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Element 2.1.3 Healthy lifestyle – Healthy eating and physical activity are promoted and appropriate for each child.

Click on the button below that best describes you and follow the simple steps. Complete each step as it will automatically write your QIP and Self Assessment Tool.

Educators

The following is an example of a Code of Conduct. These types of codes must be negotiated and agreed upon by the service. Please review your Code of Conduct and compare with the one below. Change or add accordingly to your services needs and requirements.

The Approved Provider, Nominated Supervisor, educators, staff members, volunteers and students will uphold the following ethical conduct principles at all times, and promote positive interactions within the Service and the local community.

  1. Commitment to our Service philosophy and values, including the promotion of a meaningful connection to the NQF and best practice in early childhood education in partnership with our families
  2. Effective, open and respectful two-way communication and feedback between employees, children, families and management
  3. Honesty and integrity in all interactions between children, families, employees and managers
  4. Consistency and reliability in all exchanges with children, families, employees and managers
  5. Commitment to a workplace which values and promotes the safety, health and wellbeing of employees, volunteers, children and families.

Commitment to an Equal Opportunity workplace and culture which values the knowledge, experience and professionalism of all employees, team members and managers, and the diverse heritage of our families and children.

Why are you doing the checklist?

The practices identified in the checklist are what the assessor needs to see you do so they can check you’re ‘meeting the NQS.’ If you embed all the things in the checklist, then you are meeting the Element. If there’s something on the checklist that you’re not doing, then you need to either adjust your practice to do it, or ask for help and training to do what’s on the checklist ie work with your educational leader or room leader who should teach/coach you how to do it.

Together as a team, use what you do (from your brainstorming session and the checklist) to write 6 short sentence that show “how” you are doing it. We’ve chosen 3 questions from the checklist for you. Why are you doing this? QIP’s need to have personalised stories about your practice so the assessor can ask you about why and how you do things. The sentences below can be used for Friday’s QIP writing section.

  1. Do you offer food to children who are hungry outside meal or snack times?
  2. Do you invite families to lead healthy/cultural cooking activities or dance/music/drama/sport activities with children?
  3. Do you encourage children to try new physical activities and support their efforts?

What Regulation goes with this NQS Element?

  • Law section 51(1)(a) Conditions on service approval
  • Regulation 78 Food and Beverages
  • Regulation 79 Service providing food and beverages
  • Regulation 80 Weekly menu

Who has to do what?

Educators must:

  • follow documented policies and procedures covering the safe preparation and storage of children’s food and drinks
  • follow documented policies and procedures covering providing healthy food and drinks that meet recognised guidelines like the Australian Dietary Guidelines and provide the nutrition children need for their age
  • regularly offer children food and drinks, including outside routine meal and snack times if children are hungry/thirsty
  • comply with documented medical management plans relating to food allergies, or reasonable special dietary needs related to families’ culture or religion
  • if the service provides food and drinks, make sure the food and drinks they give to children is what’s on the weekly menu.

Step 1 Critical Reflection
The EYLF and MTOP say “Critical reflection involves closely examining all  aspects of events and experiences from different perspectives.” There is no checklist for critical reflection, it is all about other peoples perspectives.

Select one or more from below or from the checklist to critically reflect upon:

  • Would families/children agree you make sure food provided takes into account each child’s likes, dislikes, culture and religion?
  • Would families agree you always model healthy eating ie never eat unhealthy food in front of children?
  • Would families agree you teach children the skills they need to participate safely in physical activities and have fun eg throwing and kicking techniques?

You have discovered where your practice is compared to the NQS Guide (comparing what you currently do and the checklist). This is the process of self-assessment. If you have discovered practices, processes, checklist areas you need to improve upon, write them below. This section will be copied into your QIP.

Kieran said he’d started going to martial arts lessons and it was great. This led to Taylor, Sam, Marty, Alex and Tiane asking if we could all learn some martial arts moves. Educators thought this was too risky and told children it wasn’t possible because they could end up getting hurt.


The green text is directly related to the meeting indicators for Element 2.1.3 on pages 153-156 of the NQS Guide.

