BELONGING, BEING & BECOMING The Early Years Learning Framework

Size: px
Start display at page:

Download "BELONGING, BEING & BECOMING The Early Years Learning Framework"

Transcription

1 BELONGING, BEING & BECOMING The Early Years Learning Framework Team Meeting Package Prepared by Children s Services Central November 2009

2

3 An introduction to the EYLF: The Early Years Learning Framework (EYLF) is a national framework which will ensure quality and consistency in the delivery of early childhood education programs across all early childhood settings. It will cover birth to five years and support transition to formal schooling. Adapted from Belonging, Being & Becoming, EYLF

4 What is it? The framework forms the foundation for ensuring that children in all early childhood education and care settings experience quality teaching and learning. It has specific emphasis on play-based learning and recognises the importance of communication and language (including early literacy & numeracy), and social and emotional development Belonging, Being & Becoming, EYLF p5

5

6 Elements of the EYLF: Belonging Being Becoming Belonging, Being, Becoming, EYLF p7

7

8 Children s Learning: Belonging, Being & Becoming, EYLF p10

9

10 Early Childhood Pedagogy and Principles: 1. Secure, respectful and reciprocal relationships 2. Partnerships 3. High expectations and equity 4. Respect for diversity 5. Ongoing learning and reflective practice Belonging, Being & Becoming, EYLF p12

11

12 Practice: Holistic approaches Responsiveness to children Learning through play Intentional teaching Learning environments Cultural competence Continuity of learning and transitions Assessment for learning Belonging, Being & Becoming, EYLF p14

13

14 Starting a conversation on Learning Outcomes: Children s learning is ongoing and each child will progress towards the outcomes in different and equally meaningful ways. Learning is not always predictable and linear. Educators plan with each child and the outcomes in mind. Belonging, Being & Becoming, EYLF p19

15 Learning 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 Belonging, Being & Becoming, EYLF p19

16

17 OUTCOME 1: OUTCOME 1: CHILDREN HAVE STRONG SENSE OF IDENTITY Children feel safe, secure, and supported Belonging, Being & Becoming, EYLF p21

18 OUTCOME 1: OUTCOME 1: CHILDREN HAVE STRONG SENSE OF IDENTITY Children develop their emerging autonomy, inter-dependence, resilience and sense of agency Belonging, Being & Becoming, EYLF p22

19 OUTCOME 1: OUTCOME 1: CHILDREN HAVE STRONG SENSE OF IDENTITY Children develop knowledgeable and confident self identities Belonging, Being & Becoming, EYLF p23

20 OUTCOME 1: OUTCOME 1: CHILDREN HAVE STRONG SENSE OF IDENTITY Children learn to interact in relation to others with care, empathy and respect Belonging, Being & Becoming, EYLF p24

21

22 OUTCOME 2: OUTCOME 2: CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation Belonging, Being & Becoming, EYLF p26

23 OUTCOME 2: OUTCOME 2: CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD Children respond to diversity with respect Belonging, Being & Becoming, EYLF p27

24 OUTCOME 2: OUTCOME 2: CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD Children become aware of fairness Belonging, Being & Becoming, EYLF p28

25 OUTCOME 2: OUTCOME 2: CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD Children become socially responsible and show respect for the environment Belonging, Being & Becoming, EYLF p29

26

27 OUTCOME 3: OUTCOME 3: CHILDREN HAVE A STRONG SENSE OF WELLBEING Children become strong in their social and emotional wellbeing Belonging, Being & Becoming, EYLF p31

28 OUTCOME 3: OUTCOME 3: CHILDREN HAVE A STRONG SENSE OF WELLBEING Children take increasing responsibility for their own health and physical wellbeing Belonging, Being & Becoming, EYLF p32

29

30 OUTCOME 4: OUTCOME 4: CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity Belonging, Being, Becoming, EYLF p34

31 OUTCOME 4: OUTCOME 4: CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating Belonging, Being & Becoming, EYLF p35

32 OUTCOME 4: OUTCOME 4: CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS Children transfer and adapt what they have learned from one context to another Belonging, Being & Becoming, EYLF p36

33 OUTCOME 4: OUTCOME 4: CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS Children resource their own learning through connecting with people, place, technologies and natural and processed materials Belonging, Being & Becoming, EYLF p37

34

35 OUTCOME 5: OUTCOME 5: CHILDREN ARE EFFECTIVE COMMUNICATORS Children interact verbally and non-verbally with others for a range of purposes Belonging, Being & Becoming, EYLF p40

36 OUTCOME 5: OUTCOME 5: CHILDREN ARE EFFECTIVE COMMUNICATORS Children engage with a range of texts and gain meaning from these texts Belonging, Being & Becoming, EYLF p41

