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SNAICC – National Voice for our Children

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CCCFR Expansion Program | Early Years Program | SNAICC

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CCCFR Expansion Program establishes culturally appropriate early years services in remote areas to increase participation for our children.

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What you need to know to open an education and care service in Australia.

I want to learn about:

Prior to applying to become an approved Provider it is recommended you complete the National Law & Child Care Subsidy Approval Course. This course provides important information about becoming an approved Provider and your responsibilities under the National Law and Family Assistance Law. These five eLearning modules unpack how to submit your application, your responsibilities as an approved Provider and an overview of the approvals process.

For new approved provider applicants, you will need to complete 4 out of 5 modules in the National Law & Child Care Subsidy Approval Course on the ACECQA LMS to receive a completion certificate. This certificate can be submitted with your application as additional evidence. If you would like to preview the course before registering in the LMS, you can access the modules from the links below.

Applying to become an Approved Provider and opening (or adding) a service

Provider and Service approval from your state or territory government (National Law).

This approval deems you suitable to ensure the health, safety and wellbeing of children. To be approved, you need to demonstrate your understanding of your obligations under the Education and Care Services National Law and Regulations.

Understanding how the following rules apply in your state or territory is also important to planning a new business:

local government planning controls

working with children or vulnerable person checks and child protection laws

health department rules

food safety requirements.

Provider and Service approval from the Australian Government (Family Assistance Law).

This approval deems you suitable to administer Child Care Subsidy under the Family Assistance Law. If you are applying for the Child Care Subsidy approval, you will also need to demonstrate your understanding of your obligations under the Family Assistance Law. Most children education and care providers must be approved under the National Law to be eligible to administer the Child Care Subsidy. Click here for more information www.education.gov.au/early-childhood

For information and resources on business planning and the steps for setting up a new business, visit  www.business.gov.au.

The National Quality Framework

The National Quality Framework is a national system which aims to raise quality and drive continuous improvement and consistency in children's education and care services through:

National Law approval

Your state or territory regulatory authority will assess your application for National Law approval.

You will need to apply for:

Provider approval - to become an approved provider. Provider approval is recognised nationally and allows you to apply for service approval/s.

Service approval - to operate an education and care service. Service approvals relate to the individual site/premises and the type of care provided. Click here to read more about types of care education and care service types

Click here to find the contact details for your state or territory regulatory authority. Contact your regulatory authority | ACECQA

Child Care Subsidy (CCS) approval

The Australian Government will assess your application to administer Child Care Subsidy payments. This is known as Child Care Subsidy approval under the Family Assistance Law.

The Family Assistance Law sets out the rules you must follow if your service is approved to administer the Child Care Subsidy. These obligations are outlined in the Child Care Provider Handbook.

Visit the Early Childhood - Department of Education, Australian Government to find out more about the Child Care Subsidy and the Family Assistance Law.

The application process

National Law and Child Care Subsidy approval applications are submitted through the National Quality Agenda IT System (NQA IT System). You can apply for National Law and the Child Care Subsidy at the same time following the steps below.

1. Create a PRODA account and obtain an individual Registration Authority number

PRODA (Provider Digital Access) is an online identity verification system that strengthens the security of personal information for new Persons with Management or Control (PMC).

New PMCs will need to create a PRODA account and obtain an individual Registration Authority (RA) number if they are submitting a National Law provider approval application or an application to administer the Child Care Subsidy under the Family Assistance Law. The RA number is unique to your PRODA account.

When completing your application in the NQA ITS you will be asked to verify your identity by entering your RA number.

Prospective providers seeking approval to administer the Child Care Subsidy (under the Family Assistance Law) will also need to register their organisation in PRODA and add the NQA ITS and the Child Care Subsidy System as service providers before starting an application.

Access instructions on how to create a PRODA account to obtain an individual RA number or register an organisation, including the identity documents you will need to commence this process.

Please refer to the Frequently asked questions | ACECQA for more information about creating a PRODA account, RA numbers and the benefits of using PRODA to verify your identity.

2. Identifying Persons with Management or Control (PMC)

From July 2023, the National Law definition of a PMC will be similar to the definition used by the Australian Government for a PMC of a provider entity for administering the Child Care Subsidy under the Family Assistance Law.

In some cases, a provider's PMC will be the same individuals for the National Law and for Child Care Subsidy purposes. However, in some circumstances, a person may be a PMC in relation to the Child Care Subsidy, but not a PMC under the National Law.

A PMC has legal responsibilities under the National Law and Regulations, and the Family Assistance Law for Child Care Subsidy purposes.

For more information read the following information sheets

A new Declaration of fitness and propriety form (PA02), is available for National Law and/or Family Assistance Law to administer the Child Care Subsidy and/or the Additional Child Care Subsidy applications.

