theTeacherCloud - Evidence for Learning

Framework Library

Evidence for Learning

EYLF

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Children have a strong sense of identity
-Children feel safe, secure, and supported
--[]build secure attachments with one and then more familiar educators
--[]use effective routines to help make predicted transitions smoothly
--[]sense and respond to a feeling of belonging
--[]communicate their needs for comfort and assistance
--[]establish and maintain respectful, trusting relationships with other children and educators
--[]openly express their feelings and ideas in their interactions with others
--[]respond to ideas and suggestions from others
--[]initiate interactions and conversations with trusted educators
--[]confidently explore and engage with social and physical environments through relationships and play
--[]initiate and join in play
--[]explore aspects of identity through role play
-Children develop their emerging autonomy, inter-dependence, resilience and sense of agency
--[]demonstrate increasing awareness of the needs and rights of others
--[]be open to new challenges and discoveries
--[]increasingly co-operate and work collaboratively with others
--[]take considered risk in their decision-making and cope with the unexpected
--[]recognise their individual achievements and the achievements of others
--[]demonstrate an increasing capacity for self-regulation
--[]approach new safe situations with confidence
--[]begin to initiate negotiating and sharing behaviours
--[]persist when faced with challenges and when first attempts are not successful
-Children develop knowledgeable and confident self identities
--[]feel recognised and respected for who they are
--[]explore different identities and points of view in dramatic play
--[]share aspects of their culture with the other children and educators
--[]use their home language to construct meaning
--[]develop strong foundations in both the culture and language/s of their family and of the broader community without compromising their cultural identities
--[]develop their social and cultural heritage through engagement with Elders and community members
--[]reach out and communicate for comfort, assistance and companionship
--[]celebrate and share their contributions and achievements with others
-Children learn to interact in relation to others with care, empathy and respect
--[]show interest in other children and being part of a group
--[]engage in and contribute to shared play experiences
--[]express a wide range of emotions, thoughts and views constructively
--[]empathise with and express concern for others
--[]display awareness of and respect for others' perspectives
--[]reflect on their actions and consider consequences for others
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
--[]begin to recognise that they have a right to belong to many communities
--[]cooperate with others and negotiate roles and relationships in play episodes and group experiences
--[]take action to assist other children to participate in social groups
--[]broaden their understanding of the world in which they live
--[]express an opinion in matters that affect them
--[]build on their own social experiences to explore other ways of being
--[]participate in reciprocal relationships
--[]gradually learn to 'read' the behaviours of others and respond appropriately
--[]understand different ways of contributing through play and projects
--[]demonstrate a sense of belonging and comfort in their environments
--[]are playful and respond positively to others, reaching out for company and friendship
--[]contribute to fair decision-making about matters that affect them
-Children respond to diversity with respect
--[]begin to show concern for others
--[]explore the diversity of culture, heritage, background and tradition and that diversity presents opportunities for choices and new understandings
--[]become aware of connections, similarities and differences between people
--[]listen to others' ideas and respect different ways of being and doing
--[]practise inclusive ways of achieving coexistence
--[]notice and react in positive ways to similarities and differences among people
-Children become aware of fairness
--[]discover and explore some connections amongst people
--[]become aware of ways in which people are included or excluded from physical and social environments
--[]develop the ability to recognise unfairness and bias and the capacity to act with compassion and kindness
--[]are empowered to make choices and problem solve to meet their needs in particular contexts
--[]begin to think critically about fair and unfair behaviour
--[]begin to understand and evaluate ways in which texts construct identities and create stereotypes
-Children become socially responsible and show respect for the environment
--[]use play to investigate, project and explore new ideas
--[]participate with others to solve problems and contribute to group outcomes
--[]demonstrate an increasing knowledge of, and respect for natural and constructed environments
--[]explore, infer, predict and hypothesise in order to develop an increased understanding of the interdependence between land, people, plants and animals
--[]show growing appreciation and care for natural and constructed environments
--[]explore relationships with other living and non-living things and observe, notice and respond to change
--[]develop an awareness of the impact of human activity on environments and the interdependence of living things
Children have a strong sense of wellbeing
-Children become strong in their social and emotional wellbeing
--[]demonstrate trust and confidence
--[]remain accessible to others at times of distress, confusion and frustration
--[]share humour, happiness and satisfaction
--[]seek out and accept new challenges, make new discoveries, and celebrate their own efforts and achievements and those of others
--[]increasingly co-operate and work collaboratively with others
--[]enjoy moments of solitude
--[]recognise their individual achievement
--[]make choices, accept challenges, take considered risks, manage change and cope with frustrations and the unexpected
--[]show an increasing capacity to understand, self-regulate and manage their emotions in ways that reflect the feelings and needs of others
--[]experience and share personal successes in learning and initiate opportunities for new learning in their home languages or Standard Australian English
--[]acknowledge and accept affirmation
--[]assert their capabilities and independence while demonstrating increasing awareness of the needs and rights of others
--[]recognise the contributions they make to shared projects and experiences
-Children take increasing responsibility for their own health and physical wellbeing
--[]recognise and communicate their bodily needs (for example, thirst, hunger, rest, comfort, physical activity)
--[]are happy, healthy, safe and connected to others
--[]engage in increasingly complex sensory motor skills and movement patterns
--[]combine gross and fine motor movement and balance to achieve increasingly complex patterns of activity including dance, creative movement and drama
--[]use their sensory capabilities and dispositions with increasing integration, skill and purpose to explore and respond to their world
--[]demonstrate spatial awareness and orient themselves, moving around and through their environments confidently and safely
--[]manipulate equipment and manage tools with increasing competence and skill
--[]respond through movement to traditional and contemporary music, dance and storytelling