37 OUTCOME 5: OUTCOME 5: CHILDREN ARE EFFECTIVE COMMUNICATORS Children express ideas and make meaning using a range of media Belonging, Being & Becoming, EYLF p42

38 OUTCOME 5: OUTCOME 5: CHILDREN AREEFFECTIVE COMMUNICATORS Children begin to understand how symbols and pattern systems work Belonging, Being & Becoming, EYLF p43

39 OUTCOME 5: OUTCOME 5: CHILDREN ARE EFFECTIVE COMMUNICATORS Children use information and communication technologies to access information, investigate ideas and represent their thinking Belonging, Being & Becoming, EYLF p44

40

41 Talking with Families: HOW do we communicate HOW do we value and include WHERE are the opportunities HOW have we IS our

42 Where can we get more information: DEEWR EYLF online forum Children s Services Central (E Tips) subscribe Children s Services Central website Community Child Care Cooperative (NSW) website Note: All Clip Art accessed from Microsoft Office Online

The Early Years Learning Framework in Practice

The Early Years Learning Framework in Practice The Early Years Learning Framework in Practice A HANDBOOK FOR EDUCATORS AND PARENTS Bridie Raban Kay Margetts Amelia Church Jan Deans Contents About this book 5 Ideas for using this book 5 Early childhood

More information

KidsMatter Early Childhood Connecting with the Early Childhood Education and Care National Quality Framework

KidsMatter Early Childhood Connecting with the Early Childhood Education and Care National Quality Framework KidsMatter Early Childhood Connecting with the Early Childhood Education and Care National Quality Framework KidsMatter Early Childhood KidsMatter Early Childhood Mental Health Initiative has been developed

More information

THINKING ABOUT PRACTICE

THINKING ABOUT PRACTICE THINKING ABOUT PRACTICE Working with the Early Years Learning Framework The EYLF Professional Learning Program is funded by the Australian Government Department of Education, Employment and Workplace Relations.

More information

Being & Becoming: The Early Years Learning Framework for Australia

Being & Becoming: The Early Years Learning Framework for Australia Social and emotional learning and development: KidsMatter and Belonging, Being & Becoming: The Early Years Learning Framework for Australia This document is part of the reading for Module 2: Social and

More information

BELONGING, BEING & BECOMING

BELONGING, BEING & BECOMING BELONGING, BEING & BECOMING The Early Years Learning Framework for Australia Produced by the Australian Government Department of Education, Employment and Workplace Relations for the Council of Australian

More information

CURRICULUM AND ASSESSMENT OutLINE

CURRICULUM AND ASSESSMENT OutLINE KINDERGARTEN CURRICULUM GUIDELINES The Purpose of the Kindergarten Curriculum Guidelines The School Curriculum and Standards Authority is responsible for curriculum, policy advice and guidelines for all

More information

BELONGING, BEING & BECOMING

BELONGING, BEING & BECOMING BELONGING, BEING & BECOMING The Early Years Learning Framework for Australia Produced by the Australian Government Department of Education, Employment and Workplace Relations for the Council of Australian

More information

Information for Families CONTENTS:

Information for Families CONTENTS: Information for Families CONTENTS: Curriculum EYLF Outcomes Planning Learning Portfolio s Learning Stories Samples Group Individual Happy Pages Parent input Linking it all together Curriculum Intentional

More information

Before you begin. Overview: The National Quality Framework 1. Chapter 1: Developing appropriate settings and environments 3

Before you begin. Overview: The National Quality Framework 1. Chapter 1: Developing appropriate settings and environments 3 Contents Before you begin v Overview: The National Quality Framework 1 Chapter 1: Developing appropriate settings and environments 3 1A Evaluating, assessing and modifying the learning environment 5 1B

More information

Transition to School Program

Transition to School Program PIONEER ROAD LONG DAY CARE CENTRE Transition to School Program Think and wonder. Wonder and think DR SEUSS our philosophy At Pioneer Road Long Day Care Centre we are passionate advocates for each child

More information

my time, our Place FrAmework For School Age care in AuStrAliA

my time, our Place FrAmework For School Age care in AuStrAliA My Time, Our Place Framework for School Age Care in Australia Contents Introduction: 3 A VISION FOR CHILDREN S LEARNING THROUGH PLAY & LEISURE 5 PRINCIPLES 10 PRACTICE 13 OUTCOMES FOR CHILDREN 18 Outcome

More information

Analysis of Learning: Extension of Children s Learning: Principles: Practices: NQS: Written by:

Analysis of Learning: Extension of Children s Learning: Principles: Practices: NQS: Written by: Chickens are social animals that live in groups called flocks. Each flock is made up of roosters, hens, and chicks. Roosters are male chickens, while hens are female chickens. Chicks are their babies.

