Module 1Welcome to the NQF, NQS

and the EYLF

Module overview
This first module forms the basis for this whole unit, and your course
in fact, as you will be introduced to foundational legislation and
frameworks that guide your practice as an early childhood educator.
Through this Self-Access content, you will learn about the National
Quality Framework (NQF), the National Quality Standards (NQS) as
well as the Early Years Learning Framework (EYLF). This is a broad
overview and we will dive deeper into all these guidelines across
this unit.

Module purpose
This module introduces core legislation, processes and framework
that guide your practice.

By the end of this module you will be able to:

 Outline the NQF (ACECQA, 2021), the NQS (ACECQA, 2020), and the
assessment and rating process.
 Identify the Principles, Practices and Learning Outcomes of the EYLF
(AGDE, 2022).
 Define some key early childhood terms from the EYLF.

Introduction
Working within the early childhood education and care (ECEC)
profession requires a solid understanding of the National Quality

1
Framework (NQF) (Australian Children's Education and Care Quality
Authority [ACECQA], 2021) and the National Quality Standards
(NQS) (ACECQA, 2020). In this module we will investigate the NQF
(ACECQA, 2021) and the inclusive components, importantly the NQS
(ACECQA, 2018), and the assessment and rating process. Under the
NQF (ACECQA, 2021) we will also introduce the Early Years' Learning
Framework (EYLF) (AGDE, 2022) as one of the most widely used
approved National curriculum frameworks for ECE in Australia. The
EYLF (AGDE, 2022) five Learning Outcomes (LO), eight Principles
and seven Practices will be unpacked further in modules in this unit.
Developing knowledge of all of these guidelines, supports and
informs our ECE practice to build and maintain relationships with the
key stakeholders in our services.

The National Quality Framework (NQF)

The National Quality Framework (NQF) (Australian Children's
Education and Care Quality Authority [ACECQA], 2021) was the
result of an agreement between all Australian governments to work
together to provide better educational and developmental outcomes
for children. The NQF was introduced in 2012 to improve education
and care across long day care, family day care,
preschool/kindergarten, and outside school hours care services. The
NQF provides a national approach to regulation, assessment and
quality improvement for early childhood education and care and
outside school hours care services across Australia.

The NQF aims to raise quality and drive continuous improvement

and consistency in children’s education and care services through:

 the National Law and National Regulations

 the National Quality Standard
 an assessment and quality rating process
 National approved learning frameworks
 a regulatory authority in each state and territory responsible for the
approval, monitoring and quality assessment of services in their state
or territory
 a national body – ACECQA, which guides the implementation of the
NQF and works with regulatory authorities.

The delivery of the NQF is guided by set objectives and guidelines to

ensure consistent and effective function.
2
It is important for all early childhood educators (ECE) to have a deep
understanding of all components that are included under this
national framework. Therefore, it is critical you have a good
understanding of each of the inclusions as you will use these as a
basis across units throughout your course and into your practice as
an ECE. The image below shows a very simple overview of the NQF
and inclusions.

We will use this link to the National Quality Framework to

become familiar with the NQF inclusions.
 National Law and National Regulations
 National Quality Standard
 Assessment and quality rating process
 National learning frameworks.
The following sections will unpack each of the above inclusions in
more detail. For a full view of the components of the National
Quality Framework including the quality areas of the NQS, review
the Guide to the National Quality Framework document by clicking
on the link Guide to the National Quality FrameworkOpen this
document with ReadSpeaker docReader .

The National Quality Framework

3
National Quality Standards
Quality Area 1 - Educational program and practice

The aim of Quality Area 1 of the National Quality Standard is to

ensure that the educational program and practice is stimulating and
engaging, and enhances children’s learning and development. In
school age care services, the program nurtures the development of
life skills and complements children’s experiences, opportunities
and relationships at school, at home and in the community. This
standard covers:

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.

4
Quality Area 2 - Children's health and safety

The aim of Quality Area 2 under the National Quality Standard is to

safeguard and promote children’s health and safety, minimise risks
and protect children from harm, injury and infection.

All children have the right to experience quality education and care
in an environment that provides for their physical and psychological
wellbeing and provides support for each child’s growing
competence, confidence and independence. This standard covers:

2.1 Health Each child’s health and physical activity is supported

and promoted.
2.2 Safety Each child is protected.
Quality Area 3 - Physical environment

The aim of Quality Area 3 under the National Quality Standard is to

ensure that the physical environment is safe, suitable and provides
a rich and diverse range of experiences that promote children’s
learning and development.

