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Approved Learning Frameworks Update

1 June 2022

A pilot study from January to March 2022 tested the potential updates to the Early Years Learning Framework for Australia (EYLF) and My Time Our Place: Framework for School Age Care in Australia (MTOP) in 16 early childhood education and care services across Australia.  

This study is Stage Three of the national consortium to deliver the 2021 National Quality Framework (NQF) Approved Learning Frameworks (ALFs) Update project, led by a partnership between Macquarie University, Queensland University of Technology and Edith Cowan University.   

Stages 1 saw the development of a Literature Review and Discussion Paper, with consultation on the outcomes sought during Stage 2 in 2021. The publications identify 20 potential areas for updating the ALFs, including:

  • Strengthening Aboriginal and Torres Strait Islander perspectives throughout the frameworks
  • Reconsidering the Vision statement works "success for life" to emphasis the vision of children and young people as creative, confident individuals, successful life-long learners and active, informed members of the community
  • Detailing planning practices for educators as a continuous cycle of planning, observation, documentation and reflection
  • Strengthening the importance of critical reflection as a principle of professional practice
  • Applying contemporary research evidence to collaborative leadership and teamwork
  • Adding a sustainability principle to include environmental, social and economic sustainability
  • Revising the principle of secure, respectful and reciprocal relationships to include children and young people's connections with educators and their peers to underpin learning and teaching practices
  • Partnerships principle is recommended to expand  and include diverse families, culturally safe spaces and strengthening connections with child and family professionals as well as school communities
  • Updates to practice to clarify the meaning of a holistic approach,
  • Combining practices of learning through play, intentional teaching and intentionality to reflect contemporary understanding of child and educator roles in play, teaching and learning
  • Updating 'cultural competence' to 'cultural responsiveness', which includes a genuine commitment to embedding Aboriginal and Torres Strait Islanders perspectives in all aspects of service provision.

The pilot study in Stage 3 was informed by survey feedback on the 20 potential areas for update identified in the Executive Summary Discussion Paper, and gathered weekly feedback from 16 pilot sites, on the clarity, useability and efficacy of the potential updates.

Findings and feedback from the Stage 3 pilot study will inform recommendations for consideration by Education Ministers in mid-2022.