3. Submit your application in the NQA IT System

Provider and Service applications for National Law and Family Assistance Law to administer the Child Care Subsidy are submitted through the NQA IT System.

By accessing this link https://public.nqaits.acecqa.gov.au/Pages/Landing.aspx you can login to the NQA IT System or register for an account.

If you experience technical issues email [email protected] .

If you'd like to find out more about the application process or about the progress of an application already submitted contact your regulatory authority.

Next steps

Knowledge assessment and/or interview

Before making a determination on your application you may be asked to complete an online multiple-choice knowledge assessment and/or interview determining your understanding of the requirements under the National Law and Family Assistance Law.

The 75-minute National Law assessment consists of 46 multiple choice questions.

The 110-minute Family Assistance Law assessment consists of 25 multiple choice questions.

To prepare for a knowledge assessment, you can complete the National Law & Child Care Subsidy Approval Course designed to help you understand your responsibilities as an approved provider.

You will need to complete 80% of the course to download a completion certificate. This certificate can be submitted with your application as additional evidence. If you would like to preview the course before registering in the LMS, you can access the modules from the links below.

National Law application assessment timeframes

The regulatory authority must:

make a decision within 60 calendar days of receiving a complete provider approval application, and 90 calendar days for a service approval application

give the applicant written notice of its decision and the supporting reasons, within seven (7) calendar days of making the decision.

Child Care Subsidy application assessment timeframes

Approval for the Child Care Subsidy can only be determined after an approval under the National Law and after the Australian Government has assessed your application.

An estimated assessment timeframe cannot be given, however ensuring all mandatory information documentation is submitted with your application will assist in this process.

Watch this 2-minute video for information about the National Law and Family Assistance Law (to administer the Child Care Subsidy) application process.

Who to contact

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This section contains information on the initial action steps for those considering opening their own childcare service.

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Effective governance means having rules, structures and processes capable of achieving your objectives. We look at AIGI’s principles for effective Indigenous governance, and 3 other models that can be customised to meet your needs. What effective governance means People from different cultures have their own ways of judging what is ‘good’ or effective governance. When ... Effective Indigenous governance

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National Quality Standard posters

To reflect the 2018 National Quality Standard (NQS), ACECQA has updated the quality area posters for use by services. The posters are available in two versions: one for centre-based services and family day care services, and one for outside school hours care services. Also available is a summary NQS poster.

To further support and encourage services' conversations with parents, carers and families at your service is the What we do for your child poster. This poster is an ideal resource for introducing families to the quality areas and the NQS, and explaining the importance of early learning and education for their child.

We encourage you to take down any outdated quality area posters that you may have on display and to replace them with these new posters. Use them to begin a conversation about the quality areas, your important role as an educator, and the contribution to children's learning, wellbeing and development.

A3 poster sets are available for purchase. Please allow up to 10 working days for delivery.
Purchase a set of posters
Out of School Hours Care (OSHC) posters

Educator wellbeing posters

Well-supported educators and staff are critical to quality education and care and outcomes for children, families and communities across Australia. When approved providers and service leaders prioritise the wellbeing of their team, they can positively inspire the confidence of all involved. ACECQA has developed a poster series to support and promote educator wellbeing.

These posters are not available for purchase.

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To reflect the 2018 National Quality Standard (NQS), ACECQA has updated the quality area posters for use by services. The posters are available in two versions: one for centre-based services and family day care services, and one for outside school hours care services. Also available is a summary NQS poster.

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Sample forms and templates are available for providers to use or amend where necessary.

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Once operational - you can customize and print this Mix and Match game!

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A path to universal early childhood education and care

The report presents government with a roadmap to a high-quality universal early childhood education and care system that is accessible, within the means of all families, equitable and inclusive for all children. This system would ensure every child aged 0-5 has access to high-quality ECEC for at least 30 hours or three days a week, for 48 weeks of the year.

Modelling shows that the recommended reforms would increase demand for ECEC by 10%, primarily from children in low- and middle-income families who are currently not attending services.

Parents' labour force participation would be expected to rise, as services become more inclusive, available and responsive to families' needs.

The report's recommendations were informed by engagement with hundreds of people from the ECEC sector, academia, advocacy and the broader public across Australia.

To achieve the long-term goal of a universal ECEC system, the Australian Government should first act to ensure that cost is not a barrier to access for children from low-income families. The report recommends abolishing the activity test and increasing the rate of the Child Care Subsidy for families on incomes of up to $80,000 to 100% of the hourly rate cap.