The way that the environment is designed, equipped and organised

determines the way that the space and resources are used and has
the potential to maximise children’s engagement and level of
positive experience and inclusive relationships. This standard
covers:

3.1 Design The design of the facilities is appropriate for the

operation of a service.
3.2 Use The service environment is inclusive, promotes
competence and supports exploration and play-based learning.
Quality Area 4 - Staffing arrangements

The aim of Quality Area 4 under the National Quality Standard is to

ensure the provision of qualified and experienced educators,
coordinators and nominated supervisors who are able to develop
warm, respectful relationships with children, create safe and
predictable environments and encourage children’s active
engagement in the learning program.This standard covers:

4.1 Staffing arrangements Staffing arrangements enhance

children's learning and development.
5
4.2 Professionalism Management, educators and staff are
collaborative, respectful and ethical.
Quality Area 5 - Relationships with children

The aim of Quality Area 5 under the National Quality Standard is to

promote relationships with children that are responsive, respectful
and promote children’s sense of security and belonging.
Relationships of this kind free children to explore the environment
and engage in play and learning. This standard covers:

5.1 Relationships between educators and children Respectful

and equitable relationships are maintained with each child.
5.2 Relationships between children Each child is supported to
build and maintain sensitive and responsive relationships.
Quality Area 6 - Collaborative partnerships with families and
communities
The aim of Quality Area 6 under the National Quality Standard is to
recognise that collaborative relationships with families are
fundamental to achieving quality outcomes for children and that
community partnerships that are based on active communication,
consultation and collaboration are also essential. This standard
covers:
6.1 Supportive relationships with families Respectful
relationships with families are developed and maintained and
families are supported in their parenting role.
6.2 Collaborative partnerships Collaborative partnerships
enhance children’s inclusion, learning and wellbeing.
Quality Area 7 - Governance and leadership
The aim of Quality Area 7 under the National Quality Standard is to
support effective leadership and management of the service that
contributes to quality environments for children’s learning and
development. Well-documented policies and procedures, well-
maintained records, shared values, clear direction and reflective
practices enable the service to function as a learning community.

An ongoing cycle of planning and review, including engagement

with families, creates a setting for continuous improvement. This
standard covers:

7.1 Governance Governance supports the operation of a quality

service.

6
7.2 Leadership Effective leadership builds and promotes a positive
organisational culture and professional learning community.
For full details of the components of the quality areas of the NQS,
review the Guide to the National Quality Framework document by
clicking on the link Guide to the National Quality FrameworkOpen
this document with ReadSpeaker docReader .

QA in practice in Outdoor Play

Click on the + icons below to reveal more about how the QA can be
seen in an engaging outdoor play environment.

Unpacking the National Quality

Standards
Under the NQF (ACECQA, 2021) sits the National Quality Standards
(NQS) (ACECQA, 2018). The NQS sets a high national benchmark for
the operation and quality of early childhood education and care and
outside school hours care services in Australia.

The NQS includes 7 quality areas that are important outcomes for
children. Services are assessed and rated by their regulatory
authority against the NQS, and given a rating for each of the 7
quality areas and an overall rating based on these results.

We will be discussing these standards in the Tutorial and it is

important you are confident in understanding each of the seven
Quality Areas (QA).

Refer to your downloaded copy from ACECQA (2018), of the seven

QA from the NQS and the concepts and descriptors for each. You
can also use the ACECQA live
website https://www.acecqa.gov.au/nqf/about

Each Quality Area (QA) is broken into Elements and explanations for
educators on what needs to be addressed to meet and achieve that
element under the Assessment and Ratings process.

7
Belonging, Being and Becoming: The
Early Years Learning Framework (EYLF)
Australia’s first national Early Years Learning Framework (EYLF) for
early childhood educators is known most commonly as
the EYLF. The EYLF was originally developed in 2009 by the
Department of Education, Employment and Workplace Relations
(DEEWR) and has been revised more recently by the Australian
Government Department of Education (AGDE) in 2022. The aim of
the document is to extend and enrich children’s learning from birth
to five years and through the transition to school.

The Council of Australian Governments (CoAG) developed this

framework to assist educators to provide young children with
opportunities to maximise their potential and develop a foundation
for future success in learning. In this way, the EYLF contributes to
realising the Council of Australian Governments’ vision that:

“All children have the best start in life to create a better future for
themselves and for the nation.”

The EYLF (AGDE, 2022) draws on conclusive international evidence

that early childhood is a vital period in children’s learning and
development. It has been developed with considerable input from
the early childhood sector, early childhood academics and the
Australian and State and Territory Governments.

The framework forms the foundation for ensuring that children in all
early childhood education and care settings experience quality
teaching and learning. It has a specific emphasis on play-based
learning and recognises the importance of communication and
language (including early literacy and numeracy) and social and
emotional development. The Framework has been designed for use
by early childhood educators working in partnership with families,
children’s first and most influential educators.

