Rights Commission – Diversity Resources
5. Community Kindness Project
Create service-wide projects:
- Thank you cards to local workers
- Litter clean-ups
- Gardening projects
- Donation drives
- Sustainability initiatives
Supports citizenship and belonging.
6. Local Nature & Wildlife Inquiry
Explore Western Australian flora and fauna.
Investigate:
- Quokkas
- Black cockatoos
- Kangaroos
- Wildflowers
- Marine environments
https://exploreparks.dbca.wa.gov.au/education
QIP Write up
Quality Area 1 – Educational Program & Practice
Exceeding Theme 1: Practice was embedded in service operations
Learning about community, belonging, local environments and Aboriginal perspectives was embedded within everyday experiences rather than implemented as a one-off celebration. Children explored identity, family histories and local places through ongoing discussions, inquiry and play experiences. Programming reflected continuous opportunities for connection with community and Country.
Exceeding Theme 2: Practice was informed by critical reflection
Educators reflected on how authentically local Aboriginal perspectives and community knowledge were represented within the curriculum. Reflection identified opportunities to strengthen children’s understanding of belonging and increase meaningful cultural learning experiences across the year.
Exceeding Theme 3: Practice was shaped by meaningful engagement with families and/or the community
Family stories, local knowledge and children’s experiences within their communities informed planning. Experiences reflected the service community and supported stronger partnerships between home, culture and learning.
Quality Area 2 – Children’s Health & Safety
Exceeding Theme 1: Practice was embedded in service operations
Experiences promoting belonging, identity, respectful relationships and connection to community supported children’s emotional wellbeing. Outdoor learning, sustainability activities and caring-for-Country experiences were consistently embedded within routines.
Exceeding Theme 2: Practice was informed by critical reflection
Educators reflected on children’s sense of inclusion, belonging and safety within the environment. Reflection informed strategies to strengthen children’s emotional wellbeing through connection with family, culture and community.
Exceeding Theme 3: Practice was shaped by meaningful engagement with families and/or the community
Family perspectives around wellbeing, identity and cultural values contributed to practice. Community knowledge supported inclusive approaches that recognised diverse understandings of health and belonging.
Quality Area 3 – Physical Environment
Exceeding Theme 1: Practice was embedded in service operations
Natural materials, local maps, sustainability projects and cultural resources were embedded throughout indoor and outdoor environments. Spaces encouraged children to investigate local landscapes, Country and community connections.
Exceeding Theme 2: Practice was informed by critical reflection
Educators reviewed whether environments reflected local culture, children’s identities and community diversity. Reflection informed ongoing adjustments to create more inclusive and representative spaces.
Exceeding Theme 3: Practice was shaped by meaningful engagement with families and/or the community
Families contributed cultural resources, photographs and experiences that strengthened children’s sense of belonging. Environmental choices reflected community context and local perspectives.
Quality Area 4 – Staffing Arrangements
Exceeding Theme 1: Practice was embedded in service operations
Educators worked collaboratively to provide consistent approaches to cultural inclusion, belonging and respectful discussions around community. Team practices supported continuity across learning experiences.
Exceeding Theme 2: Practice was informed by critical reflection
Staff reflected on confidence, knowledge and cultural responsiveness when embedding Aboriginal perspectives and local community learning. Reflection informed professional learning priorities.
Exceeding Theme 3: Practice was shaped by meaningful engagement with families and/or the community
Educators considered family and community expectations when planning experiences. Local knowledge informed educator practice and strengthened community responsiveness.
Quality Area 5 – Relationships with Children
Exceeding Theme 1: Practice was embedded in service operations
Respectful, responsive relationships supported children to confidently share experiences about family, identity and community. Children’s voices influenced investigations and learning directions.
Exceeding Theme 2: Practice was informed by critical reflection
Educators reflected on relationship-based practices and considered strategies to strengthen inclusion and participation for all children. Reflection supported increasingly responsive interactions.
Exceeding Theme 3: Practice was shaped by meaningful engagement with families and/or the community
Understanding children’s home experiences, family backgrounds and community connections strengthened educator-child relationships and informed learning.
Quality Area 6 – Collaborative Partnerships with Families & Communities
Exceeding Theme 1: Practice was embedded in service operations
Family participation and community engagement were embedded within planning and learning experiences. Families regularly contributed stories, culture and local knowledge.
Exceeding Theme 2: Practice was informed by critical reflection
Educators reflected on how partnerships with families could become more authentic and inclusive. Reflection informed strategies to strengthen collaboration and participation.
Exceeding Theme 3: Practice was shaped by meaningful engagement with families and/or the community
Family contributions and community perspectives directly influenced curriculum decisions. Partnerships strengthened children’s understanding of belonging, diversity and local identity.
Quality Area 7 – Governance & Leadership
Exceeding Theme 1: Practice was embedded in service operations
Leadership promoted inclusive practice, cultural responsiveness and community engagement as part of everyday operations. Expectations around belonging and respectful practice were consistently supported.
Exceeding Theme 2: Practice was informed by critical reflection
Continuous improvement processes considered how Aboriginal perspectives, community partnerships and inclusion could be further strengthened. Reflection informed future goals and professional learning.
Exceeding Theme 3: Practice was shaped by meaningful engagement with families and/or the community
Leadership decisions reflected family feedback, community context and service values. Community engagement supported ongoing improvement and strengthened relationships.
Useful Links & Resources
Aboriginal Perspectives & Reconciliation
- Narragunnawali Resources https://www.narragunnawali.org.au/resources
- Reconciliation Australia Education Resources https://www.reconciliation.org.au/education/
Early Childhood Frameworks
- ACECQA Approved Learning Frameworks (EYLF V2.0)
- Starting Blocks – Learning & Development • https://www.startingblocks.gov.au/learning-and-development
Sustainability & Community Engagement
- WasteSorted Schools WA
- WA Parks & Wildlife Education Resources • https://exploreparks.dbca.wa.gov.au/education
Geography & Place-Based Learning
Diversity & Inclusion
Western Australia Day
BEST Childcare Consulting
Western Australia Day reminds us that every child belongs within a wider story — one shaped by Country, culture, community and relationships. When educators intentionally create opportunities for children to understand where they live, who surrounds them, and how they contribute, learning becomes deeply meaningful and lasting.
As always, use these inspirations to lead your service throughout the whole year in your everyday practices to truly earn an exceeding rating.
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