Building waterfalls curriculum newsletter
Volume 1 2007
Building waterfalls suggests
that adults should ask
Welcome to the first edition of Cascades − the
companion newsletter to Building waterfalls - • Is documentation used to visualise the
thinking of both children and adults?
A living and learning curriculum framework for
• Does documentation incorporate the
adults and children (birth to school age). voices of children and parents?
Building waterfalls is a curriculum framework that invites • Does documentation capture all of the
early childhood professionals, together with children and languages of expression of children?
families, to fill with it life in a way that is meaningful to • How are children and families engaged in the
their lives and their contexts. There are no prescriptions or process of documentation?
formulas to follow. Rather educators use their professional • Is documentation used to inform, reflect and learn?
knowledge supported by the principles inherent in the
• Who is the documentation for?
framework to guide them as they explore the many
possibilities that are afforded to them on a daily basis in their BW p17
work with children and families.
The stories shared in this newsletter, like the ripples found
in Building waterfalls, are from your colleagues in early
childhood. They are honest stories about the personal journey
of each contributor as they navigate their own way through
Building waterfalls. Together the stories provide insight into
Have you ever wondered where the Building 1
a myriad of ways of seeing, thinking and doing. What is waterfalls swirl came from?
consistent, however, is each contributor’s willingness to: This series of photos shows how the children at Campus
C&K Kindergarten, with and alongside artist Sharon Clark,
• view children as competent and capable
explored the properties of water in designing the artwork
• view learning as a collaborative endeavour
for our curriculum.
• engage in listening, dialogue and critically reflective
• make their thinking visible
• work in partnership with families and communities
• engage in the possibility of change.
Throughout the newsletter we have made specific references
to excerpts in Building waterfalls.
These are noted as “BW” with the relevant page number and
this symbol . Reflections from the curriculum resource team
are also included as further thinking opportunities. These are
noted in blue text with the Building waterfalls swirl. We hope
you find this a useful strategy to support your understanding
of the curriculum.
In this edition we have chosen to share stories about the
documentation of children’s learning. By allowing their
thinking to become “public” each storyteller provides an
insight into how early childhood professionals seek ways
to connect and engage with new information when it is
presented to them. In each story you will sense the critical
self-reflection, questioning, experimentation and sometimes
uncertainty experienced by each contributor. These are valued
stories that need to be told. They are neither “right” nor
“wrong”. As you engage with each story we hope
that you, too, may find your own place in the Building
Connecting Enlarging Listening Exploring
Curriculum prompts philosophy rethink
Jo Sorensen teaches in the 3-5 room at C&K Kelvin Grove Community It is also very meaningful to
Childcare Centre. Jo is using Building waterfalls as a framework for her the children to see that we
planning each day. This is Jo’s story.
take action on their ideas
and suggestions. There is a
I was very fortunate to be involved The children reflect upon their great deal of ownership for
in the curriculum working party for individual and group experiences. our room and the program
Building waterfalls and couldn’t wait They document this using the digital
to put this document into practice at camera and or pictorially. Often children and the children get a buzz
Kelvin Grove. Since the first week in will want their story written down. when we acknowledge
August 2006 we have been on a journey,
slowly evolving and sharing our new
Contributions valued whose idea it was.
program with all participants in our » Planning is happening continuously
community − parents, children, centre and collaboratively as children and Portfolio partnerships
staff and staff from other centres. All adults together create opportunities
We use portfolios and have a table
program documents are on display for living and learning through
we call “Portfolio Partnerships”. This
within the room reinforcing that it is a spontaneous and unpredictable
space was designed to further promote
collaborative process with the children encounters ( BW p16).
partnerships between staff, parents and
that ensures their valid perspectives children. All participants are encouraged
are included. Their ideas as well as staff As much as possible l try to ensure that to contribute their ideas, thoughts or
observations drive the program. the documentation is completed during experiences. Photos of children and
» Jo is making her thinking visible that day. Often there may be a small adults are displayed in a variety of
2 through documentation that group of children who sit down with me combinations to give others the idea
engages children, colleagues at rest time and contribute. As we are that everyone can join in. We also have
and families ( BW p20). multi-age many of the older children suggestions for events from home that
choose not to rest, so this is an ideal could be added, such as trips or holidays.