More information

Introduction to the Infant & Toddler Developmental Guidelines. Presented by: Arizona Department of Education Early Childhood Education Section

Introduction to the Infant & Toddler Developmental Guidelines. Presented by: Arizona Department of Education Early Childhood Education Section Introduction to the Infant & Toddler Developmental Guidelines Presented by: Arizona Department of Education Early Childhood Education Section 1 2 Objectives Explore Arizona s Infant & Toddler Developmental

More information

The Early Years Learning Framework: Building confident learners

The Early Years Learning Framework: Building confident learners The Early Years Learning Framework: Building confident learners Leonie Arthur This publication is provided as part of the Early Years Learning Framework Professional Learning Program Research in Practice

More information

Summative assessment. Taking the analysis of collected information further

Summative assessment. Taking the analysis of collected information further NQS PLP e-newsletter No.40 2012 Taking the analysis of collected information further Summative assessment The focus of the last e-newsletter was formative assessment the range of ways educators collect

More information

Eat a Rainbow Curriculum map 0-5yrs

Eat a Rainbow Curriculum map 0-5yrs Eat a Rainbow Curriculum map 0-5yrs *N.B This is not an exhaustive list, but gives a range of ideas about the links between EaR and extension activities to the Early Years Learning Framework. Reference:

More information

Children s early learning and development: A research paper. Executive Summary

Children s early learning and development: A research paper. Executive Summary Children s early learning and development: A research paper Children s early learning and development: A research paper By Geraldine French Independent Early Years Specialist Commissioned by the National

More information

William Law C E Primary School. Early Years Foundation Policy

William Law C E Primary School. Early Years Foundation Policy William Law C E Primary School Early Years Foundation Policy Policy shared with staff on Intranet [by email/staff briefing] Policy confirmed by the Governing Body of William Law CE Primary School on: Date:

More information

Infant-Toddler Alignment. Preschool Alignment. HighScope Educational Research Foundation

Infant-Toddler Alignment. Preschool Alignment. HighScope Educational Research Foundation COR Advantage 1.5 HighScope s newest research-based assessment tool is highly compatible with many national and state early learning standards, including those of the state of North Dakota. This document

More information

Our Young Learners: giving them the best possible start

Our Young Learners: giving them the best possible start NSW DEPARTMENT OF EDUCATION & TRAINING Our Young Learners: giving them the best possible start An Education Strategy for the Early Years from Kindergarten to Year 4, 2006-2009 Introduction We are committed

More information

Before you begin. Overview: The National Quality Framework 1. Chapter 1: Fostering creativity through the physical environment

Before you begin. Overview: The National Quality Framework 1. Chapter 1: Fostering creativity through the physical environment Contents Before you begin v Overview: The National Quality Framework 1 Chapter 1: Fostering creativity through the physical environment 3 1A Introducing and promoting a range of examples of creative expression

More information

Course(s) that specifically address that standard. Educational Foundations II Methods Courses Curriculum & Assessment Student Teaching

Course(s) that specifically address that standard. Educational Foundations II Methods Courses Curriculum & Assessment Student Teaching Correlation of Model Standards for Beginning Teacher Licensing, Assessment, and Development from the Interstate New Teacher Assessment and Support Consortium (INTASC) Standard Principle #1 The teacher

More information

Adults can admire their environment; they can remember it and think about it but a child absorbs it.

Adults can admire their environment; they can remember it and think about it but a child absorbs it. Environments 65 The environment, both indoor and outdoor, plays an important role in the development of babies and young children from their earliest experiences. Even before birth, the quality of the

More information

Guide to the National Quality Standard

Guide to the National Quality Standard 3 Guide to the National Quality Standard October 2011 Copyright The details of the relevant licence conditions are available on the Creative Commons website (accessible using the links provided) as is

More information

Guide to the National Quality Standard

Guide to the National Quality Standard 3 Guide to the National Quality Standard September 2013 Amendments to the Education and Care Services National Regulations affecting the National Quality Framework Resource Kit Amendments to the Education

More information

Collaborating with Children for Effective Programming

Collaborating with Children for Effective Programming Self Guided Learning Package Collaborating with Children for Effective Programming Community Child Care Victoria 2010 (PSCTas updated December 2010) - 1 - PSCTas is a program of Lady Gowrie Tasmania funded

More information

Chapter 9 EARLY CHILDHOOD SPECIAL EDUCATION AND SCHOOL NURSE

Chapter 9 EARLY CHILDHOOD SPECIAL EDUCATION AND SCHOOL NURSE Chapter 9 EARLY CHILDHOOD SPECIAL EDUCATION AND SCHOOL NURSE Section 1. Basic Programs For Those Who Do Not Hold a Teaching Endorsement. These programs are designed for persons providing professional consultation

More information

South Australian Curriculum, Standards and Accountability. Early Years Band. Birth to Year 2

South Australian Curriculum, Standards and Accountability. Early Years Band. Birth to Year 2 South Australian Curriculum, Standards and Accountability F R A M E W O R K Early Years Band Birth to Year 2 Contents Learners and learning in the Early Years..........................................

