1.3.3 Information for families


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

Case study – Showing how writing curriculum documentation can easily cover NQS Element 1.3.3

NQS Guide Requirements Example of curriculum from pre-schoolers 4 -5 years From the EYLF Learning Outcomes
Below I have used the NQS guide to show how this learning example meets what the Element 1.3.3 requires.

Show how educators have supported and guided children.

Ensure information is provided that documents children’s participation and their progress against the approved framework’s learning outcomes.

Educators share ‘point-in-time’ summaries about each child’s progress towards the learning outcomes

Show how educators have supported and guided children.

Show families their child’s strengths, abilities and knowledge.
Re-visiting the Water Cycle (Tara)
Today with Miss Tara, Lucinda and Marlee set up an experiment to illustrate how trees collect and expel water. Miss Tara explained; “we are going to put the leaves inside the bag to see if it collects water.”

Marlee and Lucinda began pulling the leaves off the tree and putting them in the bag. “Instead of putting the leaves in the bag that way, we are actually going to leave the leaves on the tree and tie the bag around the branch!” Miss Tara clarified. Once the girls understood how we would set up the experiment we worked together to place the bag over the branch, making sure we got as many leaves in as possible and tied it off, so it was nice and tight.

“How do you think water might get into the bag?” Miss Tara asked Lucinda and Marlee.
“From the rain”. Marlee predicted.
“It might but we have tied off the bag so hopefully no rain gets in there” Miss Tara replied. To build on the knowledge and understandings that Lucinda and Marlee bring Miss Tara reminded the girls what they learned last year about the water cycle. (L/O 1.3)
“What happens when it rains, where does the rain go?” Miss Tara asked.
“On the ground” Marlee replied.
“And what do trees have under the ground that suck up the rain?” Miss Tara questioned.
“Wood?” questioned Lucinda. Miss Tara continued, “Yes, they are called ‘roots’. The water goes into the roots and travels up the tree until it reaches the?...”
“Leaves!” both girls replied.
“So, how do you think water might get into our bag?” Miss Tara asked again.
“From when it rains, and it goes into the ground and gets to the leaves and comes out the leaves”Lucinda replied.

Both Marlee and Lucinda displayed an ability to transfer knowledge from one context to another by applying their existing knowledge about the water-cycle to the experiment we are conducting. (L/O 4.3) Both Lucinda and Marlee have been checking the bag regularly to see if any water has built up. Miss Tara suggested we leave the bag overnight and check it tomorrow to see the results of our experiment.
Look at the EYLF Learning Outcomes and below you will see two boxes.

The green type represents the left-hand side of the EYLF outcomes indicators showing what children know, can do and understand.

The Blue type comes from the right hand side and represents what the educator can do to extend and promote the learning outcomes.

Exceeding Theme Core
All educators consistently engage meaningfully with children’s families in culturally sensitive ways that meet each family’s needs to inform them about the educational program and their child’s participation, learning and development, and regularly reflect, individually and with each other, on whether families can understand and easily access the information.
Where is your practice compared to the above statement?