Children sharing time. It is also very meaningful to the The low table has several chairs and a
Throughout the day the children are children to see that we take action on collection of pens, pencils, scissors, glue
involved in active discussions, for their ideas and suggestions. There is a sticks, rulers and staplers. The portfolios
example, what experiences they would great deal of ownership for our room are on a small table beside this making
like to continue with, what resources and the program and the children get a them accessible to all. Children often
they would like to access and the buzz when we acknowledge whose flick through and revisit previous
organisation of the environment and idea it was. experiences, add a drawing, write some
routines. Children actively participate in words or staple something in. It is great
all aspects of the program, including the
» Children are learning to reflect on to see this as a shared experience rather
and evaluate ideas, actions and
shared task of the daily evaluation. than just from one perspective.
relationships ( BW p49).
» We are active negotiators in our own
learning ( BW p100).
to their own
We are very realistic as to what we
can add to each portfolio. There are
45 families that attend across the week Postscript from Jo documents of information and ideas
− some for one day others two and that the children have co-created.
usually not on consecutive days. We Going with the flow These program overviews are used
offer one addition to the portfolio per Our Building waterfalls journey more as a reflective tool to document
month if the child attends one day each has ebbed and flowed and over the range of spontaneous, flexible
week. There is often more as the child time joined many other streams of and continuous moments, thoughts
also contributes, or we have made a ideas to carve out a wide, expansive and visual images that happen every
group observation that we photocopy and collaborative program. Since day ( BW p50).
for everyone that day. beginning this journey in August last
year we have been gradually evolving, Our “Portfolio Partnerships” table
Constant reflections filling up and almost overflowing with began as a way to share and
Every day l think about my actions/ ideas for our program. encourage parents, children and
interactions and the resulting reactions/ others to contribute to and become
Previously we had viewed the program
interactions of children/staff/parents and more involved in our program. We
from the teacher’s perspective
the environment. Every week we have a began with a simple table with two
using terminology such as “Planned
team meeting with the other staff in the chairs that had to be expanded to four
program focus”. This way of
room, writing down our reflections. chairs as the children would gather
viewing, organising and presenting
I strongly believe that stopping to throughout the day to add a drawing
the learning environments did not
reflect and think has enabled, not only or photo to their books, or to just
actually reflect the perspectives of all
myself, but our team to be more able sit and read, revisit and share past
participants in our program.
to offer a high quality holistic and experiences with peers and adults.
As we navigated our way through The portfolios became very well used,
the new curriculum I found myself often tatty and in need of repair,
rethinking everything. Every day I though obviously truly shared.
According to Joce Nuttall, socio-cultural
took the time to question and reflect,
theory challenges us to question: The change from what we would
transcribing these thoughts down in a
• Whose thinking is being privileged in diary to share at our weekly meeting. have previously offered is having a
making curriculum decisions? tremendous effect on the direction
Over time we have changed the 3
• Who makes the decisions about and flow of our program and the
planning formats from what we
what is worthwhile? way we will go in the future will be
had traditionally shared with the
• Of all the possible interpretations determined by the collection of many.
parents and children to collaborative
who makes the decision about which
ones will be offered to children and
Building waterfalls in
action ... C&K Kelvin
but our team
to be more
able to offer
a high quality
Connecting with families … Bucasia Kindergarten on the program.
northern beaches of Mackay created this display, which was
developed to assist parents understand Building waterfalls.
It sits in the foyer of the kindy, beside the sign-in book
where parents can take their time to read it prior to collecting
Nicole Drew (pictured) is a teacher at C&K Arnwood Place Community Childcare Centre. Nicole is continually
re-thinking the way she documents curriculum and has used the introduction of Building waterfalls to
re-assess what she is doing within her room. This is Nicole’s story.
Teaching in the 3-5 room of a long day
childcare centre has many challenges.
Issues such as time and enrolment
patterns seem to be the most prevalent
and relevant to every teacher I have
met in the childcare field. At present
we have 59 children enrolled in the 3-5
room alone over the course of a week.
Their enrolment patterns range from
single days, part-time, full-time, split
week and alternate week arrangements.
Building waterfalls has encouraged us
to think of innovative ways to document
our program with considerable
thought going into time management
4 techniques and ideas. At present we are
allocated two hours a week non-contact
time, therefore, most documentation
is recorded during the normal day.
