Standard 1.2 Standard 1.2 is that: Educators and co-ordinators are focused, active and reflective in designing and delivering the program for each child. The Panel noted that to achieve a rating of Exceeding NQS for this standard, it may expect to see evidence of the following: Regulatory view authority’s The final Assessment and Rating Report identifies the following as being Meeting NQS level: The service has developed an education, curriculum and learning policy to support curriculum development and implementation. all educators’ Each child has an individual portfolio with samples of work, photographs of them engaged in the program and a developmental summary completed by their educator. Although each educator is programming and documenting at different levels, records show a consistent link between planned experiences, reflection of learning and future planning for each child. Educators revisit experiences for children to reflect and build on prior learning. For example, an educator is telling the story of the 3 little pigs with puppets and props. The children know the story enough to be a character and call out different by the hair on my chinny chinny lines, ‘not and chin chin’, ‘then I’ll huff I’ll puff till I blow your house down’. Educators use thought provoking words including and to ‘what’ ‘how’ encourage children to hypothesise. “What happens next?” “Who comes along?” Educators extend ideas by joining in and supporting their play. children’s An educator uses open ended questions and verbal guidance to prompt and support problem solving enabling them to complete a children’s puzzle. Educators use a variety of methods to assist their reflection on children’s experiences, thinking and learning. Educators use anecdotal observations, comments and conversations, samples of work, learning stories children’s and photographs.
Standard 1.2 Standard 1.2 is that: Educators and co-ordinators are focused, active and reflective in designing and delivering the program for each child. The Panel noted that to achieve a rating of Exceeding NQS for this standard, it may expect to see evidence of the following: Regulatory authority’s view The final Assessment and Rating Report identifies the following as being Meeting NQS level: The service has developed an education, curriculum and learning policy to support all educators’ curriculum development and implementation. Each child has an individual portfolio with samples of work, photographs of them engaged in the program and a developmental summary completed by their educator. Although each educator is programming and documenting at different levels, records show a consistent link between planned experiences, reflection of learning and future planning for each child. Educators revisit experiences for children to reflect and build on prior learning. For example, an educator is telling the story of the 3 little pigs with puppets and props. The children know the story enough to be a character and call out different lines, ‘not by the hair on my chinny chinny chin chin’, ‘then I’ll huff and I’ll puff till I blow your house down’. Educators use thought provoking words including ‘what’ and ‘how’ to encourage children to hypothesise. “What happens next?” “Who comes along?” Educators extend children’s ideas by joining in and supporting their play. An educator uses open ended questions and verbal guidance to prompt and support children’s problem solving enabling them to complete a puzzle. Educators use a variety of methods to assist their reflection on children’s experiences, thinking and learning. Educators use anecdotal observations, children’s comments and conversations, samples of work, learning stories and photographs.
STR0020_Decision_notice_de-identified.docx