"Children experiencing vulnerability and disadvantage benefit the most from quality early childhood education and care, but they are currently the least likely to attend," said Associate Commissioner Deborah Brennan.

The report finds that the activity test, which links the amount that a family works, studies or volunteers with the amount of Child Care Subsidy they receive, is a barrier to access for low-income families and does little to incentivise labour force participation and should be removed.

"A child's entitlement to at least three days of ECEC a week should not depend on how much their parents work," said Associate Commissioner Brennan.

The report also recommends that governments introduce new measures to support the ECEC workforce - giving those who are starting in the sector access to tailored training options and creating better mentoring, professional development and career pathways for those who already work in the sector. These measures, coupled with the recently announced improvements to pay, should alleviate some of the recruitment and retention challenges the sector has been experiencing for a long time.

"We will not make any progress towards a universal system without addressing the sector's workforce challenges. Improving pay and conditions is critical but more can be done to improve career and qualification pathways for ECEC professions," said Commissioner Martin Stokie.

Achieving universal childcare will also require government to further invest in establishing ECEC services in communities experiencing disadvantage and regional and remote communities.

"Some areas of Australia have few or no early childhood education and care services. More funding will be needed to address these persistent service gaps," said Commissioner Lisa Gropp.

The report also recommends expanding access to outside school hours care. State and territory governments should facilitate the provision of outside school hours care in all public schools where there is sustainable demand.

The report says that increasing access and availability cannot come at the expense of quality. It recommends investing in quality, through greater support for the regulatory system and better information to services and parents.

Government should also prioritise ensuring that ECEC services are inclusive for all children.

"Governments and ECEC services also need to do more to achieve the commitments in the Closing the Gap Agreement for Aboriginal and Torres Strait Islander children. That means working towards a sustainable funding model for Aboriginal Community Controlled Organisations and investing in the capability of the sector, to make all services culturally safe," said Commissioner Stokie.

"The system can only be universal if every child is welcome. The Australian Government should increase funding to enable the inclusion of all children regardless of their ability or cultural background, "said Commissioner Stokie.

Media requests

Media team - 02 6240 3330 / media@pc.gov.au

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Inquiry Report - A path to universal early childhood education and care

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This inquiry report outlines what a universal ECEC system would look like, and the significant reforms necessary to achieve it. These reforms tackle issues that affect ECEC availability, inclusion, affordability, quality and equity. The report's recommendations aim to remove barriers to ECEC access and support better outcomes for children and families.

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Culturally safe flash cards help children connect to their culture, build trust, and promote self-determination. They also stimulate senses, aid language development, enhance cognitive skills, and foster cultural appreciation.

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Resources for Early Childhood Sector Search resources Changing the sort field takes immediate effect below Sort by Supporting children to develop language and cognitive skills (school-based)…

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You can find resources on:

Program Overview

Helpful Links

SNAICC Resources

Business Supports

Community of Practice Resources

Meeting the NQF Requirements

Opening a new service

Family & Community Engagement

Workforce Development

Maintaining Cultural Safety

Governance

Staff Wellbeing

Capital Works

Reflection

Operational Resources

If you would like any particular resource or have feedback - please reach out to cccfr@snaicc.org.au.

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BDO - Workshop 1 - Understanding your fees 

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BDO - Workshop 1 - Understanding your fees 

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20240426 Workshop 1 - Understanding your fees

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BDO - Workshop 2 - Rostering Requirements slides

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BDO - Workshop 2 - Rostering Requirements slides

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Workshop 2 - Rostering Requirements slides

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The National Quality Standard (NQS) is part of the National Quality Framework (NQF) and includes seven quality areas that early childhood education and care services in Australia must meet and maintain through ongoing assessment:

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The National Quality Standard (NQS) sets a high national benchmark for early childhood education and care and outside school hours care services in Australia.

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Information to consider when preparing and reviewing policies and procedures.

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Belonging, Being & Becoming - The Early Years Learning Framework 

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Belonging, Being & Becoming - The Early Years Learning Framework 

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Resources to support culturally safe service delivery to Aboriginal and Torres Strait Islander peoples

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Resources to support culturally safe service delivery to Aboriginal and Torres Strait Islander peoples

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Resources to support culturally safe service delivery to Aboriginal and Torres Strait Islander peoples

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This resource sheet provides a list of resources and organisations that can support non-Indigenous practitioners and organisations in the child, family and community sector to provide culturally safe service responses to Aboriginal and/or Torres Strait Islander people, families and communities.