Working very closely with my co-workers
and the children, documentation
is completed on a daily basis in a
Children are learning to ... engage in
The most exciting part about using portfolios is they are and enjoy a rich range of texts.
out to be seen. Parents and children are encouraged to add
to them and look at them whenever they please ( BW p37).
drawings – really anything the child continual use of the portfolio by all is
Documentation is recorded in
or their family would like to include. an inspiring approach to us. They are
various forms ranging from the daily
Children’s drawings and thoughts are looked at and appreciated and make
program book, individual portfolio
transcribed for them if they request it. all the hard work worthwhile. It is very
books, documented photo albums,
rewarding watching parents bring in
brainstorming posters, documented Keen interest their friends or other family members
children’s stories, drawings/artwork and The most exciting part about using just to show them their child’s portfolio.
video footage of the children at play or portfolios is they are out to be seen. Equally rewarding is watching the
discussing ideas. Parents and children are encouraged to children in excitement pull down their
The daily program book is a way add to them and look at them whenever book in the afternoon and share what
of documenting the spontaneous they please. they have done with their mum or dad.
experiences occurring throughout the
day and the ways in which they are
» Forming a partnership between the It’s great to see the progress from neat
centre and each child’s family is central new book at the beginning of the year
embraced and extended upon. Both to a worn, well used and appreciated
to providing effective care.
inside and outside experiences are piece of work.
These partnerships are characterised by
open and extensive communication Because the documentation is written
The children’s portfolios share the child’s ( BW p33). during the day, with and alongside
individual story, their perspectives on the children, we have no set time
life and their continual learning journey Each child’s learning is documented
allocated to write about a particular
while attending our centre. From the and used in planning the program
child ( BW p102). It is more a
very first day children are encouraged (Accreditation Handbook, Accreditation
spontaneous experience. Often children
to take ownership of their books. Principle 3.2 LDC).
will just go and help themselves to the
Each portfolio contains a variety of Parents and children had no idea of books, and at other times watching us
information, observations, planning, the scope and detail of documentation write in the books seems to encourage
photos, children’s writing and filed away each year. Displaying and them to be more actively involved.
Postscript from Nicole Children’s individual portfolios and I will sit around the table during the
day working on them together.
Since first writing my thoughts in Each child has an individual portfolio in
October last year, we have changed which observations about their day, their Around the room
the style of our documentation around experiences and learning opportunities Documentation is everywhere in our
several times. I find I am continually are reflected upon in a story-like format. room and is constantly being added
thinking, reflecting and evaluating what Everyone in the room, including children to and changed. Children’s artwork
I am doing and why. and parents, are free to contribute to is displayed together with a story.
these books. This is the children’s work and often
Daily Program Book
We believe that by encouraging the just through asking open-ended
To begin, I had developed a program questions, I am able to scribe down their
children and parents to contribute to
format (template) which was filled in thoughts, understandings and stories
the books we are sharing ownership
daily. The advantage of this system was to accompany their displayed work.
of each child’s learning journey and
that my co-workers and relief staff could Photos with simple explanations or long
acknowledging that learning doesn’t
easily complete the form when I was narratives are also displayed around
stop once the children leave our gates
unable to do so, and in some ways I still the room, as well as the children’s
every afternoon ( BW p50).
have some of its characteristics in the ideas on topics of interest gathered
style I am using now. Photos play an important role in the
journals. Photos not only give me the through brainstorms or making lists
At this point in time, I’m working on ( BW p122). Most work is displayed
time to remember back and reflect, but
building a daily reflection album/journal at the children’s level and they love
also we believe they can say many things
in which pre-typed headings and words bringing in their family to show them
and can be interpreted differently by all
can be stuck in alongside photos, their work. I once caught a dad taking
those who view them. Generally photos
written reflections and children’s work a photo of his child’s artwork (with
are dated, with a comment on what is
or prescribed ideas. her own story attached), on his mobile
happening and what
led to the photo phone after she dragged him inside to
being taken. show him. He told me he took the photo
I once caught a dad taking a photo of his child’s
artwork (with her own story attached), on his 5
mobile phone after she dragged him inside to
show him. He told me he took the photo so he
could send it on to show all his family.
