Standard 3.2 (Use): The service environment is inclusive, promotes competence and supports exploration and play-based learning. 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.
“Outdoor and indoor spaces are organised and adapted to support every child’s participation and to engage every child in quality experiences in both built and natural environments.”
What it means: Spaces are set up so every child, including children with disability or additional needs, can take part, and they offer quality experiences indoors and outdoors, with natural elements as well as built ones.
What an assessor looks for:
Common gaps: Spaces set up once and never adapted; outdoor areas mostly synthetic surfaces with little nature; children with additional needs unable to reach resources.
Element 3.2.1 requires indoor and outdoor spaces to be organised and adapted so every child can participate and be engaged in quality experiences, in both built and natural environments.
“Resources, materials and equipment allow for multiple uses, are sufficient in number, and enable every child to engage in play-based learning.”
What it means: There is enough, and the right kind, of resources. Open-ended materials that can be used in many ways are preferred, and there is enough for children to play without long waits or constant conflict over items.
What an assessor looks for:
Common gaps: Single-purpose toys only; too few resources leading to waiting and disputes; materials stored out of children’s reach.
Element 3.2.2 requires resources, materials and equipment that can be used in multiple ways, that are sufficient in number, and that let every child engage in play-based learning.
“The service cares for the environment and supports children to become environmentally responsible.”
What it means: The service practises sustainability itself (reducing waste, saving water and energy) and involves children in caring for the environment, linking to the EYLF V2.0 sustainability principle.
What an assessor looks for:
Common gaps: Sustainability limited to a recycling bin; children not involved; no link to the program.
Element 3.2.3 requires the service to care for the environment and to support children to become environmentally responsible, for example through gardening, recycling and learning about caring for nature.
See the whole quality area in Quality Area 3: Physical environment, or all 40 elements on one page.
Standard 3.2 (Use): the service environment is inclusive, promotes competence and supports exploration and play-based learning. Its elements are 3.2.1 Inclusive environment, 3.2.2 Resources support play-based learning, and 3.2.3 Environmentally responsible.
Outdoor and indoor spaces are organised and adapted to support every child's participation and engage every child in quality experiences in both built and natural environments.
Resources, materials and equipment allow for multiple uses, are sufficient in number, and enable every child to engage in play-based learning.
The service cares for the environment and supports children to become environmentally responsible.
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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