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Promoting cultural safety and wellbeing for Aboriginal and Torres Strait Islander people

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Promoting cultural safety and wellbeing for Aboriginal and Torres Strait Islander people

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Promoting cultural safety and wellbeing for Aboriginal and Torres Strait Islander people | Australian Institute of Family Studies

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Aboriginal and Torres Strait Islander perspectives on what works in social and emotional wellbeing programs

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Aboriginal and Torres Strait Islander perspectives on what works in social and emotional wellbeing programs

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Aboriginal and Torres Strait Islander perspectives on what works in social and emotional wellbeing programs

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This paper summarises the evidence on Aboriginal and Torres Strait Islander people’s experiences of a range of diverse programs that address social and emotional wellbeing. It also looks at what the success factors were for participants in these programs.

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Develop an effective governance structure

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Develop an effective governance structure

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Develop an effective governance structure

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Good governance can help a taskforce achieve its objectives by creating clear lines of authority, enabling issues to be escalated and resolved, and giving senior decision-makers the opportunity to guide the direction of projects.

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AIATSIS Engagement Policy Concerning Aboriginal and Torres Strait Islander peoples 

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AIATSIS Engagement Policy Concerning Aboriginal and Torres Strait Islander peoples 

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Strategies To Include Aboriginal and Torres Strait Islander Perspectives Into the Learning Environment

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Strategies To Include Aboriginal and Torres Strait Islander Perspectives Into the Learning Environment

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Strategies To Include Aboriginal and Torres Strait Islander Perspectives Into The Learning Environment - Aussie Childcare Network

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Including Aboriginal and Torres Strait Islander (ATSI) perspectives in the learning environment is essential for fostering cultural respect, understan…

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Tailored resources and tools designed to support the workplace wellbeing of early childhood education and care professionals.

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10 Staff Wellbeing Ideas for Early Childhood Educators 

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10 Staff Wellbeing Ideas for Early Childhood Educators 

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OWNA

Feb 22, 2023

6 min read

Some examples of team outings include: bowling, ping pong, mini-golf, escape rooms, painting classes, quiz nights, playing a sport .

Getting 7-9hrs of sleep each night

Avoiding caffeine for the first 90-120 minutes of waking up

No screens 1 hour before bedtime

Turning off overhead lights and using lamps when it gets dark

Getting natural sunlight first thing in the morning (ideally outside).

Communicating with your team is made easier with OWNA. We combine documentation, rostering and staff communication in one app, so you can communicate efficiently with your colleagues. Sign Up for your FREE Trial!

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10 Staff Wellbeing Ideas for Early Childhood Educators

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Staff wellbeing is a major topic in Early Childhood. Here are some ideas to help with team wellbeing amongst your educators and wider team.

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Teamwork is foundational in ECEC - here's how to grow it 

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Teamwork is foundational in ECEC - here's how to grow it 

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Teamwork is foundational in ECEC - here’s how to grow it

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Being part of a team is a foundational aspect of many parts of personal and professional life.

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Stay tuned for exciting Workforce Development opportunities! This page will be continuously updated with the latest openings, and you'll also receive email notifications whenever new opportunities arise. Keep an eye out and don't miss a chance to advance your career!

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SNAICC is here to support ECEC services with their applications for the worker retention payment! If you need any assistance, don't hesitate to reach out. We're happy to help! You can contact us at cccfr@snaicc.org.au.

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How to apply for the worker retention payment

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This guide will help early childhood education and care (ECEC) providers navigate the worker retention payment application process.

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Under the National Law, services must deliver an educational program to all children being educated and cared for that is:

delivered in accordance with that approved learning framework

based on the developmental needs, interests and experiences of each child

designed to take into account the individual differences of each child.

National approved learning frameworks

There have been 2 national approved learning frameworks in operation under the NQF since 2012, which outline principles, practices and learning outcomes that guide educational leaders and educators in their curriculum decision-making, and assist them in planning, delivering and evaluating quality programs in early childhood and school age settings.

Following a process to refresh the national frameworks, updated versions of both national approved learning frameworks were released in early 2023.

Approved providers and their services are now encouraged to begin familiarising themselves with the updated learning frameworks and adjusting relevant aspects of their educational program and practice where needed to reflect new or amended aspects of the frameworks.

The original national learning frameworks will remain in operation alongside the updated Frameworks, until early 2024, to enable approved providers and their services time to transition to the updated learning frameworks.

Purchase hard copies of the Approved Learning Frameworks on our secure online payment portal.
Other state and territory frameworks
There are also the following approved learning frameworks specific to Victoria:

Resources to support implementation of EYLF V2.0 and MTOP V2.0

New information sheets on elements of the EYLF V2.0 and MTOP V2.0

Belonging, Being and Becoming: The Early Years Learning Framework My Time, Our Place: Framework for School Age Care

What's changed in the national approved learning frameworks?