This is similar to my template idea, but
is more flexible as it can be changed and so he could send it on to show all
added to as the need arises. The journal his family.
focuses on reflecting upon what the Collaborative documentation
children are doing, their interests, what Documentation is recorded consistently
they may be learning and reflecting throughout each working day,
upon, how myself or other adults and alongside and with the children.
the environment can foster and extend It is a collaborative effort with all
these learning opportunities. I still involved including my co-workers and
believe this is a work-in-progress and our director ( BW p110). I often sit
will probably change in the future as I down at the children’s level to write
explore further. the documentation and I am always
guaranteed to have helpers. Children
» Teacher’s narrative is more tell me what to write; they talk about
than describing and providing the photos and contribute their own
a commentary of children’s work in the form of pictures and pre-
writing which is always added. All of
experiences. Narrative can include
our documentation is focused around
reflection, professional thinking,
the children and the uniqueness of
questions, ideas and possibilities individual groups each day.
– that self-talk we practise as we
Documentation is reflective of each
carry out our craft of teaching.
day, the experiences, the spontaneity
Teacher’s narrative not only and our ability to embrace and extend
provides an insight into children opportunities for learning. The way in
and their learning it also conveys Children’s thoughts or memories are also
which I record this in my room is my
scribed for them.
powerful messages to other adults unique journey that I will continue to
Children have access to their portfolios follow as I gain more and more insight
about teacher’s intentions
throughout the day and can add to into Building waterfalls.
( BW p50).
them as they please. Often the children
Building on the past – looking to the future
Rosemary Lacey is the director of Jamboree Community Kindergarten Here are some examples from
and Preschool. The following is a reflection on Rosemary’s journey Rosemary’s monthly reports to
parents. She incorporates the
with Building waterfalls as retold by former C&K consultant Gina language of Building waterfalls into
Pertile. her descriptions of the children’s
play and learning.
When Building waterfalls was launched been a difficult learning journey and “Children are learning to engage in
Rosemary embarked on her journey of that her thinking was still in a state of imaginary play using resources and
discovery. The first thing she did was flux. She believes that practitioners have actions to represent ideas, feelings and
to read it and read it and read it again to start working with the document understandings ( BW p127) in their
– and she continues to do so. Secondly, so that the terminology and concepts never ending fascination with pirates
Rosemary attempted to marry Building become familiar and one can begin to demonstrated through show-and-tell
waterfalls with the Preschool Curriculum develop an understanding. items, the clothing they wear each day
Guidelines, by cross-referencing the as well as focusing on and playing with
currents of thought with the Foundation
» Rosemary is demonstrating how she pirate props at outdoor time.”
is living out the shared understandings “The children were able to actively
Rosemary then began to document of Building waterfalls by connecting explore and investigate the environment
this process in her feedback to parents with families ( BW p30) and and the properties of materials and
using, Appendix 1 Building waterfalls in demonstrating her willingness to resources ( BW p115) and contribute to
context ( BW p132) as a basis for her explore, investigate and discover new the documentation of the curriculum
thinking. ways ( BW p114). ( BW p109) when they participated
She did this for two reasons. Firstly, in the ‘The Shape Game’… The children
6 Rosemary had not completely created their own ‘shape game’ at the
transitioned to the new language and easels over several weeks.”
secondly she wanted to put Building
waterfalls in context, especially as
she had always used the Foundation » By highlighting in bold the direct
Learning Areas as her framework with quotes from Building waterfalls
the parents. Rosemary is identifying connections
My last conversation with Rosemary between the children’s play and learning
was about abandoning the terminology and Building waterfalls, and at the same
of the Foundation Learning Areas and time helping parents to navigate their
embracing the terminology of Building way through the document as they read
waterfalls. Rosemary said that this had Children are learning to ... consider possib- it for the first time.
ilities and make choices ( BW p132).
Postscript from Rosemary Building waterfalls initially, but now regular basis. This will give everyone
March 2007 feel and see enormous potential and a starting point which will ensure
scope to inform and communicate my they are looking at the daily life of
teaching and the children’s individual Jamboree Community and everything
Every time I pick Building waterfalls
learning and development with more that happens in it through the Building
up there is always something new to
flexibility and variety. I plan to read and waterfalls lens.
think through in the light of the daily
re read so I can continue to absorb and
curriculum and my thinking about how
learn from this document.
