sec.7Educational criteria

sec.7 Educational criteria

The educational criteria , for evaluation of a kindergarten guideline, are the following— the guideline includes the rationale for the guideline; the guideline is appropriate for the educational needs of the group of children provided for under the guideline; the guideline describes the areas of learning and development within the guideline; the guideline describes the expected knowledge, skills and dispositions typical of children who have completed the relevant kindergarten year; the guideline describes the expected learning behaviour typical of children who have completed the relevant kindergarten year; the guideline promotes a balance, depth, quality and range (the characteristics ) of learning experiences of a standard that achieves or exceeds the standard for the characteristics of learning experiences under related accredited kindergarten guidelines; the guideline provides advice on, and a format for, monitoring and assessing children’s learning to support reporting to parents and the transition into school; the guideline does not encourage or condone discrimination on the basis of an attribute; the guideline is based on— the document called ‘Belonging, Being and Becoming: The Early Years Learning Framework for Australia (V2.0)’, published by the Australian Government Department of Education for the Ministerial Council in 2022; or another document detailing matters the chief executive considers are equivalent to the matters contained in the document mentioned in subparagraph (i) . In this section— discrimination on the basis of an attribute see the Anti-Discrimination Act 1991 , section 8 . related accredited kindergarten guidelines , for a kindergarten guideline under evaluation, means accredited kindergarten guidelines equivalent, or at least relevant, to the kindergarten guideline under evaluation. relevant kindergarten year means any of the years before the preparatory year provided for in a kindergarten guideline. (sec.7-ssec.1) The educational criteria , for evaluation of a kindergarten guideline, are the following— the guideline includes the rationale for the guideline; the guideline is appropriate for the educational needs of the group of children provided for under the guideline; the guideline describes the areas of learning and development within the guideline; the guideline describes the expected knowledge, skills and dispositions typical of children who have completed the relevant kindergarten year; the guideline describes the expected learning behaviour typical of children who have completed the relevant kindergarten year; the guideline promotes a balance, depth, quality and range (the characteristics ) of learning experiences of a standard that achieves or exceeds the standard for the characteristics of learning experiences under related accredited kindergarten guidelines; the guideline provides advice on, and a format for, monitoring and assessing children’s learning to support reporting to parents and the transition into school; the guideline does not encourage or condone discrimination on the basis of an attribute; the guideline is based on— the document called ‘Belonging, Being and Becoming: The Early Years Learning Framework for Australia (V2.0)’, published by the Australian Government Department of Education for the Ministerial Council in 2022; or another document detailing matters the chief executive considers are equivalent to the matters contained in the document mentioned in subparagraph (i) . (sec.7-ssec.2) In this section— discrimination on the basis of an attribute see the Anti-Discrimination Act 1991 , section 8 . related accredited kindergarten guidelines , for a kindergarten guideline under evaluation, means accredited kindergarten guidelines equivalent, or at least relevant, to the kindergarten guideline under evaluation. relevant kindergarten year means any of the years before the preparatory year provided for in a kindergarten guideline.