The updates to both frameworks are the results of a robust process to assess options and provide recommendations for change. This included reviewing contemporary research, comprehensive stakeholder engagement nationally, and piloting of proposed changes across a range of education and care settings.

The changes you will find in both framework documents comprise a mix of clarifications and expanded explanations across parts of the original Approved Learning Frameworks, and a smaller number of more substantial changes, including the addition of 3 new principles and updated practices across all relevant aspects of V2.0 of both national Frameworks.

The main differences you will see are a stronger connection between the frameworks and the National Quality Standard in areas such as transitions, sustainability, theoretical approaches, critical reflection, the importance of Aboriginal and Torres Strait Islander ways of being, knowing and doing, inclusion and the addition of 3 new principles.

Vision

Strengthening Aboriginal and Torres Strait Islander perspectives throughout the frameworks including the vision, principles, practices and outcomes

Pedagogy and educator's professional practice

Strengthening the link between the vision and planning cycle

Principles

Strengthening the principle of ongoing learning and reflective practice

Introducing a new principle promoting collaborative leadership

Introducing a new sustainability principle

Strengthening the principle of high expectations and equity

Updating the principle of secure, respectful and reciprocal relationships to include relational pedagogy

Strengthening partnerships to include other professionals

Practices

Clarifying the meaning of holistic approaches

Strengthening the connection between play-based learning and intentionality

Replacing cultural competence with cultural responsiveness

Aligning assessment and evaluation for learning development and wellbeing

Learning outcomes

Expanding and strengthening guidance to support the Outcomes

In 2020, Education Ministers commissioned an update of the 2 national approved learning frameworks.

Both frameworks have proved integral to the success of the National Quality Framework for close to a decade. The purpose of this update was to ensure they continue to reflect contemporary developments in practice and knowledge, while supporting all educators to promote the wellbeing, learning and development of each child.

After more than a decade in use, it was agreed that it's important they remain current and support effective foundations for high quality education and care, and relationships across the early childhood and school age service system.

A national Consortium led by a partnership between Macquarie University, Queensland University of Technology and Edith Cowan University was engaged by ACECQA, on behalf of all governments, to deliver the 2021 National Quality Framework (NQF) Approved Learning Frameworks Update project.

The project commenced in 2021 and was delivered over 3 stages.

In Stages 1 and 2, the  Literature Review, surveys and stakeholder feedback on the  Discussion Paper  highlighted the strengths of the original national Approved Learning Frameworks and identified areas where they could be improved.

Potential areas for improving the original frameworks were explored in the Discussion Paper, aiming to strengthen the connection between the frameworks and the National Quality Standard in areas such as transitions, sustainability, theoretical approaches, critical reflection, the importance of Aboriginal and Torres Strait Islander ways of being, knowing and doing, and inclusion.

During Stage 3, the Consortium piloted the potential updates to the 2 national Frameworks in 16 ECEC and OSHC services across Australia to inform their recommendations to governments and ACECQA on areas for improvement, and how any changes are best implemented.

The pilot sites included a diverse range of service types across jurisdictions.
Throughout the pilot, service leaders and educators provided feedback to the Consortium on the clarity, useability and efficacy of the potential updates. They also shared their insights on opportunities for further improvement and on implementation.

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Under the National Law and Regulations, services are required to base their educational program on an approved learning framework.

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The National Law and National Regulations outline the legal obligations of approved providers, nominated supervisors, and educators and explain the powers and functions of the state and territory regulatory authorities and ACECQA.

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The approved provider must ensure a Quality Improvement Plan (QIP) is in place for each service.

The aim of a QIP is to help providers self-assess their performance in delivering quality education and care, and to plan future improvements. The QIP also helps regulatory authorities with assessing the quality of the service.

Things to include
A QIP must:

include an assessment of the programs and practices at the service against the National Quality Standard and National Regulations

identify areas for improvement

include a statement about the service's philosophy.

A QIP should also document and celebrate the service's strengths. Read the Guide to the National Quality Framework for information on the self-assessment process and what is required.

Developing the QIP

The QIP must be provided in the following formats: (.doc, docx, .pdf, .bmp, .gif, .jpg, .jpeg, .png, .tiff, .rtf, .xls, .xlsx, .csv) and not exceed 20mb in file size. You can download this optional QIP template.

When writing the QIP, you should reflect on the outcomes of the self-assessment process.

You may prioritise areas for improvement against the 7 quality areas of the NQS and the related regulatory requirements. There is no requirement that all 15 standards and 40 elements are addressed in the QIP. The QIP should include the key areas for improvement.

Your service may have a range of documents to assist with and record the planning process. The QIP is a summary of the key areas prioritised for improvement.

