Exceeding guidance for Standard 1.3: Assessment and planning

Overview

The following guidance is questions for services to ask of their own practice to consider whether their service Exceeds the NQS in Standard 1.3.

Questions to guide reflection on practice for Standard 1.3

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?
  • consistently engage in planned and spontaneous critical reflection on children’s learning and development, as individuals and in groups?
  • consistently draw on their insights to make changes to the design and implementation of the program?
  • work collaboratively to assess or evaluate each child’s learning and development as part of an ongoing assessment and planning cycle that drives development of an education program enhancing and extending each child’s learning and development?
  • explain how their approach to assessment and planning connects to:
• the approved learning framework/s and enhances and extends each child’s learning and development?
• the service philosophy and supports the service’s broader vision for quality?
  • consistently engage meaningfully with children’s families to inform them about the educational program and their child’s participation, learning and development?
• How does the observed and discussed approach to assessment and planning:
  • consistently align with the service philosophy?
  • consistently demonstrate a strong commitment to the principles and practices of the approved learning frameworks/s?
  • consistently inform the service’s program documentation and any required assessment or evaluation documentation as appropriate to the circumstances of the children and young people who attend the service?
  • consistently reflect meaningful engagement and communication with families?

Exceeding theme 2: Practice is informed by critical reflection

• How is the service’s approach to assessment and planning:
  • 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?
• How is any change to the service’s approach to assessment and planning understood by all and implemented appropriately?
• How do all educators, the educational leader and co-ordinators regularly reflect, individually and with each other on:
  • their approach to assessment and planning to consider whether it supports the best outcomes for children, young people and families?
  • engagement with families and whether communication of the education program and children/young people’s participation, learning and development is accessible and understandable?
  • alternate assessment and planning processes, and make changes where opportunities for improvement are identified?
  • social justice and equity implications of their assessment and planning to ensure that practice considers the circumstances and rights of every child at the service?
  • theoretical and philosophical influences on their assessment and planning, including the theoretical perspectives identified in the approved learning framework/s?
  • how they draw on theoretical and philosophical influences and how they have influenced 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 assessment and planning:
  • reflect the unique geographical, cultural and community context of the service?
  • welcome, respect and draw on the voices, priorities and strengths of the children and families at the service?
• Do all educators:
  • consistently seek out the voices, perspectives, and views of children throughout the day, and draw on this input in ongoing assessment and planning?
  • consistently support children to participate in assessing and planning their own learning and development?
• How do all educators, the educational leader and co-ordinators:
  • consistently engage with families and the community to ensure that children’s learning and development outside of the service is incorporated into the assessment and planning cycle?
  • consistently engage with families about their child’s progress in ways that are tailored to individual families’ circumstances and ways of connecting, for example engaging with families using respectful and culturally safe practices?