- National Quality Framework
- Guide to the NQF
- Section 3: National Quality Standard and Assessment and Rating
- Quality Area 1: Educational program and practice
- Standard 1.1: Program
- Element 1.1.3: Program learning opportunities
Element 1.1.3: Program learning opportunities
What Element 1.1.3 aims to achieve
All aspects of the educational program, including interactions, experiences, routines and events (both planned and unplanned) provide opportunities for children’s learning and development (Early Years Learning Framework, p. 9; Framework for School Age Care, 6), and for educators to interact with children in meaningful ways that empower children’s choices and decision-making.
Educators adopt a holistic approach to planning and facilitating learning throughout the program, including during transitions and routines. Educators are alert to learning opportunities to extend children’s learning during planned and unplanned experiences. They support children to follow their interests and to engage in uninterrupted play.
Effective routines and transitions are designed to support children and are regarded as equally important as planned or spontaneous play experiences or group times. Routines, such as mealtimes or toileting, provide predictability to assist children to feel safe, secure and confident to explore and learn. Effective transitions reduce stress and support children’s sense of belonging.
Assessment guide for meeting Element 1.1.3 (for all services)
Program learning opportunities
Assessors may observe:
- participating collaboratively in events and experiences and having opportunities to contribute to decisions
- having opportunities to revisit and discuss their learning during routines
- being given choices during routines and transition times
- directing and initiating learning experiences
- engaged in a range of play experiences throughout the day
- having opportunities to extend their interests, experiences and activities, such as being able to continue working on a construction or artwork
- using all aspects of the program to undertake intentional teaching and support child directed learning
- making decisions based on best learning outcomes for children rather than convenient options suited to educators
- planning and implementing transitions and routines that support individual children’s preferences and requirements
- minimising the times during which children are expected to do the same thing at the same time, or to wait for long periods without engaging in play or interactions
Assessors may discuss:
- how the service organises its program and routines to maximise opportunities for children’s learning
- how children are involved in program decision-making, contributing to the learning environment, assisting in everyday routines and transitions including menu planning and food preparation
Assessors may sight:
- policy documentation outlining routines and the written program, including examples of how educators plan programs that are maximising opportunities for learning.