Standard 1.1 (Program): The educational program enhances each child’s learning and development. It has 3 elements:
For each element below: what it means in practice, what an assessor looks for, the common gaps, and a model short answer for “briefly explain” questions in certificate III and diploma assessments.
“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.”
What it means: The program is built on an approved learning framework (the EYLF for birth to 5, My Time, Our Place for school age) and every curriculum decision can be traced to the five outcomes. It is not enough to own the framework; educators must use it to decide what to offer and why.
What an assessor looks for:
Common gaps: Outcome codes stuck on activities after the fact, with no link to why the experience was planned; templates still using 2009 EYLF wording.
Element 1.1.1 requires the service’s curriculum decisions to be based on an approved learning framework, such as the EYLF, so that the program helps each child progress in the five learning outcomes: identity, connection with community, wellbeing, confidence as learners and communication.
“Each child’s current knowledge, strengths, ideas, culture, abilities and interests are the foundation of the program.”
What it means: Planning starts from who the children are, not from a theme calendar. What families tell the service about home, culture and language, and what educators notice in play, should visibly drive what happens next.
What an assessor looks for:
Common gaps: Generic themes repeated every year; individual children invisible in the group program; culture limited to celebration days.
Element 1.1.2 means the program is built around each child: their existing knowledge, strengths, ideas, culture, abilities and interests. Educators find these out through observation and families, and use them as the starting point for planning.
“All aspects of the program, including routines, are organised in ways that maximise opportunities for each child’s learning.”
What it means: Learning is not confined to planned activities. Meal times, nappy changes, sleep, arrivals and transitions are all learning time, and the day is organised to reduce waiting and maximise meaningful engagement.
What an assessor looks for:
Common gaps: Children lining up and waiting; routines treated as care tasks only; rigid timetables that interrupt deep play.
Element 1.1.3 requires the whole day, including routines like meals, rest and transitions, to be organised so children are learning throughout, not only during planned activities. Educators reduce waiting time and use routines to build skills such as independence and communication.
See the whole quality area in Quality Area 1: Educational program and practice, or all 40 elements on one page.
Standard 1.1 (Program): the educational program enhances each child's learning and development. It has three elements: 1.1.1 Approved learning framework, 1.1.2 Child-centred, and 1.1.3 Program learning opportunities.
Curriculum decisions are based on an approved learning framework and contribute to each child's outcomes in identity, connection with community, wellbeing, confidence as learners and communication.
All parts of the program, including routines like meals, rest and transitions, are organised to maximise each child's learning.
Plan from children's observed interests, strengths and culture and from families' input, and show in the program how those shaped what was offered.
WIDEN Law answers National Quality Framework questions with inline citations to the National Law, the Regulations and the NQS, so you can check the source provision yourself.
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