More information

Infant-Toddler Alignment. Preschool Alignment. HighScope Educational Research Foundation

Infant-Toddler Alignment. Preschool Alignment. HighScope Educational Research Foundation COR Advantage HighScope s newest research-based assessment tool is highly compatible with many national and state early learning standards, including those of the state of Arizona. This document shows

More information

Stars are made of glass: Children as capable and creative communicators

Stars are made of glass: Children as capable and creative communicators Stars are made of glass: Children as capable and creative communicators Supporting the Early Years Learning Framework Leonie Arthur, Felicity McArdle and Marina Papic This publication is provided as part

More information

OUR APPROACH TO EARLY CHILDHOOD EDUCATION

OUR APPROACH TO EARLY CHILDHOOD EDUCATION OUR APPROACH TO EARLY CHILDHOOD EDUCATION Introduction Northside manages four Early Childhood Centres in the A.C.T located in Civic, Dickson, Turner and Harrison. All Northside Centres operate under the

More information

Victorian Early Years Learning and Development Framework. For all Children from Birth to Eight Years

Victorian Early Years Learning and Development Framework. For all Children from Birth to Eight Years Victorian Early Years Learning and Development Framework For all Children from Birth to Eight Years Published by Early Childhood Strategy Division Department of Education and Early Childhood Development

More information

Missouri Pre-K Standards

Missouri Pre-K Standards Missouri Pre-K Standards The standards are broad descriptions of what most children should know and be able to do by the time they enter kindergarten. They are not a curriculum but a framework for communicating

More information

Links between the EYLF, the NQS, and everyday practice

Links between the EYLF, the NQS, and everyday practice Links between the EYLF, the NQS, and everyday practice Introduction This document aims to demonstrate how a focus on one area of learning Quality Area 3 in the National Quality Standard (NQS) the physical

More information

Learning and teaching through play

Learning and teaching through play Learning and teaching through play Supporting the Early Years Learning Framework Anne Kennedy and Lennie Barblett This publication is provided as part of the Early Years Learning Framework Professional

More information

THE WELLBEING FRAMEWORK FOR SCHOOLS

THE WELLBEING FRAMEWORK FOR SCHOOLS April 2015 21/04/15_16531 CONNECT SUCCEED THRIVE THE WELLBEING FRAMEWORK FOR SCHOOLS Introduction The NSW Department of Education and Communities (DEC) is committed to creating quality learning opportunities

More information

SQA s Skills Framework: Skills for Learning, Skills for Life and Skills for Work

SQA s Skills Framework: Skills for Learning, Skills for Life and Skills for Work SQA s Skills Framework: Skills for Learning, Skills for Life and Skills for Work This framework has been developed for use in the National Qualifications development programme in support of Curriculum

More information

Early Childhood Educator (Certificate III)

Early Childhood Educator (Certificate III) SAMPLE JOB DESCRIPTION Early Childhood Educator (Certificate III) Position Title: Responsible to: Early Childhood Educator (Certificate III), [name of Preschool or Long Day Care] Room Leader, Director

More information

How to write and interpret the Transition Learning and Development Statement. Professional development booklet

How to write and interpret the Transition Learning and Development Statement. Professional development booklet How to write and interpret the Transition Learning and Development Statement Professional development booklet Published by the Early Childhood Strategy Division Office for Children and Portfolio Coordination

More information

C118 Early Childhood Education MTCU Code 51211 Program Learning Outcomes

C118 Early Childhood Education MTCU Code 51211 Program Learning Outcomes C118 Early Childhood Education MTCU Code 51211 Program Learning Outcomes Synopsis of the Vocational Learning Outcomes The graduate has reliably demonstrated the ability to 1. design, implement and evaluate

More information

Play as a context for early learning and development: A research paper

Play as a context for early learning and development: A research paper Play as a context for early learning and development: A research paper Play as a context for early learning and development: A research paper By Margaret Kernan, PhD Commissioned by the National Council