Kieran said he’d started going to martial arts lessons and it was great. This led to Taylor, Sam, Marty, Alex and Tiane asking if we could all learn some martial arts moves. “What a great idea” said Miss Narelle. ‘’Let’s talk about how we could do that and keep everyone safe. We might also need to look at some
YouTube clips to see how to do some of the moves properly. Kieran you can lead us in some of the activities. Is anyone else learning karate or taekwondo or any other martial arts?”


Below is a case study that demonstrates how the Exceeding themes 1 Embedded Practice, 2 Critical Reflection and 3 Meaningful engagement with families and communities link into practice. The blue text is based on or directly quotes the exceeding indicators in the NQS Guide pages 157-159.

Kieran said he’d started going to martial arts lessons and it was great. This led to Taylor, Sam, Marty, Alex and Tiane asking if we could all learn some martial arts moves. “What a great idea” said Miss Narelle actively promoting healthy activity. ‘’Let’s talk about how we could do that and keep everyone safe. We
might also need to look at some YouTube clips to see how to do some of the moves properly. Kieran you can lead us in some of the activities. “Mum said martial arts will make me strong”, said Kieran. “Yes being active is very good for our bodies. Why do you think that is?” “It stretches our muscles” said Shauna. “Yes our bodies are built to move and if we don’t move much we can get very sick’’ said Miss Narelle. Together she and the children learnt some karate and taekwondo moves. Miss Narelle said she was pleased she
could expose all of the children to some martial arts because she knew not all families could afford private lessons. They did so well and loved it so much she’s going to help the children video a martial arts routine so their families can see their amazing moves!

Use the below points to analyse your above exceeding example to see if you have included everything.

1. Write the room location into the strength. This will ensure the assessor knows where to look for your strengths.
2. Write the educator’s name into the strength. This will ensure the assessor knows who to ask about your strengths.
3. Include the child/children’s names in your strength. This will give educators confidence to talk about a subject they know about (the child/ren).
4. Evidence eg learning story, photo that’s easy to access.
5. Write how you are achieving the exceeding themes.
Embedded Practice
Critical Reflection
Engagement with families/community
6. Tell the assessor exactly where to find the location of other evidence they need to see to show how you’re exceeding.
7. Show the assessor the location and time of other practice they need to observe to show how you’re exceeding.

Food, Nutrition and Beverage Policy

  • Food and drinks provided must be healthy, meet the nutritional and cultural needs of each child and be consistent with the Australian Dietary Guidelines 2013
  • Children must have access to safe drinking water at all times
  • Children who do not eat at mealtimes or are hungry will be provided with food at other times
  • Educators will never use food as a reward or punishment
  • Services that provide food will display a weekly menu
  • Educators will include learning about healthy food options in the curriculum
  • Educators will provide healthy food information to families and encourage them to serve healthy food at home
  • Food will be safely stored and prepared following procedures in the Health, Hygiene and Safe Food Policy
  • Bottles of breast milk or formula will be stored and heated safely following the procedure in this policy.

Room/Group Leader

  1. Set a goal for the week.
    Goal doesn’t always need to link to NQS Element. A goal can be used to solve a challenge or be positive improvement i.e. learning area setup
    Click here for goal template.
  2. Identify barriers
  3. Track the goal daily
  4. Celebrate achieved goal.

The following is an example of a Code of Conduct. These types of codes must be negotiated and agreed upon by the service. Please review your Code of Conduct and compare with the one below. Change or add accordingly to your services needs and requirements.

The Approved Provider, Nominated Supervisor, educators, staff members, volunteers and students will uphold the following ethical conduct principles at all times, and promote positive interactions within the Service and the local community.

  1. Commitment to our Service philosophy and values, including the promotion of a meaningful connection to the NQF and best practice in early childhood education in partnership with our families
  2. Effective, open and respectful two-way communication and feedback between employees, children, families and management
  3. Honesty and integrity in all interactions between children, families, employees and managers
  4. Consistency and reliability in all exchanges with children, families, employees and managers
  5. Commitment to a workplace which values and promotes the safety, health and wellbeing of employees, volunteers, children and families.