the children are exploring, listening » We are all curriculum leaders and
and connecting (still having trouble After much discussion with my co- learners. Rosemary is fostering a
feeling really comfortable with the workers, the reflection pages at the culture of learning within the service
term, enlarging*). end of each shared understanding by exploring ways in which she
in Building waterfalls (which I found can support the change process by
I remember thinking some of the
just too much to absorb last year), encouraging all members of the team
Preschool Curriculum Guidelines initially
will become the basis for our team to engage with new ideas and ways of
sounded like a foreign language, but
reflection. Each team member will thinking collaboratively.
eventually I adapted and really liked
record a written reflection by selecting
using them. So I thought the same of
for themselves from each list on a
*Enlarging recognises children as competent and capable. It is inspired by Indigenous
educational philosophy that views everywhere as a learning place and everyone as
having an educational role through the process of enlarging identity through relatedness
and respect ( BW p6).
Sharon McKinlay is the director of C&K Millmerran Community This year, parents are telling me their
Pre-schooling Centre – a long day care service with a DECKAS children want to come to kindy more
often. A day does not go by that we
funded kindergarten program embedded within it. This is Sharon’s don’t receive at least one positive
journey so far. comment about our environment,
program or staff. Parents are sharing
One spring day last year, I arrived child’s portfolio on the computer. I insert more about their home environment
at work to find a copy of Building the photos onto a PowerPoint slide and will, in time I believe, begin to
waterfalls on my desk. That night I and tell the story in a text box. Space include their stories into their children’s
began to read and I became hooked is left for the child and parent to tell portfolios.
when I came across the section: “in living their story. I copy and paste the Building Every time I dive into Building waterfalls
and learning environments that”. From waterfalls links and change a few words I find something more – something to
that moment I started bringing Building to personalise the currents of thought. challenge and think deeper. Building
waterfalls into my environment. The slide is put into the child’s portfolio waterfalls is not a book to be left on
where staff, children and parents can the book shelf. It has made a huge
Home away from home
access and add to it. The portfolios difference in our centre.
I began by developing the third teacher
also include artwork, discussions and * See page 8 for Sharon’s success story
– the environment. I wanted to create
whatever else the children and their for helping one little boy settle in.
a beautiful place so I introduced some
families want to include.
homely furnishings – a couch,
soft furnishings, plants. The children
helped me create a large “welcome” Learning circle shelf, then together we either go find
sign on canvas. I began to include Sharon is an active member of a it or try to work out how else we could
the children in how the environment Building waterfalls online learning solve the problem. 7
was set up ( BW p33). circle operating across Queensland. Do I have an appreciation that different
From the moment I started to change We have included some of her ways of doing and being can be equally
the environment, parents started dialogue to demonstrate the valid and contribute to a richness of
commenting on how warm, comfortable collaborative learning that is possible understanding? Is this a community
and relaxed they felt – that they wanted when early childhood professionals of enquiry that supports children to
to stay here all day. share their knowledge. think for themselves and to think with
Importance of photos others? Does this environment allow
Planning has always been a struggle children to contribute to decision
I had already been using digital
for me. I’d spend time writing up a making and goal setting? Are we
photography for documentation, but
plan from the children’s observations modeling wonder and curiosity? Are
wanted to bring Building waterfalls
to support their developmental needs, we allowing children to create and
into it. I began by working backwards.
extend their interests and challenge represent their thoughts and ideas in
I started with the photo and asked
them more. I would take the plan their own ways?
myself: how are the currents of thought
related to what the child was doing in the next day and guess what − the
the photo and my observation? children’s interests had changed. They Sharon’s “I wonder what we will do
I encouraged the children to come up to were not interested in my planned today” plan.
the computer and asked them to tell me experiences and I was becoming
about the photo. This is when I realised frustrated because the children weren’t
Welcome to Fri
there was so much more happening in doing what I wanted them to do (or
what I felt they should be doing).