More information

Bachelor of Early Childhood Education and Care (Birth-5) More than you imagine

Bachelor of Early Childhood Education and Care (Birth-5) More than you imagine Bachelor of Early Childhood Education and Care (Birth-5) More than you imagine Study with TAFE NSW Higher Education Shellharbour Campus The TAFE NSW Bachelor of Early Childhood Education and Care (Birth-5)

More information

Bachelor of Teaching (Early Childhood Education) (Level 7) Course Synopses

Bachelor of Teaching (Early Childhood Education) (Level 7) Course Synopses New Zealand Tertiary College T E R T I A R Y C O L L E G E S G R O U P Bachelor of Teaching (Early Childhood Education) (Level 7) Course Synopses Stage One B101 Introduction to Early Childhood Education

More information

Enabling children to be ready, willing and able to learn

Enabling children to be ready, willing and able to learn We Do... Enabling children to be ready, willing and able to learn Information for Parents Donegal County Childcare Committee Ltd. Coiste Cúram Páistí Chontae Dhún na ngall Teo. Sharing information with

More information

Transitions: Moving in, moving up and moving on

Transitions: Moving in, moving up and moving on NQS PLP e-newsletter No. 70 2013 Transitions: Moving in, moving up and moving on Introduction The vision in the Early Years Learning Framework (EYLF) (DEEWR, 2009) of children s lives as characterised

More information

Nurturing Early Learners

Nurturing Early Learners Nurturing Early Learners A Curriculum Framework for Kindergartens in Singapore A Guide for Parents A Strong Start for Every Child 1 A Strong Start for Every Child A Word to Parents Parents know that the

More information

Queensland kindergarten learning guideline

Queensland kindergarten learning guideline Queensland kindergarten learning guideline Queensland kindergarten learning guideline Note: This publication contains images that may cause distress to Indigenous Australians. ISBN: 978-1-921802-07-2

More information

curriculum for excellence

curriculum for excellence through outdoor learning > 1 pre-school into primary transitions 2 > : preschool into primary transitions : preschool into primary transitions > 3 Contents page Introduction 5 Background 5 Rationale 5

More information

Matrix Showing Match between NCATE Curriculum Guidelines for Early Childhood Education and CEOE Competencies. CEOE Subarea Competency III III

Matrix Showing Match between NCATE Curriculum Guidelines for Early Childhood Education and CEOE Competencies. CEOE Subarea Competency III III Certification Examinations for Oklahoma Educators (CEOE) Framework Development Correlation Table The Framework Development Correlation Table provides information about possible alignment of some of the

More information

Student Social Worker Level Professional Capabilities

Student Social Worker Level Professional Capabilities Student Social Worker Level Professional Capabilities This document presents the Entry to Last Placement/Qualifying Level Professional Capabilities for social workers in table form so that it is easier

More information

Sample Self Reflection Tool on the Ten Wisconsin Teaching Standards

Sample Self Reflection Tool on the Ten Wisconsin Teaching Standards Sample Self Reflection Tool on the Ten Wisconsin Teaching Standards Instructions: This self reflection tool is designed to provide a personal profile of classroom performance assets based on the Wisconsin

More information

5.2 Zoe Exercises. This story was co-constructed by Kayla Sawchuk and Lee Makovichuk

5.2 Zoe Exercises. This story was co-constructed by Kayla Sawchuk and Lee Makovichuk 5.2 Zoe Exercises This story was co-constructed by Kayla Sawchuk and Lee Makovichuk 151 Zoe exercises after getting her head band on. She explains her intentions to Kayla, her early learning and child

More information

Summary of NAEYC Standards/Elements

Summary of NAEYC Standards/Elements Summary of NAEYC Standards/Elements STANDARD 1. PROMOTING CHILD DEVELOPMENT AND LEARNING Candidates prepared in early childhood degree programs are grounded in a child development knowledge base. They

More information

Victorian Early Years Learning and Development Framework

Victorian Early Years Learning and Development Framework Victorian Early Years Learning and Development Framework Practice Principle Guide 7 Assessment for Learning and Development 2 Written by Dr Anne Kennedy and Anne Stonehouse AM for the Early Childhood Policy

More information

Parent and Community Engagement Framework

Parent and Community Engagement Framework Department of Education, Training and Employment Parent and Community Engagement Framework Working together to maximise student learning 140187 Great state. Great opportunity. Purpose Parents * and the

More information

Standards for Certification in Early Childhood Education [26.110-26.270]

Standards for Certification in Early Childhood Education [26.110-26.270] I.B. SPECIFIC TEACHING FIELDS Standards for Certification in Early Childhood Education [26.110-26.270] STANDARD 1 Curriculum The competent early childhood teacher understands and demonstrates the central

More information

The mission and goal are captured in the following theme: Teachers as learners, collaborators, and leaders facilitating student success.