Commitment to an Equal Opportunity workplace and culture which values the knowledge, experience and professionalism of all employees, team members and managers, and the diverse heritage of our families and children.

Why are you doing the checklist?

The practices identified in the checklist are what the assessor needs to see you do so they can check you’re ‘meeting the NQS.’ If you embed all the things in the checklist, then you are meeting the Element. If there’s something on the checklist that you’re not doing, then you need to either adjust your practice to do it, or ask for help and training to do what’s on the checklist ie work with your educational leader or room leader who should teach/coach you how to do it.

Together as a team, use what you do (from your brainstorming session and the checklist) to write 6 short sentence that show “how” you are doing it. We’ve chosen 3 questions from the checklist for you. Why are you doing this? QIP’s need to have personalised stories about your practice so the assessor can ask you about why and how you do things. The sentences below can be used for Friday’s QIP writing section.

  1. Do you offer food to children who are hungry outside meal or snack times?
  2. Do you invite families to lead healthy/cultural cooking activities or dance/music/drama/sport activities with children?
  3. Do you encourage children to try new physical activities and support their efforts?

What Regulation goes with this NQS Element?

  • Law section 51(1)(a) Conditions on service approval
  • Regulation 78 Food and Beverages
  • Regulation 79 Service providing food and beverages
  • Regulation 80 Weekly menu

Who has to do what?

Educators must:

  • follow documented policies and procedures covering the safe preparation and storage of children’s food and drinks
  • follow documented policies and procedures covering providing healthy food and drinks that meet recognised guidelines like the Australian Dietary Guidelines and provide the nutrition children need for their age
  • regularly offer children food and drinks, including outside routine meal and snack times if children are hungry/thirsty
  • comply with documented medical management plans relating to food allergies, or reasonable special dietary needs related to families’ culture or religion
  • if the service provides food and drinks, make sure the food and drinks they give to children is what’s on the weekly menu.

Step 1 Critical Reflection
The EYLF and MTOP say “Critical reflection involves closely examining all  aspects of events and experiences from different perspectives.” There is no checklist for critical reflection, it is all about other peoples perspectives.

Select one or more from below or from the checklist to critically reflect upon:

  • Would families/children agree you make sure food provided takes into account each child’s likes, dislikes, culture and religion?
  • Would families agree you always model healthy eating ie never eat unhealthy food in front of children?
  • Would families agree you teach children the skills they need to participate safely in physical activities and have fun eg throwing and kicking techniques?

You have discovered where your practice is compared to the NQS Guide (comparing what you currently do and the checklist). This is the process of self-assessment. If you have discovered practices, processes, checklist areas you need to improve upon, write them below. This section will be copied into your QIP.

Kieran said he’d started going to martial arts lessons and it was great. This led to Taylor, Sam, Marty, Alex and Tiane asking if we could all learn some martial arts moves. Educators thought this was too risky and told children it wasn’t possible because they could end up getting hurt.


The green text is directly related to the meeting indicators for Element 2.1.3 on pages 153-156 of the NQS Guide.

Kieran said he’d started going to martial arts lessons and it was great. This led to Taylor, Sam, Marty, Alex and Tiane asking if we could all learn some martial arts moves. “What a great idea” said Miss Narelle. ‘’Let’s talk about how we could do that and keep everyone safe. We might also need to look at some
YouTube clips to see how to do some of the moves properly. Kieran you can lead us in some of the activities. Is anyone else learning karate or taekwondo or any other martial arts?”


Below is a case study that demonstrates how the Exceeding themes 1 Embedded Practice, 2 Critical Reflection and 3 Meaningful engagement with families and communities link into practice. The blue text is based on or directly quotes the exceeding indicators in the NQS Guide pages 157-159.

