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Australian Curriculum + Early Years Learning Framework

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Presentation on theme: "Australian Curriculum + Early Years Learning Framework"— Presentation transcript:

1 Australian Curriculum + Early Years Learning Framework
Welcome Explain that it is recognised that transition teachers in the Northern Territory are in a unique position, engaging with both the EYLF and the Australian Curriculum (and NTCF). This situation opens opportunities to reflect on current practices where educators work together to discuss issues and explore new ideas. Katherine Region

2 To become aware of the Pre-compulsory Years of Schooling Policy
Goals of the session To become aware of the Pre-compulsory Years of Schooling Policy To explore how the Early Years Learning Framework (EYLF) relates to the Australian Curriculum Read goals – note EYLF is the acronym, NOT the “elf” In this session we will look at: - Pre-Compulsory Years of Schooling: EYLF policy - Timeline for implementation - What the Early Years Learning Framework is all about - How the Early Years Learning Framework relates to the Australian Curriculum - Sharing session about planning with the EYLF and the AC - Resources and where to start with using these documents

3 Preschool and Transition in the NT
Preschool: 3½ to 4½ years of age at beginning of school year. Non-compulsory, planned, play-based learning and development program. Transition: 4½ to 5½ years of age at beginning of school year. Non-compulsory, planned, play-based learning and development program that assists in the development of children moving into year one. First we’ll just clarify what “preschool” and “Transition” are in the Northern Territory. These definitions are directly from the Policy. So “preschool” is the year before Transition. Schooling is compulsory from age 6.

4 The development of the Australian Curriculum is guided by the Melbourne Declaration on Educational Goals for Young Australians (2008). These goals have also guided the development of the Early Years Learning Framework. This document informs the EYLF and the Australian Curriculum. The current policy for the pre-compulsory years of schooling reflects the Melbourne Declaration by mandating the two documents. Policy can be found on DET Staff Site/Quick Find/Policies Implementing the Early Years Learning Framework (EYLF) will ensure the intellectual, physical, social, emotional, moral, spiritual and aesthetic development and wellbeing of students in the Preschool and Transition.

5 Policy Pre-Compulsory Years of Schooling: EYLF
Scope Transition educators will use the Australian Curriculum/NT Curriculum Framework in conjunction with the EYLF. Teachers Preschool and Transition educators collaborate to ensure children’s learning and wellbeing is seamless as they move through the pre-compulsory years. Transition teachers ensure the provision of quality teaching and learning using the principles, practices and learning outcomes of the EYLF to teach the content of the Australian Curriculum/ NTCF. This comes directly from the policy – give minute to read. Key points: Early Childhood educators collaborating to make the transitions seamless By mandating EYLF, mandates play-based pedagogy in Transition Planning and programming for Transition teachers will reflect the EYLF and the Foundation year of the Australian Curriculum (for English and Maths) and the NTCF for other learning areas.

6 Timeline 2011 Pilot of Australian Curriculum-English and Maths T-10 Preschools become familiar with the EYLF 2012 Preschools required to use EYLF in their practice Transition teachers become familiar with the EYLF Transition teachers use the Australian Curriculum English & Mathematics learning areas Pilot of EYLF/AC 2013 Transition teachers required to use the EYLF in conjunction with the Australian Curriculum This is from the Pre-compulsory Years of Schooling Policy In 2012, Preschools are already using the EYLF…

7 Timeline 2011 Pilot of Australian Curriculum-English and Maths T-10 Preschools become familiar with the EYLF 2012 Preschools required to use EYLF in their practice Transition teachers become familiar with the EYLF Transition teachers use the Australian Curriculum English & Mathematics learning areas Pilot of EYLF/AC 2013 Transition teachers required to use the EYLF in conjunction with the Australian Curriculum …but for Transition teachers this year is about exploring and becoming familiar with the EYLF and the Maths and English components of the Australian Curriculum. This will be a requirement from 2013. Currently a Pilot being run by CTPoL to work out how to streamline processes in Transition and make sense of all the documents Transition teachers are working with. Focus on the EYLF, Australian Curriculum maths & English, NTCF in Transition. In our region School of the Air.

8 EYLF Principles, practice and outcomes
This is an overview of the Early Years Learning Framework. <hand out picture>. “Designed to inspire conversations and provide a common language about young children’s learning” The words in the blue characterise what young children’s lives are about. Belonging is about knowing where and with whom you belong – it’s about relationships. Being recognises the significance of the “here and now” in children’s lives – early childhood is not solely preparation for the future, but also about the present – engaging with life’s joys and complexities. Becoming “reflects the process of rapid and significant change” in the early years. It’s about learning to participate fully and actively in society.

9 EYLF: The Vision All children experience learning that is engaging and builds success for life. The vision: <read slide> As we go through it quickly, think about how the elements reflect or do not reflect your beliefs and aspirations about an ideal early childhood learning environment.

