What is national quality standard? | quality area 1 - standard 1. 1 the educational program enhances each child’s learning and development - element 1. 1. 1 what is national quality standard

What is National Quality Standard? | Quality Area 1 – Standard 1.1 The Educational Program Enhances Each Child’s Learning and Development – Element 1.1.1


In the last blog we shared with you information on National Quality area 1. Continuing on with the Quality area 1, today we will explore standard 1.1 in detail.

Standard 1.1 is further split in to three elements as below:

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.

Let us take each element one by one.


  • 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.    

Aim of Element 1.1.1 is to ensure that an approved learning framework guides the development of the curriculum at an education and care service and supports curriculum decision-making as an ongoing cycle of observation, analysing learning, documentation, planning, implementation and reflection. The educational leader and educators use an approved learning framework and the service philosophy to consider the service’s approach to learning, development and wellbeing, and the way in which these guide everyday practice and development of the education program.

When a service goes through assessment and rating an assessor may observe the following:

  • Children displaying behaviours and engaging in activities consistent with the evidence for outcomes described in the approved learning frameworks
  • Educators providing experiences for children that actively promote or initiate the investigation of ideas, complex concepts and thinking, reasoning and hypothesising
  • Educators consolidating and extending children’s communication
  • Educators supporting children to be independent communicators who initiate English and home-language conversations, and who listen, respond and engage in conversation
  • Educators providing a literacy-enriched environment that includes displaying print in home languages and in English

Assessor may discuss the following:

  • How educators make curriculum decisions
  • How learning outcomes are promoted through the program and children’s experiences
  • How the service communicates learning outcomes for children with their families
  • How the service’s philosophy statement guides pedagogy and teaching decisions

Assessor may sight the following:

  • Documentation that has been gathered in a variety of ways about children’s progress towards the learning outcomes and planning that establishes further learning goals
  • Documented programs that include planned experiences and/or strategies to support individual children’s goals
  • Documented programs demonstrating that an assessment of the learning outcomes has led to goals being identified for the group of children that are designed to intentionally support aspects of learning

Educator’s can demonstrate compliance with the Element 1.1.1 through their practices in following ways:

By providing children opportunities for:

  • Expressing a wide range of emotions, thoughts and views constructively
  • Exploring aspects of identity through role play
  • Expressing opinions in matters that affect them
  • Being empowered to make choices and solve problems to meet their needs
  • Working collaboratively with others
  • Moving around and through their environments confidently and safely
  • Being curious and enthusiastic participants in their learning
  • Using play to investigate, imagine and explore ideas
  • Conveying and constructing messages with purpose and confidence

In addition educators can:

  • Talk explicitly about phonological concepts, such as rhyme, letters and sounds when sharing texts with children
  • Engage children in discussions about symbol systems, such as letters, numbers, time, money and musical notation
  • Support children to contribute constructively to mathematical and scientific discussions and arguments
  • Engage children in exploration of creative arts such as musical rhythms or beats, or lines or shapes in visual arts
  • Use everyday events as a basis for children’s exploration and learning about nature and science
  • Support children to take on roles that use literacy and numeracy in their play
  • Engage children in singing songs and playing with words and sounds
  • Support children to convey and construct messages with purpose and confidence, building on home/family and community languages
  • Building vocabulary, having language-rich communication exchanges between educators and children
  • Promoting expressive aspects of children’s language
  • Supporting and promoting early attempts of children to initiate interactions and conversations
  • Acknowledging and responding sensitively to cues and signals from children
  • Initiating one-to-one interactions with children during daily routines

In the next blog we will focus on Element 1.1.2 of Standard 1.1 of Quality area 1.

Sourced from National Quality standard published by ACECQA https://www.acecqa.gov.au/sites/default/files/acecqa/files/NQF/Guide-to-the-NQF-3-Guide-to-the-NQS-Part-A.pdf