ACECQA Newsletter Issue 9 2016

2016 Imspring excellent practice image

Inspiring excellent practice

Educators often ask how they can implement practice from Excellent rated services. This month on We Hear You, Megan Alston, the manager of ACECQA’s Educational Leadership & Excellence team, explains that excellence is driven by context and describes how services can learn from highly accomplished programs, partnerships and practices.

Also on We Hear You this month, we provide advice on applying for the Excellent rating and hear tips from the Director of an Excellent rated service, Megan Dodds of KU Corrimal East Preschool.

'Taken to be' Early Childhood Teacher changes

2016 'Taken to be' Early childhood teacher changes image

It may seem a while away, but it is important to know that a transitional provision in the National Regulations will expire at the end of 2017.

Currently, an individual is ‘taken to be’ an early childhood teacher (ECT) if they are ‘actively working towards’ an approved ECT qualification and have either completed at least 50 per cent of the course or hold an approved diploma level qualification (Regulation 242*). 

From 1 January 2018, an educator will need to have completed their ECT qualification to be considered a qualified ECT.

However, educators ‘actively working towards’ an approved ECT qualification may still be counted as a Certificate III or Diploma level educator, depending on how much of the approved ECT qualification they have completed.

Actively working towards an ECT qualification?

Educators can be counted as a Certificate III level educator (for ratio purposes) as soon as they enrol and start studying towards an approved ECT qualification.

Educators can be counted as a Diploma level educator (for ratio purposes) if they have completed 30 per cent of the units of an approved ECT qualification.

Educators that already hold an approved Certificate III level qualification and have commenced their ECT qualification can also be counted as a Diploma level educator.

To be considered ‘actively working towards’ a qualification, educators must be enrolled in and have commenced an approved qualification, meeting the requirements for maintaining enrolment, and making satisfactory progress towards completing the approved qualification. See Regulation 10 for more information.

Need help understanding the requirements?

If you employ an ECT who will still be studying at 1 January 2018, you may wish to contact your regulatory authority to discuss your situation and explore your options.

Contact the ACECQA enquiries team if you have any questions, or visit the ACECQA website for more information.

*Regulation 242 came into effect in 2014 to support the sector to meet the higher qualification requirements introduced under the National Quality Framework for some jurisdictions. In NSW, this provision only applies to educators working in centre-based services with less than 30 children of preschool age or under.

Did you miss our 'Unpacking the planning cycle' blog series?

2016 Unpacking the planning cycle blog image

During September, ACECQA’s We Hear You blog featured a special three-part series exploring the ongoing planning cycle and documentation – ‘Unpacking the planning cycle’.

These have been some of our most popular blog posts on We Hear You and have received positive feedback from readers.


Beginning with Element 1.2.1 and the challenges presented by the cycle of planning, documentation and evaluation, the first instalment considers the requirements of Quality Area 1 and thinks through the why, what and how of planning and documentation for children’s learning and wellbeing.

In the second instalment, we extend our discussion about documentation through three case studies to consider the information educators are collecting, and the way it is used to understand and add value to learning outcomes for children.

In ‘Closing the loop’, the final instalment of the series, we return to documentation and records, as well as the practice of evaluating children’s learning and wellbeing using the learning frameworks and educator guides.

Read the complete series on the We Hear You blog:

Part 1: Why do we document? Thinking through the what and the how of the cycle of planning for children’s learning, wellbeing and development

Part 2: Gathering meaningful information, questioning and interpreting the learning

Part 3: Closing the loop: Planning, implementing and evaluating

New handy fact sheet

2016 New handy fact sheet image

ACECQA has developed a handy fact sheet to point educators and providers to a list of ACECQA’s top 10 online resources and provide an overview of the roles of ACECQA and the regulatory authorities.

Download the fact sheet and click on each box to link to the relevant online resource in the top 10.




Productivity Commission releases draft report on early childhood and school education data

Productivity Comission release draft report on early childhood and education data image

This month the Productivity Commission released its draft report on the National Education Evidence Base. The report outlines initial findings and recommendations about:

  • the information required to provide a comprehensive evidence base
  • data collections that would add value to the evidence base
  • addressing barriers to the sharing of education data
  • factors that inhibit access to and use of data
  • the role that technology can play.

As one of its three gaps in need of attention, the draft report cites the need to better understand how early childhood education and care programs benefit different groups of children and families in the Australian context.  Responses and written submissions to the draft report are open until 7 October 2016, with the full report expected in December 2016.

See the Productivity Commission website for more details and the full draft report.

ACECQA Forum brings together sector

2016 ACECQA Forum brings together sector image

The sixth ACECQA Forum brought together over 70 children’s education and care sector stakeholders from across the country to discuss developments and some of the issues we will face together in coming months and years.

Following a welcome from ACECQA CEO Karen Curtis and Acting Chair of the ACECQA Board Judy Hebblethwaite, participants heard from:

  • Jonathan Coppel from the Productivity Commission, Dr Stacey Fox from the Mitchell Institute and Dan Cloney from the Australian Council for Educational Research about strengthening our sector’s evidence base to make decisions and implement practices that improve outcomes
  • Representatives from the Victorian Department of Education & Training, NSW Department of Education and ACECQA on key projects and initiatives, including the development of an NQF Evaluation Framework.

Each session of the forum generated questions, reflections and discussion from across the room.

ACECQA thanks all participants and attendees for their time and looks forward to working on the outcomes of the forum in partnership with our stakeholders.

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