2

National Quality Standard List all the elements that are included in this Standard (Note: the elements can be in your own words or quoted from the NQS) Give one (1) example of a practice you would implement Example: Quality Area 1 – Educational program and practice Example: Programming using the child’s knowledge, strengths, interests, culture and abilities Example: If a child were interested in trucks, I would include those in block corner. Quality Area 1 – Educational program and practice 1.1 Program The educational program enhances each child’s learning and development. 1.1.1 Approved learning framework Curriculum decision- making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators. 1.1.2 Child-centred Each child’s current knowledge, strengths, ideas, culture, abilities and interests are the foundation of the program. 1.1.3 Program learning opportunities All aspects of the program, including routines, are organised in ways that maximise opportunities for each child’s learning. 1.2 Practice Educators facilitate and extend each child’s learning and development. 1.2.1 Intentional teaching Educators are deliberate, purposeful, and thoughtful in their decisions and actions. 1.2.2 Responsive teaching and scaffolding Educators respond to children’s ideas and play and extend children’s learning through open-ended questions, interactions and feedback. Examples: Educator are talking explicitly about phonological concepts, such as rhyme, letters and sounds when sharing texts with children, engaging children in discussions about symbol systems, such as letters, numbers, time, money and musical notation supporting children to contribute constructively to mathematical and scientific discussions and argument.

1.2.3 Child directed learning Each child's agency is promoted, enabling them to make choices and decisions that influence events and their world. 1.3 Assessment and planning Educators and co-ordinators take a planned and reflective approach to implementing the program for each child. 1.3.1 Assessment and planning cycle Each child’s learning and development is assessed or evaluated as part of an ongoing cycle of observation, analysing learning, documentation, planning, implementation and reflection. 1.3.2 Critical reflection Critical reflection on children’s learning and development, both as individuals and in groups, drives program planning and implementation. 1.3.3 Information for families- Families are informed about the program and their child's progress.

Quality Area 2 – Children's health and safety 2.1 Health Each child’s health and physical activity is supported and promoted. 2.1.1 Wellbeing and comfort Each child’s wellbeing and comfort is provided for, including appropriate opportunities to meet each child’s need for sleep, rest and relaxation. 2.1.2 Health practices and procedures Effective illness and injury management and hygiene practices are promoted and implemented. 2.1.3 Healthy lifestyle Healthy eating and physical activity are promoted and appropriate for each child. 2.2 Safety Each child is protected. 2.2.1 Supervision At all times, reasonable precautions and adequate supervision ensure children are protected from harm and hazard. 2.2.2 Incident and emergency management Plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities, practised and implemented. 2.2.3 Child protection Management, educators and staff are aware of their roles and responsibilities to identify and respond to every child at risk of abuse or neglect. Example: As an educator I will supervising children closely when they are in a situation that presents a higher risk of injury—for example, during water play or woodwork experiences or on an excursion. Quality Area 3 – Physical environment 3.1 Design The design of the facilities is appropriate for the operation of a service. 3.1.1 Fit for purpose Outdoor and indoor spaces, buildings, fixtures and fittings are suitable Example: We need to have a physical environment that is safe and includes adequate space for solitary play, and