/ How LIFT assists services meet the requirements of Quality Area 1 - Educational program and practice

How LIFT assists services meet the requirements of Quality Area 1 - Educational program and practice

1.1 An approved learning framework informs the development of a curriculum that enhances each child’s learning and development.

 

1.1.1 Curriculum decision making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, and confidence as learners and effectiveness as communicators.

 

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

 

1.1.3 The program, including routines, is organised in ways that maximise opportunities for each child’s learning.

 

1.2.2 Educators respond to children’s ideas and play and use intentional teaching to scaffold and extend each child’s learning.

LIFT is an online documentation tool that:

  • allows educators to capture key summative information about children using inputs from educators and  families;
  • facilitates a focus on strength based / scaffold programming;
  • allows flexibility for teachers to be responsive to children in both  spontaneous and pre-planned ways; and
  • allows parents direct,  immediate access and input  to their child’s observations and programs.

Including input from families, educators use a wide range of observation methods to record information about each child (including preferences, settling methods, language, interests, culture etc.) as well as day to day observations of learning. 

LIFT facilitates services to consider and link to the EYLF outcomes each time they enter an observation of a child into LIFT.  Educators can reflect simply against EYLF learning outcomes.  For each outcome, educators can also reflect on the ‘continuity of learning’ and make general comments and notes against each identified outcome. 

In addition to consideration of EYLF outcomes, in each observation educators can also include reflections against developmental progress, milestones, individual or group learning goals and philosophies.  Together these are used in combination to assist the educator identify “future learning possibilities and opportunities” which can be used to scaffold/extend learning.  Educators can link these ‘opportunities’ to either the current or a future learning program.  This process is transparent and educators can utilise a report of all ‘linked observations’ and identified ‘learning opportunities’ when planning or reflecting on their programs.

When designing a program of experiences, LIFT prompts the educator to identify the reasons for the experience.  These reasons can link specifically to an individual “linked observation” or for other reasons such as group learning goals, objectives, themes etc.  This process prompts educators to identify their ‘intentional teaching’ methods (ie. to demonstrate how they are to act purposefully, with a goal in mind and a plan for accomplishing it).  Also LIFT prompts users to consider the EYLF practices, principles & outcomes when reflecting on each experience.

LIFT also facilitates educators to reflect and prepare summative assessments which are used for learning summary and transition reporting.  This is done by facilitating a summary for each  EYLF outcomes as well as other summary information about the child’s interests, general learning progress, culture and other preferences as well. 

 

 

1.1.4 The documentation about each child’s program and progress is available to families.

LIFT facilitates families access to children’s information and progress by:

  • Giving parents’ access to their children’s learning online where they can see programs, comment and contribute to learning observations.  Comments and family observations are utilised within the planning process.
  • Viewing printed or online (at the service) observation portfolios;
  • Viewing printed or online (at the service) programs or display them in a slideshow.

 

 

1.1.5 Every child is supported to participate in the program.

LIFT facilitates comprehensive auditing of observations and programs.  Services can print an audit report for each child that shows:

  • EYLF outcomes considered – this can be viewed a variety of ways including
1. a quick view graph which allows educators to quickly review the breath and spread of EYLF outcome observations for each child, assisting educators to ensure that they consider all outcomes for each child;

2. a detailed observation report which details each observation and considerations and links to the EYLF and other learning goals and milestones
  • Observations entered (including type) and if they have been followed up with a linked program experience/follow up

 

This process allows educators and supervisors to ensure that all children are being regularly observed and planned for, as well as monitoring parent input and involvement.

 

 

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

 

 LIFT facilitates educators to link learning to their own goals and philosophies.  Our team recommends this form part of a service's philosophy statement or goals. 

1.2 Educators and co-ordinators are focused, active and reflective in designing and delivering the program for each child.

 

 1.2.1 Each child’s learning and development is assessed as part of an ongoing cycle of planning, documenting and evaluation.



1.2.3 Critical reflection on children’s learning and development, both as individuals and in groups, is regularly used to implement the program.

LIFT promotes comprehensive reflective measures throughout the programming process.  Educators can reflect: 

  • after a follow up experience in an observation
  • during and after implementing a program experience, also providing a separate area for ‘other/critical reflections’ and prompts EYLF learning principles and practices
  • against general practices, routines and other aspects of the operation of their service.