Element 6.2.1

Element 6.2.1 Transitions – Continuity of learning and transitions for each child are supported by sharing information and clarifying responsibilities

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 ask families to participate in decisions affecting their child eg learning and care routines?
  2. Do you share information with families and ask them to do the same?
  3. Do you work with specialists and community organisations to support the needs of children with additional needs?

What Regulation goes with this NQS Element?

 

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 agree your practices show their opinions and suggestions matter?
  • Do you think your transition procedures are clear and complete, or do they need updating?
  • What could you improve to make the transition to school process easier or better for children and families?

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.

We briefly discussed the new transport reg requirements at our last staff meeting. It’s not that relevant for us though, so we focused on other more important things.


The green text is directly related to the meeting indicators for Element 6.2.1 on pages 272-273 of the NQF Guide.

We discussed the new transport reg requirements at our last staff meeting (see staff meeting file). Even though we don’t transport children other than on excursions, we looked at the guidelines issued by Early Childhood QLD as part of our risk management approach, and to ensure our transport excursion practices met best practice. We added a few things to our procedure eg making sure driver turns off engine before children alight (see old and new versions of procedure).


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 NQF Guide pages 279-281.

We discussed the new transport reg requirements at our last staff meeting (see staff meeting file). Even though we don’t transport children other than on excursions, we looked at the guidelines issued by Early Childhood QLD as part of our risk management approach, and to ensure our transport excursion practices met best practice. We added a few things to our procedure in collaboration with all staff eg making sure driver turns off engine before children alight (see old and new versions of procedure) and discussed at the following staff meeting to ensure the changes were understood by all and all educators could effectively and safely manage transitions during excursions.

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.

Continuity of Education and Care Policy

To support continuity of education and care between settings –

The Nominated Supervisor will:

  • ensure casual educators, volunteers and students complete a suitable induction process
  • employ the same casual educators where possible, and on the same days of the week
  • plan rosters and allocate staff so familiar educators are available
  • advise families of any staffing changes before they occur if possible
  • encourage all educators, including casuals, to display a photo and a short introductory paragraph
  • ensure educators assist children to transition between rooms/settings eg by following transition to new room/group/school processes
  • ensure routines and transitions can flexibly accommodate each child’s needs.

Educators will:

  • share information about children’s learning and development with other educators as required
  • supervise children during transitions
  • support children who return after an absence
  • share relevant information with children during transitions and support their individual needs
  • encourage families to share information about their child.

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 ask families to participate in decisions affecting their child eg learning and care routines?
  2. Do you share information with families and ask them to do the same?
  3. Do you work with specialists and community organisations to support the needs of children with additional needs?

What Regulation goes with this NQS Element?

 

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 agree your practices show their opinions and suggestions matter?
  • Do you think your transition procedures are clear and complete, or do they need updating?
  • What could you improve to make the transition to school process easier or better for children and families?

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.

We briefly discussed the new transport reg requirements at our last staff meeting. It’s not that relevant for us though, so we focused on other more important things.


The green text is directly related to the meeting indicators for Element 6.2.1 on pages 272-273 of the NQF Guide.

We discussed the new transport reg requirements at our last staff meeting (see staff meeting file). Even though we don’t transport children other than on excursions, we looked at the guidelines issued by Early Childhood QLD as part of our risk management approach, and to ensure our transport excursion practices met best practice. We added a few things to our procedure eg making sure driver turns off engine before children alight (see old and new versions of procedure).


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 NQF Guide pages 279-281.

We discussed the new transport reg requirements at our last staff meeting (see staff meeting file). Even though we don’t transport children other than on excursions, we looked at the guidelines issued by Early Childhood QLD as part of our risk management approach, and to ensure our transport excursion practices met best practice. We added a few things to our procedure in collaboration with all staff eg making sure driver turns off engine before children alight (see old and new versions of procedure) and discussed at the following staff meeting to ensure the changes were understood by all and all educators could effectively and safely manage transitions during excursions.

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.

Continuity of Education and Care Policy

To support continuity of education and care between settings –

The Nominated Supervisor will:

  • ensure casual educators, volunteers and students complete a suitable induction process
  • employ the same casual educators where possible, and on the same days of the week
  • plan rosters and allocate staff so familiar educators are available
  • advise families of any staffing changes before they occur if possible
  • encourage all educators, including casuals, to display a photo and a short introductory paragraph
  • ensure educators assist children to transition between rooms/settings eg by following transition to new room/group/school processes
  • ensure routines and transitions can flexibly accommodate each child’s needs.

Educators will:

  • share information about children’s learning and development with other educators as required
  • supervise children during transitions
  • support children who return after an absence
  • share relevant information with children during transitions and support their individual needs
  • encourage families to share information about their child.

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 ask families to participate in decisions affecting their child eg learning and care routines?
  2. Do you share information with families and ask them to do the same?
  3. Do you work with specialists and community organisations to support the needs of children with additional needs?

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 agree your practices show their opinions and suggestions matter?
  • Do you think your transition procedures are clear and complete, or do they need updating?
  • What could you improve to make the transition to school process easier or better for children and families?

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.

We briefly discussed the new transport reg requirements at our last staff meeting. It’s not that relevant for us though, so we focused on other more important things.


The green text is directly related to the meeting indicators for Element 6.2.1 on pages 272-273 of the NQF Guide.

We discussed the new transport reg requirements at our last staff meeting (see staff meeting file). Even though we don’t transport children other than on excursions, we looked at the guidelines issued by Early Childhood QLD as part of our risk management approach, and to ensure our transport excursion practices met best practice. We added a few things to our procedure eg making sure driver turns off engine before children alight (see old and new versions of procedure).


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 NQF Guide pages 279-281.

We discussed the new transport reg requirements at our last staff meeting (see staff meeting file). Even though we don’t transport children other than on excursions, we looked at the guidelines issued by Early Childhood QLD as part of our risk management approach, and to ensure our transport excursion practices met best practice. We added a few things to our procedure in collaboration with all staff eg making sure driver turns off engine before children alight (see old and new versions of procedure) and discussed at the following staff meeting to ensure the changes were understood by all and all educators could effectively and safely manage transitions during excursions.

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 agree your practices show their opinions and suggestions matter?
  • Do you think your transition procedures are clear and complete, or do they need updating?
  • What could you improve to make the transition to school process easier or better for children and families?

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.

We briefly discussed the new transport reg requirements at our last staff meeting. It’s not that relevant for us though, so we focused on other more important things.


The green text is directly related to the meeting indicators for Element 6.2.1 on pages 272-273 of the NQF Guide.

We discussed the new transport reg requirements at our last staff meeting (see staff meeting file). Even though we don’t transport children other than on excursions, we looked at the guidelines issued by Early Childhood QLD as part of our risk management approach, and to ensure our transport excursion practices met best practice. We added a few things to our procedure eg making sure driver turns off engine before children alight (see old and new versions of procedure).


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 NQF Guide pages 279-281.

We discussed the new transport reg requirements at our last staff meeting (see staff meeting file). Even though we don’t transport children other than on excursions, we looked at the guidelines issued by Early Childhood QLD as part of our risk management approach, and to ensure our transport excursion practices met best practice. We added a few things to our procedure in collaboration with all staff eg making sure driver turns off engine before children alight (see old and new versions of procedure) and discussed at the following staff meeting to ensure the changes were understood by all and all educators could effectively and safely manage transitions during excursions.

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.