--[]show an increasing awareness of healthy lifestyles and good nutrition
--[]show increasing independence and competence in personal hygiene, care and safety for themselves and others
--[]show enthusiasm for participating in physical play and negotiate play spaces to ensure the safety and wellbeing of themselves and others
Children are confident and involved learners
-Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity
--[]express wonder and interest in their environments
--[]are curious and enthusiastic participants in their learning
--[]use play to investigate, imagine and explore ideas
--[]follow and extend their own interests with enthusiasm, energy and concentration
--[]initiate and contribute to play experiences emerging from their own ideas
--[]participate in a variety of rich and meaningful inquiry-based experiences
--[]persevere and experience the satisfaction of achievement
--[]persist even when they find a task difficult
-Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating
--[]apply a wide variety of thinking strategies to engage with situations and solve problems, and adapt these strategies to new situations
--[]create and use representation to organise, record and communicate mathematical ideas and concepts
--[]make predictions and generalisations about their daily activities, aspects of the natural world and environments, using patterns they generate or identify and communicate these using mathematical language and symbols
--[]explore their environment
--[]manipulate objects and experiment with cause and effect, trial and error, and motion
--[]contribute constructively to mathematical discussions and arguments
--[]use reflective thinking to consider why things happen and what can be learnt from these experiences
-Children transfer and adapt what they have learned from one context to another
--[]engage with and co-construct learning
--[]develop an ability to mirror, repeat and practice the actions of others, either immediately or later
--[]make connections between experiences, concepts and processes
--[]use the processes of play, reflection and investigation to solve problems
--[]apply generalisations from one situation to another
--[]try out strategies that were effective to solve problems in one situation in a new context
--[]transfer knowledge from one setting to another
-Children resource their own learning through connecting with people, place, technologies and natural and processed materials
--[]engage in learning relationships
--[]use their senses to explore natural and built environments
--[]experience the benefits and pleasures of shared learning exploration
--[]explore the purpose and function of a range of tools, media, sounds and graphics
--[]manipulate resources to investigate, take apart, assemble, invent and construct
--[]experiment with different technologies
--[]use information and communication technologies (ICT) to investigate and problem solve
--[]explore ideas and theories using imagination, creativity and play
--[]use feedback from themselves and others to revise and build on an idea
Children are effective communicators
-Children interact verbally and non-verbally with others for a range of purposes
--[]engage in enjoyable interactions using verbal and non-verbal language
--[]convey and construct messages with purpose and confidence, building on home/family and community literacies
--[]respond verbally and non-verbally to what they see, hear, touch, feel and taste
--[]use language and representations from play, music and art to share and project meaning
--[]contribute their ideas and experiences in play, small and large group discussions
--[]attend and give cultural cues that they are listening to and understanding what is said to them
--[]are independent communicators who initiate Standard Australian English and home language conversations and demonstrate the ability to meet the listeners' needs
--[]interact with others to explore ideas and concepts, clarify and challenge thinking, negotiate and share new understandings
--[]convey and construct messages with purpose and confidence, building on literacies of home/family and the broader community
--[]exchange ideas, feelings and understandings using language and representations in play
--[]demonstrate an increasing understanding of measurement and number using vocabulary to describe size, length, volume, capacity and names of numbers
--[]express ideas and feelings and understand and respect the perspectives of others
--[]use language to communicate thinking about quantities to describe attributes of objects and collections, and to explain mathematical ideas
--[]show increasing knowledge, understanding and skill in conveying meaning in at least one language
-Children engage with a range of texts and gain meaning from these texts
--[]listen and respond to sounds and patterns in speech, stories and rhymes in context
--[]view and listen to printed, visual and multimedia texts and respond with relevant gestures, actions, comments and/or questions
--[]sing and chant rhymes, jingles and songs
--[]take on roles of literacy and numeracy users in their play
--[]begin to understand key literacy and numeracy concepts and processes, such as the sounds of language, letter-sound relationships, concepts of print and the ways that texts are structured
--[]explore texts from a range of different perspectives and begin to analyse the meanings
--[]actively use, engage with and share the enjoyment of language and texts in a range of ways
--[]recognise and engage with written and oral culturally constructed texts
-Children express ideas and make meaning using a range of media
--[]use language and engage in play to imagine and create roles, scripts and ideas
--[]share the stories and symbols of their own culture and re-enact well-known stories
--[]use the creative arts such as drawing, painting, sculpture, drama, dance, movement, music and storytelling to express ideas and make meaning
--[]experiment with ways of expressing ideas and meaning using a range of media
--[]begin to use images and approximations of letters and words to convey meaning
-Children begin to understand how symbols and pattern systems work
--[]use symbols in play to represent and make meaning
--[]begin to make connections between and see patterns in their feelings, ideas, words and actions and those of others
--[]notice and predict the patterns of regular routines and the passing of time
--[]develop an understanding that symbols are a powerful means of communication and that ideas, thoughts and concepts can be represented through them
--[]begin to be aware of the relationships between oral, written and visual representations
--[]begin to recognise patterns and relationships and the connections between them
--[]begin to sort, categorise, order and compare collections and events and attributes of objects and materials, in their social and natural worlds
--[]listen and respond to sounds and patterns in speech, stories and rhyme
--[]draw on memory of a sequence to complete a task
--[]draw on their experiences in constructing meaning using symbols
-Children use information and communication technologies to access information, investigate ideas and represent their thinking
--[]identify the uses of technologies in everyday life and use real or imaginary technologies as props in their play
--[]use information and communication technologies to access images and information, explore diverse perspectives and make sense of their world
--[]use information and communication technologies as tools for designing, drawing, editing, reflecting and composing
--[]engage with technology for fun and to make meaning