Available on request and updated annually
A QIP must be:
Self-assessment Tool

Self-assessment against the NQS drives continuous improvement and is essential to providing quality outcomes for children. ( Guide to the NQF, 2018)

ACECQA, in response to sector feedback, has developed a Self-assessment Tool to support approved providers, service leaders and educators assess the quality of their education and care service's practices, policies and procedures, against the NQS, and the National Law and National Regulations.

Self-assessment is an important part of the quality improvement planning process. NQS Element 7.2.1 requires an effective self-assessment and quality improvement process to be in place.

The Self-assessment Tool will help you identify service strengths, areas of compliance, practices that are Exceeding NQS, and areas and opportunities for quality improvement. The Tool helps you through the process of self-assessment which can, where needed, inform your QIP.

ACECQA's Self-assessment Tool is an optional tool suitable for all service types and provides a process that services may choose to apply or adapt in a way that meets the needs of their unique service context.

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The National Regulations require approved services to have a Quality Improvement Plan (QIP). The aim of the QIP is to help providers self-assess their performance in delivering quality education and care and to plan future improvements.

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You can find the following information:

1.1 Application for Provider Approval

1.2 Considering an application for fitness and propriety

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You can information on the following information:

2.1 What is an education and care service?

2.2 Application for service approval

2.3 Amending service approval on application

2.4 Amendment of service approval without application

2.5 Offences related to service approval

2.6 Transfer of service approval

2.7 Suspension of service approval

2.8 Voluntary suspension of service approval

2.9 Surrender of service approval

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Need help using the guide? Visit our help section.

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A series of five eLearning modules which each cover a different aspect of the NQF.

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A Guide to Staff Appraisals in Early Childhood Services 

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A Guide to Staff Appraisals in Early Childhood Services 

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A Guide to Staff Appraisals in Early Childhood Services - Aussie Childcare Network

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The following article provides information on What Is A Staff Appraisal, Components Of Staff Appraisal includes Key Performance Indicators, Preparing For Meetings, Mid Year Review and more.

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Community Connector - Better Futures (Loddon region)

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You can use this guide to keep track of significant dates! Your community might be hosting events, which is a fantastic way to get involved and engage with families and the community.

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Understanding our shared history is one of Evolve's Seven Steps to Reconciliation and Allyship™, our tried-and-tested framework for building confidence to show up for and support Aboriginal and Torres Strait Islander people and communities.

In our 2025 Calendar, you'll find dates that document the 200+ year fight for the rights of First Nations people in Australia, providing important opportunities to acknowledge the trials and celebrate the resilience of the world's oldest surviving culture.

In order to keep moving forward toward Reconciliation, we need more truth telling about our shared history. We've added more significant dates to our calendar to acknowledge the self-determination and empowerment of our First Nations peoples.

This year we've partnered again with Aboriginal artist, Saretta Fielding to create a calendar that is not only educational but also a beautiful addition to any home or workplace. These calendars are stunning and meaningful gifts for yourself and your colleagues, friends and family.
You can purchase the limited edition wall calendar, and original artworks, from saretta.com.au

By submitting your details, you agree to receive occasional, educational emails (you can opt out at anytime).

Purchase The Limited Edition 2025 Wall Calendar

All proceeds from the sale of our wall calendars will be donated to Malang Indigenous Corporation, a not-for-profit established by Saretta Art & Design to create opportunities towards sustainable economic and social inclusion for Aboriginal people.

Frequently Asked Questions About Indigenous Seasons, Dates & Calendars

May 28: Anniversary of the Sydney Bridge Walk for Reconciliation250,000 Australians walked across the Sydney Harbour Bridge on this day in 2000 to show their support for Reconciliation in Australia.. Similar bridge walks in many towns and cities followed.

June 12: Anniversary of The Barunga Statement, 1988The Barunga Statement was presented to Prime Minister Bob Hawke at the Barunga Festival. This statement called for Indigenous rights, including self-determination, land rights, and an end to discrimination .

July 1: Coming Of The Light - Torres Strait IslandsMany island cultures have traditionally celebrated a Coming of the Light festival in some form or other. On this day it is celebrated in the Torres Strait Islands.

August 4: National Aboriginal and Torres Strait Islander Children's Day National Aboriginal and Torres Strait Islander Children's Day and the week leading up to it, is a time for Aboriginal and Torres Strait Islander families to celebrate the strengths and culture of their children.

August 7: Beginning of the Noonkanbah Blockade, 1980
The Noonkanbah dispute in Western Australia's remote north put land rights on the national agenda and led to the foundation of the Kimberley Land Council. In 1980 , after a two-year stand-off, the Yungngora People and their supporters sat in a dusty Kimberley creek bed, blocking the path of the drilling rigs.