Kieran said he’d started going to martial arts lessons and it was great. This led to Taylor, Sam, Marty, Alex and Tiane asking if we could all learn some martial arts moves. “What a great idea” said Miss Narelle actively promoting healthy activity. ‘’Let’s talk about how we could do that and keep everyone safe. We
might also need to look at some YouTube clips to see how to do some of the moves properly. Kieran you can lead us in some of the activities. “Mum said martial arts will make me strong”, said Kieran. “Yes being active is very good for our bodies. Why do you think that is?” “It stretches our muscles” said Shauna. “Yes our bodies are built to move and if we don’t move much we can get very sick’’ said Miss Narelle. Together she and the children learnt some karate and taekwondo moves. Miss Narelle said she was pleased she
could expose all of the children to some martial arts because she knew not all families could afford private lessons. They did so well and loved it so much she’s going to help the children video a martial arts routine so their families can see their amazing moves!

Use the below points to analyse your above exceeding example to see if you have included everything.

1. Write the room location into the strength. This will ensure the assessor knows where to look for your strengths.
2. Write the educator’s name into the strength. This will ensure the assessor knows who to ask about your strengths.
3. Include the child/children’s names in your strength. This will give educators confidence to talk about a subject they know about (the child/ren).
4. Evidence eg learning story, photo that’s easy to access.
5. Write how you are achieving the exceeding themes.
Embedded Practice
Critical Reflection
Engagement with families/community
6. Tell the assessor exactly where to find the location of other evidence they need to see to show how you’re exceeding.
7. Show the assessor the location and time of other practice they need to observe to show how you’re exceeding.

Food, Nutrition and Beverage Policy

  • Food and drinks provided must be healthy, meet the nutritional and cultural needs of each child and be consistent with the Australian Dietary Guidelines 2013
  • Children must have access to safe drinking water at all times
  • Children who do not eat at mealtimes or are hungry will be provided with food at other times
  • Educators will never use food as a reward or punishment
  • Services that provide food will display a weekly menu
  • Educators will include learning about healthy food options in the curriculum
  • Educators will provide healthy food information to families and encourage them to serve healthy food at home
  • Food will be safely stored and prepared following procedures in the Health, Hygiene and Safe Food Policy
  • Bottles of breast milk or formula will be stored and heated safely following the procedure in this policy.

Educational Leader

The following is an example of a Code of Conduct. These types of codes must be negotiated and agreed upon by the service. Please review your Code of Conduct and compare with the one below. Change or add accordingly to your services needs and requirements.

The Approved Provider, Nominated Supervisor, educators, staff members, volunteers and students will uphold the following ethical conduct principles at all times, and promote positive interactions within the Service and the local community.

  1. Commitment to our Service philosophy and values, including the promotion of a meaningful connection to the NQF and best practice in early childhood education in partnership with our families
  2. Effective, open and respectful two-way communication and feedback between employees, children, families and management
  3. Honesty and integrity in all interactions between children, families, employees and managers
  4. Consistency and reliability in all exchanges with children, families, employees and managers
  5. Commitment to a workplace which values and promotes the safety, health and wellbeing of employees, volunteers, children and families.

Commitment to an Equal Opportunity workplace and culture which values the knowledge, experience and professionalism of all employees, team members and managers, and the diverse heritage of our families and children.

Why are you doing the checklist?

The practices identified in the checklist are what the assessor needs to see you do so they can check you’re ‘meeting the NQS.’ If you embed all the things in the checklist, then you are meeting the Element. If there’s something on the checklist that you’re not doing, then you need to either adjust your practice to do it, or ask for help and training to do what’s on the checklist ie work with your educational leader or room leader who should teach/coach you how to do it.

Together as a team, use what you do (from your brainstorming session and the checklist) to write 6 short sentence that show “how” you are doing it. We’ve chosen 3 questions from the checklist for you. Why are you doing this? QIP’s need to have personalised stories about your practice so the assessor can ask you about why and how you do things. The sentences below can be used for Friday’s QIP writing section.

  1. Do you offer food to children who are hungry outside meal or snack times?
  2. Do you invite families to lead healthy/cultural cooking activities or dance/music/drama/sport activities with children?
  3. Do you encourage children to try new physical activities and support their efforts?

Step 1 Critical Reflection
The EYLF and MTOP say “Critical reflection involves closely examining all  aspects of events and experiences from different perspectives.” There is no checklist for critical reflection, it is all about other peoples perspectives.