The mission and goal are captured in the following theme: Teachers as learners, collaborators, and leaders facilitating student success. Overview of Beliefs and Expectations for Teacher Education Candidates Teacher Education Program School of Education, College of Applied Human Sciences Colorado State University The mission and goal of

More information

Early Years Foundation Stage Policy- Long term Policy Archfield House Nursery

Early Years Foundation Stage Policy- Long term Policy Archfield House Nursery Early Years Foundation Stage Policy- Long term Policy Archfield House Nursery Every child deserves the best possible start in life and support to their fulfil their potential. A child s experience in the

More information

Kidiwise Early Learning Centre Bethlehem, Tauranga. Confirmed. Education Review Report

Kidiwise Early Learning Centre Bethlehem, Tauranga. Confirmed. Education Review Report Kidiwise Early Learning Centre Bethlehem, Tauranga Confirmed Education Review Report Ko te Tamaiti te Pūtake o te Kaupapa The Child the Heart of the Matter Kidiwise Early Learning Centre Bethlehem, Tauranga

More information

The Shape of the Australian Curriculum:

The Shape of the Australian Curriculum: November 2010 The Shape of the Australian Curriculum: Health and Physical Education August 2012 www.acara.edu.au Australian Curriculum, Assessment and Reporting Authority 2012 This work is copyright. You

More information

Professional Pedagogy for Early Childhood Education

Professional Pedagogy for Early Childhood Education Professional Pedagogy for Early Childhood Education Donegal County Childcare Committee Ltd. Coiste Cúram Páistí Chontae Dhún na ngall Teo. Supporting Every Child s Right to Early Education DCCC Publishing

More information

Learning Outcomes. The EYLF (Glossary p. 46) defines a Learning Outcome as:

Learning Outcomes. The EYLF (Glossary p. 46) defines a Learning Outcome as: EYLFPLP e-newsletter No. 6 2011 Getting to know the The Educators Guide to the EYLF breaks down the concept of outcomes even further (p. 42) when it says: The Early Years Learning Framework (EYLF) and

More information

Before you begin. Definitions. Overview: The National Quality Framework 1. Chapter 1: Reflecting on your own cultural identity and biases 3

Before you begin. Definitions. Overview: The National Quality Framework 1. Chapter 1: Reflecting on your own cultural identity and biases 3 Contents Before you begin v Definitions vii Overview: The National Quality Framework 1 Chapter 1: Reflecting on your own cultural identity and biases 3 1A Reflecting on your cultural heritage 5 1B Understanding

More information

a curriculum for excellence

a curriculum for excellence a curriculum for excellence building the curriculum 1 the contribution of curriculum areas RESPONSIBLE CITIZENS EFFECTIVE CONTRIBUTORS a curriculum for excellence building the curriculum 3 18 (1) the contribution

More information

Early Years Foundation Stage Framework 2012 An overview with recommendations for music-making

Early Years Foundation Stage Framework 2012 An overview with recommendations for music-making Early Years Foundation Stage Framework 2012 An overview with recommendations for music-making Commissioned by Sound Connections in June 2012 from Linda Bance (MA Music Ed) for the London Early Years Music

More information

Red Beach Early Learning Centre Education Review

Red Beach Early Learning Centre Education Review Red Beach Early Learning Centre Red Beach Early Learning Centre Education Review 2 Legal Requirements 3 Next Review Information about the Early Childhood Service General Information about Early Childhood

More information

SCAN Program (Supporting Children with Additional Needs)

SCAN Program (Supporting Children with Additional Needs) NOVEMBER 2013 SCAN Program (Supporting Children with Additional Needs) Grant program guidelines The aim of the SCAN Program (Supporting Children with Additional Needs) is to improve access to funded preschools

More information

Teaching the core skills Professional development for teachers

Teaching the core skills Professional development for teachers Teaching the core skills Professional development for teachers https://schoolsonline.britishcouncil.org/teaching-core-skills 1 CORE SKILLS AND THE RAPIDLY CHANGING WORLD We need to educate our children

More information

Assistant Director Flinders Early Learning Centre

Assistant Director Flinders Early Learning Centre The Flinders Early Learning Centre (FELC) opened in 2007, catering for children from 3-6 years old. As a 48 week licensed long day Child Care Centre, FELC offers Pre- Kindergarten and Kindergarten Program

More information

Arkansas Teaching Standards

Arkansas Teaching Standards Arkansas Teaching Standards The Arkansas Department of Education has adopted the 2011 Model Core Teaching Standards developed by Interstate Teacher Assessment and Support Consortium (InTASC) to replace

