QA 1 – EDUCATIONAL PROGRAM AND

PRACTICE

28 March 2023
Acknowledgment of Country
In this reflective session
we will:
 Review the planning
cycle
 Discuss the difference
between critical
reflection and
evaluation or reflection
 Critical Reflection in the
context of Exceeding in
Quality Area 1 of NQS.
 In small groups……………..

Why do we need a planning cycle?

WHY DO WE NEED A PLANNING CYCLE?
The Planning Cycle
OBSERVE / Listen / Collect information
 Observe the child across all
parts of the day
 Listen to and engage with
the child
 Consider dispositions for
learning
 Record the child’s voice
 Document children’s
interests
 Discuss your observations
with the child’s family to
seek their input and
perspective
ASSESS / Analyse / Interpret learning
 Identify the child's
strengths
 Identify areas for
development
 Consider these in relation
to the Learning Outcomes
 Draw on early childhood
theories
 Consider the child’s family
and community context
 Think about next steps
PLAN / Design
 Consider how to consolidate, enrich
and extend children’s learning
 Think about how, when and where
based on your knowledge of the
child
 Think about how to motivate the
child using their interests
 Consider how learning goals can be
jointly constructed with children and
families
 Prioritise children’s learning goals
 Consider resources required
 Consider educator support required
IMPLEMENT / Enact
 Enact and review planned
experience
 Extend the child’s learning
through interactions and
open-ended questions
 Allow time for the child to
extend their own play and
interact with others
 Follow the child’s lead
 Use intentional and
spontaneous teaching
strategies
 Be flexible
EVALUATE / Critically reflect

 Educators use their

assessment for, of and as
children’s learning to
evaluate the
implementation of plans
 Consider how meaningful
and effective plans were
 What worked and why?
 What will you do
differently next time?
 How can I further extend
the child’s learning?
 Next steps
 How will I share this
information with my team?
WHAT IS CRITICAL REFLECTION?
CRITICAL REFLECTION
 Making links between theory and
practice
 Exploring multiple perspectives
 Links to philosophy
 Exploring how educators felt and
enacting change as a result
 Reflecting on opportunities for
professional growth
 Reflecting as a team and/or community
and enacting change as a result
 Considering equity, inclusion and
diversity and enacting change as a
result
 Thinking about continuous
improvement
EVALUATION OR REFLECTION
 Daily journal entries describing the day
 Recording observations about a child’s
progress
 Planning a new experience based on an
observation
 Evaluating a situation to determine a
child’s interests
 Assessing an experience to see if it was
successful or not
 Documenting children’s participation in
experiences
Your Planning Cycle

• Take a moment to review what you documented as your

planning cycle at the beginning of the session.
SCAMPER it!
(S) Substitute
(C) Combine
(A) Adapt
(M) Modify
(P) Put to another use
(E) Eliminate
(R) Reverse
Exceeding Themes
• Exceeding National Quality Standard requires a service to go above and beyond
what is expected at the Meeting National Quality Standard level for that Standard.
• The higher benchmark for quality that is expected at the Exceeding NQS rating
level is described by three Exceeding themes.

• Themes:
– Exceeding Theme 1: Practice is embedded in service operations
– Exceeding Theme 2: Practice is informed by critical reflection
– Exceeding Theme 3: Practice is shaped by meaningful engagement with
families and/or the community
Exceeding NQS Practice Analysis Tool
• To determine if a service meets the benchmark
for an exceeding theme, authorised officers ask
questions of the evidence they have gathered
for each Standard.

• Authorised officers will measure and analyse

evidence they have gathered against each of
these questions.

• Standard 1.1: Program

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

• Standard 1.2: Practice

– Educators facilitate and extend each
child’s learning and development

• Standard 1.3: Assessment and planning

– Educators and co-ordinators take a
planned and reflective approach to
implementing the program for each child.
Burning Questions
Thank you
FURTHER INFORMATION AND RESOURCES
ACECQA Website: www.acecqa.gov.au
We Hear You Blog: www.acecqa.gov.au/latest-news/blog