Exceeding guidance for Standard 1.1: Program

Need help using the guide? Visit our help section.

Overview

The following guidance is questions for services to ask of their own practice to consider whether their service Exceeds the NQS in Standard 1.1.

Authorised officers determine the rating of each Standard by considering each theme in relation to each Standard descriptor.
For further information on the three Exceeding themes, including what authorised officers consider when reviewing whether evidence demonstrates a theme, see Exceeding NQS theme guidance.
You can find case studies describing examples of practice for this Standard at https://www.acecqa.gov.au/assessment/exceeding-themes

Questions to guide reflection on practice for Standard 1.1

Exceeding theme 1: Practice is embedded in service operations

How do educators, the educational leader, and co-ordinators demonstrate a deep understanding of the requirements of the Standard, the concepts and the component elements, and a commitment to high quality practice at all times?
How are all educators:
- working collaboratively with the educational leader to consistently make curriculum decisions, including the organisation of daily routines and rituals, that maximise learning, development and wellbeing outcomes for every child in relation to their identity, connection with community, confidence as learners and effectiveness as communicators?
- working collaboratively with the educational leader to consistently develop and implement a purposeful and responsive educational program that reflects and builds on the knowledge, skills, strengths, cultures, abilities, ideas and interests of each child?
- confidently making curriculum decisions throughout the day, week or month to ensure each child’s learning and development is maximised?
Are all educators, the educational leader and co-ordinators able to explain how their approach to curriculum decision-making connects to:
- the approved learning framework/s and enhances learning, development and wellbeing for each child?
- the service philosophy and supports the service’s broader vision for quality?
How does the observed and discussed approach to curriculum decision-making:
- consistently align with the service philosophy?
- consistently demonstrate a strong commitment to the vision, principles and practices of the approved learning framework/s?

Exceeding theme 2: Practice is informed by critical reflection

How is the service’s approach to curriculum decision-making:
- reflective of robust debate, discussion, and opportunities for input by all educators, and informed by critical reflection and past incidents?
- informed by current recognised guidance, theories and/or research evidence?
Is any change to the service’s approach to curriculum decision-making understood by all and implemented appropriately?
How do all educators, the educational leader and co-ordinators regularly reflect, individually and with each other on:
- opportunities to strengthen the educational program?
- implementation of changes to the program to enhance children’s learning, development and wellbeing outcomes, including through the organisation of everyday rituals, daily routines and transitions?
- the evolving knowledge, skills, strengths, cultures, abilities, ideas, and interests of children at the service, and how do these inform planning and decision making regarding the educational program?
- social justice and equity implications of curriculum decisions to ensure that the program considers the circumstances and rights of every child at the service?
- opportunities to cultivate deep respect for, and knowledge and valuing of, the cultural diversity of the broader community in the educational program, including Aboriginal and Torres Strait Islander histories, cultures and knowledge?
- the theoretical and philosophical influences and understandings that contribute to their curriculum decisions, including the theoretical perspectives identified in the approved learning framework/s?
- how they draw on theoretical and philosophical influences and understandings and how they have informed practice over time?

Exceeding theme 3: Practice is shaped by meaningful engagement with families and/or the community

How does the service’s approach to curriculum decision-making:
- reflect the unique geographical, cultural, social and community context of the service?
- welcome, respect and draw on the voices, priorities and strengths of the children and families at the service?
- reflect a strong commitment to meaningful, authentic and regular engagement with families and the community, including Aboriginal and Torres Strait Islander Elders and community members from culturally diverse backgrounds, to promote strong connections between each child’s various learning environments?
- demonstrate a genuine commitment to embed Aboriginal and Torres Strait Islander perspectives in all aspects of the curriculum, including opportunities for children to learn on and from Country?
How do all educators:
- consistently and meaningfully engage with children’s families and/or the community to:
  - draw on family and/or community understanding of each child’s knowledge, skills, strengths, culture, abilities, ideas and interests, and their learning, development and wellbeing, in order to develop a child-centred educational program, (for example Aboriginal and Torres Strait Islander children’s connection to Country and ways of knowing, being and doing)?
  - regularly communicate about the educational program and children’s evolving knowledge, skills, strengths, abilities, ideas and interests, and learning, development and wellbeing outcomes, to support continuity of learning and development across children’s various learning environments?
- actively seek out the voices, perspectives, and views of children throughout the day, and draw on this input to develop a child-centred educational program and enhance children’s learning, development and wellbeing?
- draw inspiration from the unique geographical, cultural, social and community context of the service to enhance children’s learning, development and wellbeing?

Table of contents