Standard 1.1: Program

How Standard 1.1 contributes to quality education and care

Quality educational programs use an approved learning framework to guide curriculum decision-making and facilitate a shared understanding of children’s learning, development and wellbeing. This enables everyone involved in the service to share their perspectives, understanding of, and support for quality education and care practices.

With support from the approved provider and nominated supervisor, the educational leader collaborates with educators in designing an educational program that enables educators to work with children and families to achieve optimal learning, developmental and wellbeing outcomes for children.

With guidance from the educational leader, educators:

• use an approved learning framework to underpin their everyday practice. The framework guides interactions with children and families and provides the basis for educators’ pedagogical decision-making, including the experiences that are planned for children and the teaching and learning that occurs
• develop the educational program based on their knowledge of each child so that the interactions, experiences, routines and events that each child engages in are relevant to them, respectful of their background and recognise and build on their current strengths, abilities and interests
• evaluate and critically reflect on the effectiveness of their planning and implementation of curriculum for children’s learning
• create culturally safe spaces and provide opportunities for Aboriginal and Torres Strait Islander children and young people to see themselves, their identities and cultures reflected in their environment
• embed Aboriginal and Torres Strait Islander perspectives in the philosophy of the setting, and their planning and implementation of curriculum (Early Years Learning Framework; Framework for School Age Care)
• ensure that the interactions, experiences, routines and events included in the educational program maximise opportunities for children’s learning
• create inclusive learning environments and make reasonable adjustments to optimise participation and engagement in learning for children
• recognise and respond to barriers that some children face, including attitudinal and practical barriers, to support all children’s inclusion (Early Years Learning Framework; Framework for School Age Care).

Questions to guide reflection on practice for Standard 1.1 (for all services)

Educational program