Select one or more from below or from the checklist to critically reflect upon:

  • Would families/children agree you make sure food provided takes into account each child’s likes, dislikes, culture and religion?
  • Would families agree you always model healthy eating ie never eat unhealthy food in front of children?
  • Would families agree you teach children the skills they need to participate safely in physical activities and have fun eg throwing and kicking techniques?

You have discovered where your practice is compared to the NQS Guide (comparing what you currently do and the checklist). This is the process of self-assessment. If you have discovered practices, processes, checklist areas you need to improve upon, write them below. This section will be copied into your QIP.

Kieran said he’d started going to martial arts lessons and it was great. This led to Taylor, Sam, Marty, Alex and Tiane asking if we could all learn some martial arts moves. Educators thought this was too risky and told children it wasn’t possible because they could end up getting hurt.


The green text is directly related to the meeting indicators for Element 2.1.3 on pages 153-156 of the NQS Guide.

Kieran said he’d started going to martial arts lessons and it was great. This led to Taylor, Sam, Marty, Alex and Tiane asking if we could all learn some martial arts moves. “What a great idea” said Miss Narelle. ‘’Let’s talk about how we could do that and keep everyone safe. We might also need to look at some
YouTube clips to see how to do some of the moves properly. Kieran you can lead us in some of the activities. Is anyone else learning karate or taekwondo or any other martial arts?”


Below is a case study that demonstrates how the Exceeding themes 1 Embedded Practice, 2 Critical Reflection and 3 Meaningful engagement with families and communities link into practice. The blue text is based on or directly quotes the exceeding indicators in the NQS Guide pages 157-159.

Kieran said he’d started going to martial arts lessons and it was great. This led to Taylor, Sam, Marty, Alex and Tiane asking if we could all learn some martial arts moves. “What a great idea” said Miss Narelle actively promoting healthy activity. ‘’Let’s talk about how we could do that and keep everyone safe. We
might also need to look at some YouTube clips to see how to do some of the moves properly. Kieran you can lead us in some of the activities. “Mum said martial arts will make me strong”, said Kieran. “Yes being active is very good for our bodies. Why do you think that is?” “It stretches our muscles” said Shauna. “Yes our bodies are built to move and if we don’t move much we can get very sick’’ said Miss Narelle. Together she and the children learnt some karate and taekwondo moves. Miss Narelle said she was pleased she
could expose all of the children to some martial arts because she knew not all families could afford private lessons. They did so well and loved it so much she’s going to help the children video a martial arts routine so their families can see their amazing moves!

Use the below points to analyse your above exceeding example to see if you have included everything.

1. Write the room location into the strength. This will ensure the assessor knows where to look for your strengths.
2. Write the educator’s name into the strength. This will ensure the assessor knows who to ask about your strengths.
3. Include the child/children’s names in your strength. This will give educators confidence to talk about a subject they know about (the child/ren).
4. Evidence eg learning story, photo that’s easy to access.
5. Write how you are achieving the exceeding themes.
Embedded Practice
Critical Reflection
Engagement with families/community
6. Tell the assessor exactly where to find the location of other evidence they need to see to show how you’re exceeding.
7. Show the assessor the location and time of other practice they need to observe to show how you’re exceeding.

Nominated Supervisor

The following is an example of a Code of Conduct. These types of codes must be negotiated and agreed upon by the service. Please review your Code of Conduct and compare with the one below. Change or add accordingly to your services needs and requirements.

The Approved Provider, Nominated Supervisor, educators, staff members, volunteers and students will uphold the following ethical conduct principles at all times, and promote positive interactions within the Service and the local community.

  1. Commitment to our Service philosophy and values, including the promotion of a meaningful connection to the NQF and best practice in early childhood education in partnership with our families
  2. Effective, open and respectful two-way communication and feedback between employees, children, families and management
  3. Honesty and integrity in all interactions between children, families, employees and managers
  4. Consistency and reliability in all exchanges with children, families, employees and managers
  5. Commitment to a workplace which values and promotes the safety, health and wellbeing of employees, volunteers, children and families.

Commitment to an Equal Opportunity workplace and culture which values the knowledge, experience and professionalism of all employees, team members and managers, and the diverse heritage of our families and children.