More information

PROVOCATIONS ON. ASSESSMENT in Early Childhood Education

PROVOCATIONS ON. ASSESSMENT in Early Childhood Education PROVOCATIONS ON ASSESSMENT in Early Childhood Education Children s Services Central is the Professional Support Coordinator in New South Wales and is an initiative funded by the Australian Government under

More information

Guide to language and cognitive skills (school-based)

Guide to language and cognitive skills (school-based) Our Children Our Communities Our Future Australian Early Development Census (AEDC) Guide to language and cognitive skills (school-based) Resources for Queensland early childhood education and care services

More information

Australian Professional Standard for Principals

Australian Professional Standard for Principals AITSL is funded by the Australian Government Australian Professional Standard for Principals July 2011 Formerly the National Professional Standard for Principals 2011 Education Services Australia as the

More information

Teacher Education Portfolio Guidelines and Rubric

Teacher Education Portfolio Guidelines and Rubric Teacher Education Portfolio Guidelines and Rubric The Teacher Education Portfolio is developed throughout a s program. Most Teacher Education courses have a capstone project designed to meet the InTASC

More information

Contents. Introduction 1 The Rationale of the Foundation Stage. Creating an Effective Learning Environment. Learning, Teaching and Assessment

Contents. Introduction 1 The Rationale of the Foundation Stage. Creating an Effective Learning Environment. Learning, Teaching and Assessment Contents Introduction 1 The Rationale of the Foundation Stage The Characteristics of the Foundation Stage 2 The Aims of the Foundation Stage 3 The Principles Underpinning the Foundation Stage 4 The Curriculum

More information

Ryde Secondary College School Plan

Ryde Secondary College School Plan Ryde Secondary College School Plan 2015-17 ] School background 2015-2017 School vision statement School context School planning process Our students, our future. Confident, compassionate and successful.

More information

The Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland December 2012

The Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland December 2012 DRIVING FORWARD PROFESSIONAL STANDARDS FOR TEACHERS The Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland December 2012 Contents Page The

More information

New Jersey Professional Standards for Teachers Alignment with InTASC NJAC 6A:9C-3.3 (effective May 5, 2014)

New Jersey Professional Standards for Teachers Alignment with InTASC NJAC 6A:9C-3.3 (effective May 5, 2014) New Jersey Professional Standards for Teachers Alignment with InTASC NJAC 6A:9C-3.3 (effective May 5, 2014) Background On April 1, 2014, the State Board of Education adopted updated Professional Standards

More information

Course outline. Code: EDU206 Title: Early Childhood Education for Sustainability

Course outline. Code: EDU206 Title: Early Childhood Education for Sustainability Course outline Code: EDU206 Title: Early Childhood Education for Sustainability Faculty of: Science, Health, Education and Engineering Teaching Session: Semester 1 Year: 2016 Course Coordinator: Dr Ali

More information

Leads pedagogical practice. Promotes professional learning

Leads pedagogical practice. Promotes professional learning Leading teaching and learning 1 Creates a student centred learning environment 4 Builds capacity Developing self and others Leading teaching and learning 2 Leads pedagogical practice Developing self and

More information

Play and Development

Play and Development Play and Development Self-Guided Learning Package This resource was developed by Community Child Care (CCC) with funding provided by the Australian Government Department of Education, Employment and Workplace

More information

o Ivy Tech ECED 100 Introduction to Early Childhood Education ECED 101 Health, Safety and Nutrition ECED 103 Curriculum in Early Childhood Classroom

o Ivy Tech ECED 100 Introduction to Early Childhood Education ECED 101 Health, Safety and Nutrition ECED 103 Curriculum in Early Childhood Classroom Indiana Department of Education Academic Course Framework EARLY CHILDHOOD EDUCATION I Early Childhood Education I prepares students for employment in early childhood education and related careers that

More information

Investing in Early Childhood Development

Investing in Early Childhood Development Investing in Early Childhood Development The Aga Khan Education Services, a philanthropic agency, will draw on its own extensive experience in many parts of the world to offer broad, holistic, early childhood

More information

Florida Department of Education Office of Early Learning VOLUNTARY PREKINDERGARTEN EDUCATION PROGRAM (VPK) SETTING AND ALIGNING STANDARDS

Florida Department of Education Office of Early Learning VOLUNTARY PREKINDERGARTEN EDUCATION PROGRAM (VPK) SETTING AND ALIGNING STANDARDS Florida Department of Education Office of Early Learning VOLUNTARY PREKINDERGARTEN EDUCATION PROGRAM (VPK) SETTING AND ALIGNING STANDARDS CHILD PERFORMANCE STANDARDS: AN OVERVIEW AND RECOMMENDATIONS HB