September 12: Anniversary of the Battle of One Tree Hill, 1843
The Battle of One Tree Hill was one of a series of conflicts that took place between European and a group of men of the and other Aboriginal groups in the Darling Downs area in the Colony of New South Wales in the 1840s, as part of the Australian frontier wars . It was one in which the Europeans were routed by a group of local Aboriginal men under the warrior Multuggerah , a rare event both in its form, as pitched battles between the two groups, and in its outcome.

November 8: Indigenous Veterans Day
A date to recognise A and Torres Strait Islanders contributions to military service, particularly in the and Second World Wars and the .

December 8: Aboriginal Lands Trust Act (SA) Passed, 1966
The Aboriginal Lands Trust Act 1966 is the short title of an of the Parliament of South Australia , assented to on 8 December 1966, with the "An Act to establish an Aboriginal Lands Trust, to define the powers and functions thereof, for purposes incidental thereto and for other purposes". This Bill was introduced by Don Dunstan , who was then, the South Australia's Attorney-General and Minister for Aboriginal Affairs, and who later became Premier.

December 10: Human Rights Day
This day marks the anniversary of one of the world's most groundbreaking global pledges: the Universal Declaration of Human Rights (UDHR). This landmark document enshrines the inalienable rights that everyone is entitled to as a human being - regardless of race, colour, religion, sex, language, political or other opinion, national or social origin, property, birth or other status. The Declaration was proclaimed by the United Nations General Assembly in Paris on 10 December 1948 and sets out, for the first time, fundamental human rights to be universally protected.

December 24: Native Title Act passed, 1993
The Native Title Act 1993 is a law passed by the Australian Parliament , the purpose of which is "to provide a national system for the recognition and protection of native title and for its co-existence with the national land management system". The Act was passed by the Keating government following the High Court's decision in Mabo v Queensland (No 2) (1992). The Act commenced operation on 1 January 1994.

There are several days and periods in the year that celebrate the culture of Aboriginal and Torres Strait Islander people in Australia. These include Indigenous Business Month every October, NAIDOC Week every July, and National Reconciliation Week from the 27th of May to the 3rd of June. The digital and printed calendars highlight these and other dates that are important to Aboriginal and Torres Strait Islander peoples, such as Indigenous Literacy Day, Close The Gap Day, National Sorry Day and National Aboriginal and Torres Strait Islander Children Day.

All Australians, including Aboriginal and Torres Strait Islander people, acknowledge Sorry Day on May 26th every year to remember the mistreatment of "The Stolen Generation," Indigenous children who were forcibly removed from their families and communities. The day acknowledges this dark period in our shared history and provides an opportunity to take steps towards healing, in which all can take part. Increasing our knowledge and understanding of this significant day is crucial to finding healing and reconciliation in Australia.

The first Sorry Day was held on the 26th of May, 1998, a year after the "Bringing Them Home Report," a report of past policies by governments and missionaries that caused the removal of Aboriginal children from their families and communities.

Yes! Aboriginal and Torres Strait Islander communities divide the year into seasons that consider the local climate. Unlike the Western four-season version, some nations have 5 or 6 seasons based on the local climate. These considered astronomy, seasons, and ecology, how these tied in with the seasons, and how these cycles repeated annually. The Indigenous seasonal calendars can help you increase your knowledge of Aboriginal and Torres Strait Islander peoples and culture.

Aboriginal and Torres Strait Islander people define their seasons by observing and identifying seasonal phenomena, such as those relating to astronomy, ecology, botany, meteorology, and zoology. They look at the relationship between the earth and the sky to predict weather patterns, winds, and changes in the seasons and to determine the availability of particular plant and animal resources in Australia based on this.

The First Nations observed the positions of constellations and the appearance of indicator stars with corresponding terrestrial events, such as the flowering and fruiting times of plants, breeding periods of animals, insect life cycles, and bird and fish migration. These connections between the weather and environment informed the calendars, which describe the climate, animal and fruit seasons, and other relationships that have helped Aboriginal and Torres Strait Islander people sustain the availability of food and medicines naturally. Knowledge of the seasonal patterns helped Indigenous people survive.

The seasonal calendars of Indigenous people vary based on location, ecology, and culture-but they all demonstrate a great understanding of the interdependence and interconnectedness of the living world.

Aboriginal people were the first mathematicians in Australia, and this could be seen in the way that they told time. They used sophisticated methods based on the earth and the natural environment, such as sunrises and sunsets, lunar cycles and tides, the position of the stars (and for some, their brightness) and constellations, weather and seasonal patterns, and the blossoming of fruits and flowers to define daily (or short) time, medium time, and long time.

