From Activity to Experience: Planning for Meaningful Engagement

Mar 2 / Belinda Wright
When planning in OSHC, it’s easy to fall into the rhythm of “What activity will we do next?” 
But the real question — the one that drives quality — is: 
What kind of experience do we want children to have? 
Moving from activity-based to experience-based planning changes everything. It shifts the focus from tasks and outcomes to engagement, agency, and meaning. 

Activity vs. Experience 

An activity is what we offer. 
An experience is what children create. 
For example: 
  • Activity mindset: “We’ll make paper planes this afternoon.” 
  • Experience mindset: “We’ll explore design, creativity, and collaboration through flight.” 
The first focuses on materials and instructions. 
The second opens space for curiosity, trial and error, problem-solving, and conversation — the things that make learning visible and joyful. 
When educators think in terms of experience, they become more flexible, intentional, and responsive to what unfolds in the moment. 

Linking to the Frameworks 

The My Time, Our Place v2.0 framework reminds us that the purpose of planning is not to fill time, but to create environments and relationships that support wellbeing, belonging, and learning. 
The shift from activity to experience aligns closely with: 
  • MTOP Principle: Learning through play, leisure and inquiry. 
  • MTOP Practice: Responsiveness to children. 
  • NQS Element 1.1.1: The educational program enhances each child’s learning and development. 
When educators plan for experiences, they’re designing for possibilities — leaving room for children to influence, adapt, and extend what happens next. 

Meaningful Engagement in Practice 

Here are three simple ways to move from doing to engaging: 
  • 1. Start with the “why.” 
    Before planning, ask: Why this idea? What value does it bring for children? 
    When the “why” is clear, the activity naturally becomes more purposeful. 
  • 2. Focus on process, not product. 
    The learning isn’t in the finished artwork or structure — it’s in the collaboration, decision-making, and experimentation along the way. 
  • 3. Invite children into the planning. 
    Ask what they want to explore, what they’ve enjoyed recently, or what they’d like to revisit. 
    Co-planning fosters ownership and strengthens relationships. 

Reflecting on Experience 

Reflection helps educators identify what made an experience meaningful — and how it connects to the frameworks. 
Ask reflective questions such as:
  • What did children seem most engaged in? 
  • What learning or wellbeing moments stood out? 
  • How did our environment or interactions support this experience? 
  • What might we do differently next time? 
Capturing these insights — even in a few short notes — shows intentionality and continuous improvement, two hallmarks of quality practice under the NQS. 

A Pedagogical Lens on Planning 

When educators plan for experiences, they’re not just filling time — they’re designing opportunities for meaning-making. 
This doesn’t require complex documentation. It simply asks that we pause and consider: 
  • What do we want children to feel, discover, or explore? 
  • How can we make that possible through our environment, materials, and relationships? 
The result? Programs that reflect children’s interests, the service philosophy, and the professional thinking of the team — all visible evidence of a thoughtful, high-quality OSHC program. 

Why It Matters 

Shifting from activities to experiences transforms the culture of planning. 
It empowers educators to be co-creators rather than coordinators, and it helps children become active participants in their own learning journeys. 
When children are engaged, curious, and connected, they’re not just “doing” — they’re becoming. 
And that’s where the magic of OSHC lies. 
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Ready to reimagine planning in your service? 
Explore the Critical Reflection Journal – Volume 2 for reflective prompts, and listen to our OSHCology MicroCast: “Supporting Play and Leisure Choices.” 
Together, they’ll help you plan for purpose — not paperwork.