Quality Area 1: Educational program and practice This quality area of the National Quality Standard focuses on ensuring that the educational program and practice is stimulating and engaging and enhances learning and development. In school age care services, the program nurtures the development of life skills and complements children’s experiences, opportunities and relationships at school, at home and in the community. children’s Quality Area 1: Standards and elements The educational program enhances each learning and development. child’s Standard 1.1 Approved Element 1.1.1 Curriculum decision-making contributes to each learning and development outcomes in relation to their identity, connection child’s learning with community, wellbeing, confidence as learners and effectiveness as communicators. framework Child-centred Element 1.1.2 Each current knowledge, strengths, ideas, culture, abilities and interests are the foundation of the program. child’s Program Element 1.1.3 All aspects of the program, including routines, are organised in ways that maximise opportunities for each learning. child’s learning opportunities Standard 1.2 Educators facilitate and extend each learning and development. child’s Intentional Element 1.2.1 Educators are deliberate, purposeful, and thoughtful in their decisions and actions. teaching Responsive Element 1.2.2 Educators respond to ideas and play and extend learning through open-ended questions, interactions and children’s children’s teaching and feedback. scaffolding Child directed Element 1.2.3 Each agency is promoted, enabling them to make choices and decisions that influence events and their world. child’s learning Standard 1.3 Educators and co-ordinators take a planned and reflective approach to implementing the program for each child. Assessment and Element 1.3.1 Each learning and development is assessed or evaluated as part of an ongoing cycle of observation, analysing learning, child’s planning cycle documentation, planning, implementation and reflection. Critical reflection Element 1.3.2 Critical reflection on learning and development, both as individuals and in groups, drives program planning and children’s implementation.
Quality Area 1: Educational program and practice This quality area of the National Quality Standard focuses on ensuring that the educational program and practice is stimulating and engaging and enhances children’s learning and development. In school age care services, the program nurtures the development of life skills and complements children’s experiences, opportunities and relationships at school, at home and in the community. Quality Area 1: Standards and elements Standard 1.1 The educational program enhances each child’s learning and development. Approved learning framework Element 1.1.1 Curriculum decision-making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators. Child-centred Element 1.1.2 Each child’s current knowledge, strengths, ideas, culture, abilities and interests are the foundation of the program. Program learning opportunities Element 1.1.3 All aspects of the program, including routines, are organised in ways that maximise opportunities for each child’s learning. Standard 1.2 Educators facilitate and extend each child’s learning and development. Intentional teaching Element 1.2.1 Educators are deliberate, purposeful, and thoughtful in their decisions and actions. Responsive teaching and scaffolding Element 1.2.2 Educators respond to children’s ideas and play and extend children’s learning through open-ended questions, interactions and feedback. Child directed learning Element 1.2.3 Each child’s agency is promoted, enabling them to make choices and decisions that influence events and their world. Standard 1.3 Educators and co-ordinators take a planned and reflective approach to implementing the program for each child. Assessment and planning cycle Element 1.3.1 Each child’s learning and development is assessed or evaluated as part of an ongoing cycle of observation, analysing learning, documentation, planning, implementation and reflection. Critical reflection Element 1.3.2 Critical reflection on children’s learning and development, both as individuals and in groups, drives program planning and implementation.
QIP2018.docx