While time in Western cultures is linear, it is circular in Aboriginal and Torres Strait Islander cultures where the past, present, and future are as one as understood by the terms Dreamtime and/or Dreaming. As with other world cultures, it features markers known as daybreak, sunrise, morning, afternoon, late afternoon, sunset, evening, and night.

Evolve Communities acknowledges the Traditional Owners and their continuing connection to land, sea and community and pay our respects to Elders, past and present. Aboriginal and Torres Strait Islander peoples should be aware that this website may contain images or names of people who have since passed away.

Show Up As An Ally All Year

The Evolve Yarning Circle Membership includes:

Links to join our bi-monthly topicalYarning Circle Webinars - includes live Q&A with Aunty Munya and Carla

Access to ourMembers Only Site- Webinar playbacks available to watch (and re-watch) on-demand PLUS bonus content, resources and special member-only offers.

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2024 Calendar of Significant Indigenous Dates

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Acknowledge the trials and celebrate the resilience of the world's oldest surviving culture with our Calendar of Significant Indigenous Dates - made in collaboration with Saretta Art & Design.

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Regulatory authorities administer the National Quality Framework (NQF) in each state and territory, usually as part of that state or territory's education department or agency.

In most cases the regulatory authority is the first point of contact for providers. They are responsible for:

granting approvals, including provider approval and service approvals

assessing and rating services against the National Quality Standard

working with ACECQA to promote continuous quality improvement and educating the sector and community about the NQF.

Regulatory authorities also have a range of powers and tools to facilitate continuous improvement and ensure compliance with the NQF, including the ability to issue compliance notices.

Contact your regulatory authority for enquiries about:

submitting application and notification forms

provider and service applications and approvals

supervisor certificates (in WA only)

temporary and service waivers

assessment and rating

compliance

state or territory specific transition and savings provisions

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Regulatory authorities administer the National Quality Framework (NQF) in each state and territory, usually as part of that state or territory's education department or agency. In most cases the regulatory authority is the first point of contact for providers.

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Information sheets and other guidance on the 1 October 2017 changes to the NQF and 1 February 2018 changes to the NQS.

Other resources
NQF The story so far infographic
'The story so far' infographic reflects on the journey of the National Quality Framework.

Videos on the changes to the National Quality Framework

NQF Series - Changes to the National Quality Framework

Rhonda Livingstone, ACECQA's National Education Leader, was interviewed about the changes to the National Quality Framework and discusses the background to the changes, the key changes as well as some of the support materials available to support the children's education and care sector.

NQF Series - Changes to Exceeding National Quality Standard ratings and guidance

Rhonda Livingstone, ACECQA's National Education Leader, was interviewed about the changes to the rating of, and guidance for, the Exceeding National Quality Standard rating. Rhonda discusses the background to the change, new guidance, and unpacking the three Exceeding NQS themes.

Changes to the NQF - ECA webcast

ACECQA's National Education Leader, Rhonda Livingstone presents an overview of key changes to the National Quality Framework (NQF).

NQF Journey so far

A brief look at the journey so far which led to the changes to the National Quality Framework on 1 October 2017.

Introduction to the NQF changes

ACECQA's National Education Leader, Rhonda Livingstone provides an overview of the background to and key aspects of the changes to the National Quality Framework and the National Quality Standard.

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National Quality Framework 2017-2018 changes

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Information sheets and other guidance on the 1 October 2017 changes to the NQF and 1 February 2018 changes to the NQS. NQF The story so far infographic 'The story so far' infographic reflects on the journey of the National Quality Framework.

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Governance and leadership Information sheets 

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Governance and leadership Information sheets 

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This range of information sheets offers practical strategies to support educators and providers to think about quality practice and topics related to the seven quality areas of the National Quality Standard.

Quality Area 1 - Educational program and practice

Topics

Quality Area 2 - Children's health and safety

Topics

Quality Area 3 - Physical environment

Topics

Quality Area 4 - Staffing arrangements

Topics

Quality Area 5 - Relationships with children

Topics

Quality Area 6 - Collaborative partnerships with families and communities

Topics

Quality Area 7 - Governance and Leadership

Topics

General

National Quality Framework 2017-2018 changes

Information sheets and other guidance on the 1 October 2017 changes to the NQF and 1 February 2018 changes to the NQS.

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ACECQA's range of information sheets assists providers and educators to better understand the National Quality Standard.

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Governance and Management Policy guidelines

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Governance and Management Policy guidelines

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202504-CB Foundational Supports - Community Engagement Strategies

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To help us improve, please rate the usefulness of this resource

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Stepping Stones Process to Operating an ECEC Service

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Stepping Stones Process to Operating an ECEC Service

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