10 PRINCIPLES Secure, respectful and reciprocal relationships Partnerships with families High expectations and equity Respect for diversity Ongoing learning and reflective practice 5 principles reflect contemporary theories and research evidence about children’s learning and early childhood. Underpin the practice

11 PRACTICE Holistic approaches Responsiveness to children Learning through play Intentional teaching Learning environments Cultural competence Continuity of learning and transitions Assessment for learning Educators draw on a rich repertoire of practices to promote children’s learning Outline what best practice looks like

12 OUTCOMES 1. Children have a strong sense of identity 2. Children are connected with and contribute to their world 3. Children have a strong sense of wellbeing 4. Children are confident and involved learners 5. Children are effective communicators Designed to capture the integrated and complex learning and development of all children from birth to 5 years old. You might notice that these outcomes are similar to our EsseNTial Learnings. These capabilities evolve from the Early Years Learning Framework to the Australian Curriculum, mainly in the General Capabilities: 1, 2, 3 essential foundations for Personal and social competence 2 underpins Ethical behaviour and Intercultural understanding 4 develops Critical and creative thinking 5 underpins Literacy, Numeracy and ICT competence Any comments or questions at this point?

13 Early Years Learning Framework
Australian Curriulum how The Australian Curriculum is designed to accommodate the diverse backgrounds of children and the varied learning experiences they bring to school. Teachers have flexibility in how they apply the key principles and practices of early childhood teaching, as articulated in the EYLF. The Early Years Learning Framework informs all teaching and learning while the Australian Curriculum provides the content for the learning. Point out that the ideals of the EYLF are evident throughout the Australian Curriculum, e.g. both Maths and English content areas talk about learning through songs, poems, stories; “enjoyable way”; being creative and demonstrating learning in a variety of ways. In other words the Early Years Learning Framework is the how, the Australian Curriculum is the what. The EYLF infuses everything that happens in an early childhood setting. what

14 Planning with the EYLF and the AC
Activity Choose one or more Content Descriptors from English or Mathematics Discuss how you could teach this content in a way that reflects the principles, practice and outcomes of the EYLF Share Give each pair or group a handout of either the English or Maths Content Descriptors. Ask the groups to choose one or more descriptors and discuss ideas for activities to teach that content in a way that demonstrates the principles, practice and outcomes of the EYLF. Then will share some ideas. Look at your sheet. Think about the main themes of the EYLF: Play-based learning Engaging activities Respecting diversity Using students’ interests After sharing: Remember if you have ESL learners, you need to teach the English language that students will need to engage with the content

15 The AC Builds on Early Learning
Foundations for Learning: Relationships between the Early Years Learning Framework and the Australian Curriculum For further information: Easy to read not much text on each page Recommend page 11 to 24 “The nature of the EYLF and AC”, “The AC builds on early learning”, “General capabilities and the EYLF” On the ECA website

16 Tables linking the EYLF outcomes, the Melbourne Declaration Goals and the Australian Curriculum
<participants won’t be able to read it but just to show layout> EYLF Outcome, Melbourne Declaration Goal, Learning Area, General Capability, Cross-curriculum Priority

17 Where to next? Learning Links
The Learning Links website has further information about the two documents. It can be accessed from the DET Staff site, click on “Quick Find” in the red menu bar, then “Learning Links”, click the hyperlink, then “AC/NT” (orange banner), “Teachers” (green banner), “Early Years Learning Framework”. https://portal.ntschools.net/sites/LearningLinks/ACNT/teachers/Pages/GettingStartedEYLF.aspx On handout

18 The Framework: Resources
These are four documents that you can go to for more information and to inform your teaching practice. Your school should have all these documents. Clockwise from left: Belonging, Being & Becoming: The Early Years Learning Framework for Australia Educators Belonging, Being & Becoming: Educators’ Guide to the Early Years Learning Framework for Australia Belonging, Being & Becoming: Information for families (available in different languages) Reflect, Respect, Relate: Assessing for Learning and Development in the Early Years using Observation Scales

19 ILSS & Early Years Officer – Amy Higgins
Who and Where The EYLF documents are available on the DEEWR site: Talk to your principal about accessing further support from the Katherine Regional Office ILSS & Early Years Officer – Amy Higgins This is on your handout – I will so you can just click on the links Early Childhood Australian Professional Learning Program – videos, talking about practice Early Childhood Australia have a growing collection of books written to support the EYLF and are available to purchase online – very simple with case studies in a range of contexts and settings Talk to colleagues, senior teachers, principal, me, Early Years Learning Community

20 Reflect on current practice Plan professional learning
Now what? Getting started Familiarise Reflect on current practice Plan professional learning Try something new Critically reflect Give handout to participants. Remember 2012 is becoming familiar with Early Years Learning Framework and the Australian Curriculum, especially exploring how to use these documents together to achieve the best outcomes for students. Familiarise: Pages 11 to 24 of the ACARA document, Early Childhood Australia website <show>, EYLF Educator’s guide (show books) Reflect: on what you already do e.g. how the space is set up, routines in place, activities – how does it demonstrate the EYLF and what aspects could be improved? Plan professional learning: what do you need to know more about? How can you meet these needs e.g. talking with colleagues, observing other classrooms, Early Childhood Australia videos and info, formal PD Try something new: plan to change something about your practice and critically reflect on how it went – repeat! Take small steps

21 This wiki has been created by the Katherine Regional Office team, led by Georgina Gunson. The aim is to provide a “one-stop-shop” for Katherine teachers to access all the documents and sites related to Australian Curriculum, T-9 Net, Early Years, EAL/D etc. This wiki is a work in progress, so please if you have any suggestions, if you find any part hard to navigate, or if there’s something you’d expect to be there that is not. We want this to be a very useful tool that saves teachers time in hunting through links.


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