Why are you doing the checklist?

The practices identified in the checklist are what the assessor needs to see you do so they can check you’re ‘meeting the NQS.’ If you embed all the things in the checklist, then you are meeting the Element. If there’s something on the checklist that you’re not doing, then you need to either adjust your practice to do it, or ask for help and training to do what’s on the checklist ie work with your educational leader or room leader who should teach/coach you how to do it.

Step 1 Critical Reflection
The EYLF and MTOP say “Critical reflection involves closely examining all  aspects of events and experiences from different perspectives.” There is no checklist for critical reflection, it is all about other peoples perspectives.

Select one or more from below or from the checklist to critically reflect upon:

  • Would families/children agree you make sure food provided takes into account each child’s likes, dislikes, culture and religion?
  • Would families agree you always model healthy eating ie never eat unhealthy food in front of children?
  • Would families agree you teach children the skills they need to participate safely in physical activities and have fun eg throwing and kicking techniques?

Your team crave feedback on their weekly Centre Support professional development.

Getting appropriate feedback and seeing actions which come from their comments and reflections inspires them to keep on completing the professional development. It’s important therefore that you read the Educators’ section and make sure you and/or the Educational Leader:

  • action the checklist results eg if educators ask for help by answering ‘T’ they get the help they need
  • follow up their critical reflection ie help implement outcomes
  • use their QIP contributions and celebrate them with your educators.

Kieran said he’d started going to martial arts lessons and it was great. This led to Taylor, Sam, Marty, Alex and Tiane asking if we could all learn some martial arts moves. Educators thought this was too risky and told children it wasn’t possible because they could end up getting hurt.


The green text is directly related to the meeting indicators for Element 2.1.3 on pages 153-156 of the NQS Guide.

Kieran said he’d started going to martial arts lessons and it was great. This led to Taylor, Sam, Marty, Alex and Tiane asking if we could all learn some martial arts moves. “What a great idea” said Miss Narelle. ‘’Let’s talk about how we could do that and keep everyone safe. We might also need to look at some
YouTube clips to see how to do some of the moves properly. Kieran you can lead us in some of the activities. Is anyone else learning karate or taekwondo or any other martial arts?”


Below is a case study that demonstrates how the Exceeding themes 1 Embedded Practice, 2 Critical Reflection and 3 Meaningful engagement with families and communities link into practice. The blue text is based on or directly quotes the exceeding indicators in the NQS Guide pages 157-159.

Kieran said he’d started going to martial arts lessons and it was great. This led to Taylor, Sam, Marty, Alex and Tiane asking if we could all learn some martial arts moves. “What a great idea” said Miss Narelle actively promoting healthy activity. ‘’Let’s talk about how we could do that and keep everyone safe. We
might also need to look at some YouTube clips to see how to do some of the moves properly. Kieran you can lead us in some of the activities. “Mum said martial arts will make me strong”, said Kieran. “Yes being active is very good for our bodies. Why do you think that is?” “It stretches our muscles” said Shauna. “Yes our bodies are built to move and if we don’t move much we can get very sick’’ said Miss Narelle. Together she and the children learnt some karate and taekwondo moves. Miss Narelle said she was pleased she
could expose all of the children to some martial arts because she knew not all families could afford private lessons. They did so well and loved it so much she’s going to help the children video a martial arts routine so their families can see their amazing moves!

Use the below points to analyse your above exceeding example to see if you have included everything.

1. Write the room location into the strength. This will ensure the assessor knows where to look for your strengths.
2. Write the educator’s name into the strength. This will ensure the assessor knows who to ask about your strengths.
3. Include the child/children’s names in your strength. This will give educators confidence to talk about a subject they know about (the child/ren).
4. Evidence eg learning story, photo that’s easy to access.
5. Write how you are achieving the exceeding themes.
Embedded Practice
Critical Reflection
Engagement with families/community
6. Tell the assessor exactly where to find the location of other evidence they need to see to show how you’re exceeding.
7. Show the assessor the location and time of other practice they need to observe to show how you’re exceeding.

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