Nqs Eylf Coe

KEY THEME
STRUCTURED
NQS
Standard 1.1
An approved
learning framework
informs the
development of a
curriculum that
enhances each
childs learning and
development.
EYLF
Outcome 1:
Children develop their emerging autonomy, interdependence, resilience and sense of agency
Outcome 4:
Children develop dispositions for learning such as
curiosity, cooperation, confidence, creativity,
commitment, enthusiasm, persistence, imagination
and reflexivity
Children develop a range of skills and processes
such as problem solving, inquiry, experimentation,
hypothesising, researching and investigating
CODE OF ETHICS
In relation to children, I will;
6.Create and maintain safe, healthy
environments, spaces
and places, which enhance childrens
learning, development, engagement,
initiative, self-worth, and dignity and show
respect for their contributions.
9.Acknowledge the holistic nature of
childrens learning and the significance of
childrens cultural and linguistic identities.
Children transfer and adapt what they have learned

from one context to another
Children resource their own learning through
connecting with people, place, technologies and
natural and processed materials
STRUCTURE
Element 1.1.1
Curriculum decisionmaking contributes
to each childs
learning and
development
outcomes in relation
to their identity,
connection with
community,
wellbeing, and
confidence as
learners and
effectiveness as
communicators.
Outcome 1:
Children learn to interact in relation to others with
care, empathy and respect
Outcome 2:
Children become strong in their social and
emotional wellbeing
Children take increasing responsibility for their own
health and physical wellbeing
Outcome 5:
Children interact verbally and non-verbally with
others for a range of purposes
In relation to communities, I will;
1. Learn about the communities that I work

within and enact curriculum programs,
which are responsive to those contexts and
community priorities.
2. Connect with people, services and
agencies within the communities that
support children and families.
ACTIVE
Element 1.1.2
INVOLVEMENT Each childs current
knowledge, ideas,
culture, abilities and
interests are the
foundation of the
program.
Outcome 4:
Children develop dispositions for learning such as
curiosity, cooperation, confidence, creativity,
commitment, enthusiasm, persistence, imagination
and reflexivity
Children transfer and adapt what they have learned
from one context to another
Children resource their own learning through
connecting with people, place, technologies and
natural and processed materials
STRUCTURED
Element 1.1.3
The program,
including routines, is
organised in ways
that maximize
opportunities for
each childs
learning.
Outcome 5:
Children use information and communication
technologies to access information, investigate
ideas and represent their thinking
ACTIVE
Element 1.1.4
INVOLVEMENT The documentation
about each childs
program and
progress is available
to families.
The Framework has been designed for use by

early childhood educators working in partnership
with families, childrens first and most influential
educators.
STRUCTURE
Outcome 1:
Children feel safe, secure, and supported
Element 1.1.5
Every child is
supported to
participate in the
program.
In relation to communities, I will:

Utilise knowledge and research to advocate
for universal access to a range of highquality early childhood programs for all
children.
In relation to communities, I will:

Utilise knowledge and research to advocate
for universal access to a range of highquality early childhood programs for all
children.
In relations to families, I will;
7. Develop shared planning, monitoring and
assessment practices for childrens learning
and communicate this in ways that families
understand.
In relation to children, I will:
1.Act in the best interests of all children.
initiative, self-worth, and dignity and show
respect for their contributions.
ACTIVE
Element 1.1.6
Outcome 1:
INVOLVEMENT Each childs agency Children develop their emerging autonomy, interis promoted,
dependence, resilience and sense of agency
enabling them to
make choices and
decisions and to
influence events and
their world.
ACTIVE
Standard 1.2
INVOLVEMENT Educators and
coordinators are
focused, active and
reflective in
designing and
delivering the
program for each
child.
Respecting diversity means within the curriculum

valuing and reflecting the practices, values and
beliefs of families. Educators honour the histories,
cultures, languages, traditions, child rearing
practices and lifestyle choices of families.
In relation to communities, I will;

3.Recognise children as active citizens
participating in different communities such
as family, childrens services and schools.
4.Work with children to help them
understand that they are global citizens
with shared responsibilities to the
environment and humanity.
In relation to children, I will:
initiative, self-worth and dignity and
show respect for their contributions.
STRUCTURED
Element 1.2.1
Each child's learning
and development is
assessed as part of
an ongoing cycle of
planning,
documenting and
evaluation.
Educators carefully assess learning to inform

further planning.
While educators may plan or assess with a focus
on a particular outcome or component of learning,
they see childrens learning as integrated and
interconnected.
In relation to myself as a professional, I will:

1. Base my work on contemporary
perspectives on research, theory, content
knowledge, high-quality early childhood
practices and my understandings of the
children and families with whom I work.
2. Regard myself as a learner who
undertakes reflection, critical self-study,
and continuing professional development
and engages with contemporary theory and
practice.
In relation to the conduct of research, I will:
ACTIVE
Element 1.2.2
INVOLVEMENT Educators respond
to children's ideas
and play and use
intentional teaching
to scaffold and
extend each child's
learning.
STRUCTURED Element 1.2.3
Critical reflection on
children's learning
and development,
both as individuals
and in groups, is
regularly used to
implement the
program.
Intentional teaching: involves educators being

deliberate, purposeful and thoughtful in their
decisions and action. Intentional teaching is the
opposite of teaching by rote or continuing with
traditions simply because things have always been
done that way.
They can support engagement by allowing time for
meaningful interactions, by providing a range of
opportunities for individual and shared experiences,
and by finding opportunities for children to go into
and contribute to their local community.
1. Recognise that research includes my

routine documentation and investigations of
childrens learning and development, as
well as more formal research projects
undertaken with and by external bodies.
In relations to my children, I will;
11.Acknowledge children as competent
learners, and build active communities of
engagement and inquiry.
In relation to families, I will;

7. Develop shared planning, monitoring and
assessment practices for childrens learning
and communicate this in ways that families
understand.

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What are the main principles of the Early Years Learning Framework?

What are educators' responsibilities towards children according to the code of ethics?

KEY THEME

Children transfer and adapt what they have learned

In relation to communities, I will;

1. Learn about the communities that I work

The Framework has been designed for use by

In relation to communities, I will:

In relation to communities, I will:

Respecting diversity means within the curriculum

In relation to communities, I will;

Educators carefully assess learning to inform

In relation to myself as a professional, I will:

Intentional teaching: involves educators being

1. Recognise that research includes my

In relation to families, I will;

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