Early childhood educators guided by the EYLF (AGDE, 2022) will

reinforce in their daily practice the principles laid out in the United
Nations Convention on the Rights of the Child (the Convention). The
Convention states that all children have the right to an education

8
that lays a foundation for the rest of their lives, maximises their
ability, and respects their family, cultural and other identities and
languages. The Convention also recognises children’s right to play
and be active participants in all matters affecting their lives.

This document may complement, supplement or replace individual

State and Territory frameworks. The exact relationship will be
determined by each State jurisdiction.

More broadly, the EYLF (AGDE, 2022) supports Goal 2 of the

Melbourne Declaration on Education Goals for Young Australians
(Ministerial Council on Education, Employment, Training and Youth
Affairs [MCEETYA], 2008), that:

All young Australians become:

 Successful learners
 Confident and creative individuals
 Active and informed citizens.

The Melbourne Declaration (MCEETYA, 2008) also commits to

improved outcomes for Aboriginal and Torres Strait Islander young
people and strengthening early childhood education. CoAG is
committed to closing the gap in educational achievement between
Indigenous and non-Indigenous Australians within a decade (CoAG,
2008). Early childhood education has a critical role to play in
delivering this outcome. Recognising this, a specific document that
provides educators with additional guidance on ensuring cultural
security for Aboriginal and Torres Strait Islander children and their
families will be developed and made available to educators.

Elements of the EYLF

The five Learning Outcomes are designed to capture the
integrated and complex learning and development of all children
across the birth to five years age range. They are broad and
observable and acknowledge that children learn in a variety of ways
and vary in their capabilities and pace of learning. Over time
children engage with increasingly complex ideas and learning
experiences, which are transferable to other situations. These guide
your broad aims for children's learning.

9
The eight Principles underpin educator perspectives and beliefs
that focus on assisting all children to make progress in relation to
the Learning Outcomes. These outcomes and principles form the
basis for all aspects of an educators actions, or to put this another
way they form a foundation for the educators Practice.

Readings
10
Required reading:
The Early Years Learning Framework (EYLF) (Department of
Education, 2022). Open this document with ReadSpeaker docReader
EYLF Principles

EYLF Practices
As you read through the EYLF Practices (pages 20-28) provide a
teaching strategy or conversation for each that you could use in an
early childhood setting. Your example could be something you
generate yourself or directly from the EYLF. As you read and re-read
these Practices, you will find it will support you in developing your
assessment.

Activity Example:

Practice: Holistic, integrated and interconnected learning.

Strategy to set up a play space that facilitates children’s integrated

learning. For example, setting up a construction zone with dump
trucks and diggers, traffic lights and stop signs (integrating literacy
with design).

Summary
The content of this module was aimed to introduce you to the
legislation and framework that guide your practices as an EC
educator. The outline of the NQF (ACECQA, 2021), the NQS
(ACECQA, 2020), and the assessment and rating process, give you
perspective of the requirements for EC services to operate in
Australia.

11
We covered the Principles, Practices and Learning Outcomes of the
EYLF (AGDE, 2022) which has given you a beginning understanding
of the national framework most commonly used to assist with EC
services curriculum planning. You also became familiar with some of
the key terms commonly used when working in early childhood
education settings which will allow you to clearly describe your
practices.

Your understanding of this content will grow with each Module in

this Unit, through your assessment tasks and throughout your
course. This is just the beginning! During
your Tutorial and Workshop this week you will use this learning to
build further understanding.

The next Module will introduce the importance of relationships and

partnerships within early childhood education, and dive deeper into
each of the components of the NQS (ACECQA, 2018) and EYLF
(AGDE, 2022).

References
Australian Children's Education and Care Quality Authority
[ACECQA]. (2022). National Quality
Framework. https://www.acecqa.gov.au/nqf/about
Australian Children's Education and Care Quality Authority [ACECQA]
(2020). National Quality
Standards. https://www.acecqa.gov.au/nqf/national-quality-standard
Australian Curriculum Assessment and Reporting Authority (ACARA).
(2022). Australian
Curriculum. https://www.australiancurriculum.edu.au/

Australian Government Department of Education. (2022). Belonging,

being and becoming: The early years learning framework for
Australia (V2.0). Australian Government Department of Education
for the Ministerial Council

Department of Education, Employment and Workplace Relations

[DEEWR]. (2010). Educators Guide to the Early Years Learning
Framework of Australia. Commonwealth of Australia.

12
Council of Australian Governments. (2019). The Alice Springs
(Mparntwe) Education Declaration. Commonwealth of Australia.

Early Childhood Australia (ECA). (2016). Code of

Ethics. http://www.earlychildhoodaustralia.org.au/

13