More information

Bachelor of Bachelor of Education (Honours)

Bachelor of Bachelor of Education (Honours) Bachelor of Bachelor of Education (Honours) Detailed Course Requirements The 2016 Monash University Handbook will be available from October 2015. This document contains interim 2016 course requirements

More information

Before you begin. Overview: The National Quality Framework 1. Chapter 1: Fostering physical development 3. Chapter 2: Fostering social development 41

Before you begin. Overview: The National Quality Framework 1. Chapter 1: Fostering physical development 3. Chapter 2: Fostering social development 41 Contents Before you begin v Overview: The National Quality Framework 1 Chapter 1: Fostering physical development 3 1A Understanding development theories and monitoring physical skills 5 1B Planning and

More information

Early Childhood Education Program Standard

Early Childhood Education Program Standard Early Childhood Education Program Standard The approved program standard for Early Childhood Education program of instruction leading to an Ontario College Diploma delivered by Ontario Colleges of Applied

More information

CMEC Early Learning and Development Framework. Council of Ministers of Education, Canada / CMEC Early Childhood Learning and Development Working Group

CMEC Early Learning and Development Framework. Council of Ministers of Education, Canada / CMEC Early Childhood Learning and Development Working Group CMEC Early Learning and Development Framework Council of Ministers of Education, Canada / CMEC Early Childhood Learning and Development Working Group 2 Introduction In April 2008, CMEC release Learn Canada

More information

IBDP at ANATOLIA COLLEGE. Special Educational Needs Policy

IBDP at ANATOLIA COLLEGE. Special Educational Needs Policy IBDP at ANATOLIA COLLEGE May 2013 1 IB mission statement The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world

More information

Early Years Foundation Stage Policy and Guidelines

Early Years Foundation Stage Policy and Guidelines St. James Primary School Church of England Academy Early Years Foundation Stage Policy and Guidelines Revised by: Head, Staff & Governors Date: September 2013 Next Review: July 2015 or sooner if regulations/circumstances

More information

Crossfields Institute Learning, Teaching and Assessment Strategy

Crossfields Institute Learning, Teaching and Assessment Strategy Crossfields Institute Learning, Teaching and Assessment Strategy Were all instructors to realise that the quality of the mental process not the production of correct answers, is the measure of educative

More information

Child Development and Family Studies

Child Development and Family Studies Early Childhood Education (Formerly Early Childhood Education and Human Development) Program Description This program offers comprehensive study of child development, strategies for child guidance, techniques

More information

Quality for All and All for Quality

Quality for All and All for Quality Quality for All and All for Quality The motto above, Quality for All and All for Quality, was designed to represent all we stand for and value. It is the essence of our mission statement which itself encompasses

More information

Competencies for Early Childhood Professionals Area II: Understanding Child Growth and Development

Competencies for Early Childhood Professionals Area II: Understanding Child Growth and Development Competencies for Early Childhood Professionals Area II: Understanding Child Growth and Development Rationale: Child development is the foundation upon which early childhood practice is based. Because the

More information

Common Core Teaching Standards (Maine 2012)

Common Core Teaching Standards (Maine 2012) Common Core Teaching Standards (Maine 2012) Standard # 1 Learner Development The teacher understands how students learn and develop, recognizing that patterns of learning and development vary individually

More information

Early Childhood Development Workforce

Early Childhood Development Workforce Early Childhood Development Workforce This submission to the Early Childhood Development Workforce Productivity Commission Issues Paper is made on behalf of GoodStart Childcare and specifically seeks to

More information

Calday Grange Grammar School PERSON SPECIFICATION: TEACHER

Calday Grange Grammar School PERSON SPECIFICATION: TEACHER Qualifications 1. Qualified teacher status. a) Commitment to continuing professional development activities Professional Attributes 1. Have high expectations of young people including a commitment to ensuring

More information

Perspectives on the relationship between education and care in early childhood: A research paper

Perspectives on the relationship between education and care in early childhood: A research paper Perspectives on the relationship between education and care in early childhood: A research paper Perspectives on the relationship between education and care in early childhood: A research paper By Nóirín

More information

The Creative Curriculum for Infants, Toddlers & Twos

The Creative Curriculum for Infants, Toddlers & Twos Curriculum Alignment of The Creative Curriculum for Infants, Toddlers & Twos with Alignment of The Creative Curriculum for Infants, Toddlers & Twos With North Dakota Birth to 3 Early Learning Guidelines

More information

Communicating with families about children s learning

Communicating with families about children s learning NQS PLP e-newsletter No.68 2013 Communicating with families about children s learning Educators and families have always communicated when necessary, for example, when a child s behaviour is a concern

More information