Standard 1.1: Program

The educational program enhances each child’s learning and development.

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 and development. 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 and developmental 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
  • ensure that the interactions, experiences, routines and events included in the educational program maximise opportunities for children’s learning.

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

Educational program

  • How do we develop our understanding of the approved learning framework that we use in our service to foster learning outcomes for all children?
  • How do we support all children to progress towards the learning outcomes?
  • How do we learn about each child’s knowledge, strengths, ideas, culture, abilities and interests?
  • How do we make decisions about children’s daily experiences and routines, and who is involved in making these decisions?
  • How do we use the learning outcomes to guide our goals and subsequent planning for individual children and groups of children?
  • How do we plan and implement educational programs that are relevant and engaging for children?
  • How do we ensure that experiences and routines are child-centred rather than adult-directed or clock-driven?
  • How do we support every child’s participation in the program?
  • What experiences do we provide for children to work independently and collaboratively?
  • How do we use conversations and interactions with children to make routine times enjoyable and meaningful learning opportunities
Birth to three
  • How do we develop a shared understanding of the learning outcomes and their importance to families?
  • How do we ensure that children develop strong attachments and a sense of belonging in our service?
  • How do we apply our knowledge of learning and development, and the content of the learning framework to this age group?
School age children
  • How do we incorporate learning outcomes into leisure opportunities and the everyday experiences we provide?
  • How do we provide problem-solving, inquiry and challenge based learning experiences for children to support their prior learning?
  • How do we provide a differentiated curriculum that supports children’s varying capabilities, learning styles and interests?
Family day care
  • How do we incorporate the learning outcomes into everyday activities that children experience in the residence?
  • What other activities or experiences can be incorporated into our program to ensure a range of learning opportunities for all children?
See the ACECQA Educational Leader Resource for information for educational leaders.