Education Curriculum and Learning Policy (QA1)

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Woodlands - Education Curriculum & Learning Policy

“A supportive active learning environment encourages children’s engagement in learning... Active involvement in learning builds children’s understandings of concepts and the creative thinking and inquiry processes that are necessary for lifelong learning.” (Belonging, Being and Becoming, The Early Years Learning Framework for Australia page 33).

 The Education and Care Services National Law Act 2010, and Standard 1.1 of the National Quality Standard for Early Childhood Education and Care and School Age Care requires that a program is delivered to all children being educated and cared for by the service that:

  • is based on an approved learning framework; and
  • is delivered in a manner that accords with the approved learning framework; and
  • is based on the developmental needs, interests, and experiences of each child; and
  • is designed to take into account the individual differences of each child

 The Education and Care Services National Regulations require that the education program contributes to the following outcomes for children:

  • the child will have a strong sense of identity;
  • the child will be connected with and contribute to his or her world;
  • the child will have a strong sense of wellbeing;
  • the child will be a confident and involved learner;
  • the child will be an effective communicator

 It is also required that relevant information about the program and their child’s participation in the program is shared with parents and that the program is planned, documented and evaluated


National Quality Standards (NQS) 

Quality Area 1: Educational Program and Patience


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.



Each child’s current knowledge, strengths, ideas, culture, abilities, and interests are the foundation of the program.


Program learning opportunities

All aspects of the program, including routines, are organized in ways that maximize opportunities for each child’s learning.


Intentional teaching 

Educators are deliberate, purposeful, and thoughtful in their decisions and actions.


Responsive teaching and scaffolding

Educators respond to children’s ideas and play and extend children’s learning through open-ended questions, interactions, and feedback.


Child Directed learning

Each child's agency is promoted, enabling them to make choices and decisions that influence events and their world.


Assessment and planning cycle

Each child’s learning and development are assessed or evaluated as part of an ongoing cycle of observation, analyzing learning, documentation, planning, implementation, and reflection.


Critical reflection

Critical reflection on children’s learning and development, both as individuals and in groups, drives program planning and implementation.


Information for families

Families are informed about the program and their child's progress.


Quality Area 3: Physical Environment


Inclusive environment 

Outdoor and indoor spaces are organized and adapted to support every child's participation and to engage every child in quality experiences in both built and natural environments.


Quality Area 6: Collaborative Partnerships with Families and Communities


Access and participation 

Effective partnerships support children’s access, inclusion, and participation in the program.


Quality Area 7: Governance and Leadership


Educational leadership 

The educational leader is supported and leads the development and implementation of the educational program and assessment and planning cycle.


Education and Care Services National Regulations

Children (Education and Care Services) National Law NSW 


Educational programs 


Information about the educational program to be kept available 


Information about educational program to be given to parents 


Documenting of child assessments or evaluations for delivery of educational program 


Educational Leader


Related Policies


To create a positive, inclusive learning environment that encourages children to engage in activities and experiences based on their interests and everyday lives, and achieve the Learning Outcomes of an approved learning framework.



This policy applies to children, families, staff, management, and visitors of the Service.


Our Educational Leader is {Insert name here}.

The role of the Educational Leader is to affirm and extend educators’ teaching practices, support the development of curriculum based on an approved learning framework and ensure children progress towards and achieve the outcomes of that framework.

Our service is committed to the Early Years Learning Framework (EYLF). 

 “While educators may plan or assess with a focus on a particular outcome or component of learning, they see children’s learning as integrated and interconnected. They recognize the connections between children, families, and communities and the importance of reciprocal relationships and partnerships for learning. They see learning as a social activity and value collaborative learning and community participation.” Early Years Learning Framework p 14


EYLF Learning Outcomes

Learning Outcomes recognize the importance of literacy, numeracy, and social and emotional development.

  1. Children have a strong sense of identity 
  2. Children are connected with and contribute to their world
  3. Children have a strong sense of wellbeing 
  4. Children are confident and involved learners
  5. Children are effective communicators 
  • Educators will:
  • plan a Curriculum based on children’s interests, culture, language, ideas, play and everyday lives ie connections between children, families, and communities 
  • work in partnerships with families to achieve Learning Outcomes, and encourage families to contribute to the Curriculum by sharing information about their child or completing activities with children
  • build connections between the service, schools and the local community
  • include children in decision making, including decisions about indoor and outdoor spaces, programming, routines and documenting their achievements, and give them appropriate levels of responsibility
  • make use of spontaneous ‘teachable moments’ to scaffold children’s learning
  • engage in sustained shared conversations with children to extend their thinking
  • support children’s learning by participating in child-led play
  • provide a balance between child-led, child-initiated and educator supported learning by creating learning environments and activities that stimulate children’s imagination, creativity, and curiosity and encourage children to investigate, experiment, explore, solve problems, create and construct 
  • use strategies like demonstrating, dramatic play, role play, open questioning, speculating, explaining, shared thinking and problem-solving to promote and extend children’s learning  
  • use resources (eg man-made and natural loose parts) and implement activities (eg dramatic play, visual arts, role play, games) to promote learning across all Learning Outcomes   
  • create outdoor learning spaces which  invite open-ended interactions, spontaneity, risk-taking, exploration, discovery, and connection with nature
  • create both indoor and outdoor spaces that stimulate children’s imagination, creativity, and curiosity and encourage children to investigate, experiment and solve problems 
  • regularly provide opportunities for children to learn individually and as part of a group 
  • regularly assess what each child knows, can do, and understands through an ongoing cycle of planning, documenting and evaluating, and then implement activities to help each child achieve all Learning Outcomes. Assessments will take into account the period of time each child spends at the service
  • regularly add to a learning portfolio for each child which includes written assessments of the child’s learning. Portfolios will be available for a child’s family members to view but they remain the property of the Service for the duration of the child’s enrolment
  • plan the curriculum with each child and the learning outcomes in mind, and remember that learning is not always predictable and linea
  • celebrate the achievements and learning of each child
  • with parents’ consent, liaise with external agencies and professionals to support children with additional needs
  • regularly (at least weekly) evaluate their practices and reflect on how well the Curriculum is helping each child progress towards and achieve the Learning Outcomes 
  • display the daily curriculum in children’s rooms and encourage families to contribute, make suggestions or ask questions about children’s learning at any time
  • provide the following information to parents whenever requested:
  • the content and operation of the educational program
  • information about the child’s participation in the program
  • assessments of the child’s developmental needs, interests, experiences and progress against the Learning Outcomes. 



  • Education and Care Services National Law and Regulations
  • National Quality Standard Early Years Learning Framework 



Review Date


Next Review

December 2019

Education, Curriculum and Learning Policy was introduced, after reviewing of policies available through Centre support membership, this replaces previously titled Educational Program Policy

Branding and formatting modifications

Centre specific information adjusted to meet practices- not affecting content or delivery of policy

June 2020


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