16 March 2007
their play than what I was observing. As
the child spoke, I typed what they said Do I see a rich, competent and capable
n made both
beside the picture. Then I would read child in front of me? Last week, the rai The trucks,
their story back to them. From here, Am I willing to question my own the dirt and sand wet. put to
with Building waterfalls opened on my beliefs and change in the light of new diggers and shovels were team
understandings? good use as Jack managed his
er what Jack
lap, I began to include the currents of
thought. So, I now start the day with a “I of workers! I wond s and his gang
has planned for Le
wonder what we will do today” plan me safety helmets
and share my ideas with the children. I today. I will add so
At departure time, I sit down with the
have a visual diary where all the team to the work site.
a popular area for
The deck has been
parents, discuss Building waterfalls,
record what happens throughout the
Maybe I should
creative drawing. t the children
and show them the slide show of the
day. The children may add to this with
add some tape so
day, which allows them to read what
m the natural
their visual representations.
the children are saying. Parents are can add items fro
Our environment is open. I do not have ir art work.
encouraged to take a copy of Building
any set up activities on the tables − environment to the
waterfalls home. t with some music
the tables are left open − equipment We will experimen s and different
today. Different so at stories the
This year, I included the Building
is on open shelves. If a child asks for
sounds. I wonder
waterfalls framework into a PowerPoint
something that is not on the open
children choose to
document and copied this into each
Attending a new centre can be an overwhelming challenge for We are developing attachments and
some children. With support, compassion and understanding, C&K trusting relationships with Alex so that
he feels safe, nurtured and cared for.
Millmerran’s Sharon McKinlay helps make the transition a smooth one
for a particular boy. The following are excerpts from Alex’s portfolio. » Sharon is exploring how her
documentation can incorporate
reflective dialogue and at the
Smooth transitions hammering. He selected materials from same time her teaching intentions
Today was Alex’s first day at kindy the nearby carpentry box. with Alex’s parents.
without his big sister, Paige. Mum carried However, it wasn’t long before Alex
Alex into the centre. Alex’s first job was began to miss his mum. We found Alex took my hand and led me into
to sign himself in … and look what a one of Alex’s favourite toys – the bike. the bathroom. He pointed to the
great job he did (see below). This made Alex happy and he continued change mat. I asked him if he needed
to play. his nappy changed. Alex nodded. I
» Environments allow time and space We are acknowledging Alex’s right
let Alex know that I would get his
for the arrival and departure rituals of clean nappy. By the time I got back,
to express his feelings as we listen
individuals and families ( BW p65). Alex had taken his nappy off himself.
sensitively with genuine interest and
While changing Alex’s nappy, I played
Alex was keen to start his day and his warmth ( BW p58).
“Round and round the garden” on his
first choice was carpentry. Alex needed Needs acknowledged tummy. Alex giggled. After the nappy
both hands to bang onto the wood. We are allowing Alex to develop a change, Alex washed his hands. “This
When it looked like Alex was settled sense of belonging and connection is the way we wash our hands, wash
mum gave Alex a kiss goodbye. to others and to the environment by our hands, wash our hands. This is the
When mum left, Alex continued the acknowledging his needs and feelings. way we wash our hands on a Friday
Alex enjoys the running water and
I choose to let him play here for a
while. Alex opened up the cupboards
to step up higher to the tap and reach
the flowing water better.
8 Alex did enjoy exploring his new
environment, but at times he did miss
his mum. He took his family photo for
a walk around the room with him and
returned to it when he was feeling
sad. He would hold the photo as he
gave his mum a kiss.
Alex is experiencing a living and
learning environment that is
unhurried, calm and respectful of
his needs. Here he has a meaningful
place where he can find traces of his
life – mirrors, photographs of himself
Some special items ensure the environment is a meaningful and his family ( BW p59).
place where Alex can find traces of his life.
If you would like to
Cascades will be produced 3-4 times each Cascades is compiled by the
year and will continue to share your Building waterfalls curriculum join an online learning
stories. Our next edition will feature resource team: Tui Benson, Lyn circle or would like some
Children’s Voice. Please forward your Bower, Kim Davis, Kellie Dwyer, Ali
Evans, Will Jones, Lynne Moore,
assistance to establish
stories, photographs and children’s
representations to: email@example.com Therese Landers, Tess Simpson, Lucy one in your region,
or any member of the resource team by Vanheck, edited by Libby Burke, please contact your
31 May 2007. design by Richard de Waal.
REFERENCES: National Childcare Accreditation Council (2005) Quality Practices Guide, NCAC, Surrey Hills, NSW.
Nuttall, J (2005) Educators and children learning together: Reflections on the early childhood assessment exemplars,
in Early Education, No 38, Spring/Summer.
14 Edmondstone St Newmarket 4051
Phone: 3552 5333 • Toll free: 1800 177 092 • Fax: 3356 7976
Email: firstname.lastname@example.org www.candk.asn.au