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Early Childhood Resource Hub
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The Early Years Learning Framework in remote communities

Unpacking the Early Years Learning Framework

The following content is designed to help you and the other staff in your service to plan how to best implement the Early Years Learning Framework (EYLF). It includes activities and resources that can be used in staff meetings and professional development. This content was adapted in 2017, by Education Services Australia, from the Remote Indigenous Professional Development Package for the EYLF. The original package was delivered to educators working in remote communities in Australia. It was designed for use by Aboriginal and Torres Strait Islander educators who speak English as a second or third language and are developing confidence with Standard Australian English in professional, especially text-based, contexts.

As well as building practical skills (culturally relevant learning activities, environments and inclusive practices in partnership with families), the resources are designed to start discussion and reflection. Some of the topics covered are: learning outcomes, intentional teaching and planning, and assessment in unique contexts.

Establish a 'starting point'

The How are we tracking? checklists list some key areas to think about when implementing the EYLF.

Now we're planning

Poster set of planning tools

This is a diagram titled ‘Now we’re planning’. 1. Belonging, being and becoming. 2. Principles and practice. 3. Outcomes. 4. Let’s plan!

'Now we're planning' poster set

The poster set of planning tools includes:

  • posters exploring how staff and children might feel a sense of belonging in your service
  • examples of a ‘Who works here’ poster
  • a poster template for including images of your children
  • a sample template for planning for individual students and for groups
  • some sample activities and how they fit across the EYLF
  • posters exploring how to extend how your educators think about their practice.

‘Now we’re planning’ cards

The ‘Now we’re planning’ cards guide you and other staff members to map the flow of observing, planning, implementing, documenting, and linking to outcomes. The cards also help you to plan learning experiences, including child-specific activities for the five outcomes. They also help you to become more familiar with the five outcomes.

Sample from the ‘Being’ planning cards.

You can also print out a blank set of planning cards to fit your own needs. To find out how to print them double-sided, go to: How to print the cards double sided.

The short video Using cards: Wadeye shows how the cards have been used in one context to plan for learning. (Scroll down to the fourth video.)

EYLF outcomes

Find ideas and tools to help you refine what you are doing for each of the five outcomes within the EYLF.

Outcome 1: Children have a strong sense of identity

Sample from the ‘Who am I?’ planning cards.

  • ‘Who am I?’ planning cards: Use these cards to discuss how you are supporting children to feel safe and supported and to relate to each other.
  • 'Who am I?' activities: Find activities to support children's sense of identity. 
  • Outcome 1 information: See pp 7–14 of Learning from Good Practice: Implementing the EYLF for Aboriginal and Torres Strait Islander children for information about Outcome 1. This section explores how services have supported Aboriginal and Torres Strait Islander children to develop a strong sense of identity. 

Outcome 2: Children are connected with and contribute to their world

'My world' planning cards

Sample from the ‘My world’ planning cards

  • ‘My world’ planning cards: Use these cards to discuss how you are supporting children to connect to others, to their environment and to feel connected to their community.
  • 'My world' activities: Find activities to support children's connections with and contributions to their world.
  • Outcome 2 information: See pp 15–18 of Learning from Good Practice: Implementing the EYLF for Aboriginal and Torres Strait Islander children for information about Outcome 2. An important aspect of this outcome is enabling Aboriginal and Torres Strait Islander children to connect with the natural world. This section provides examples of how services are doing this. 
  • Using the environment for teaching literacy and numeracy: This short video shows how one service is working with Outcome 2. (Scroll down to the first and second videos.)

Outcome 3: Children have a strong sense of wellbeing

'My happiness' planning cards

Sample from the 'My happiness' planning cards

  • My happiness’ planning cards: Use these cards to identify the activities that make your children happy and the signs that indicate emotional wellbeing.
  • 'My happiness' activities: Find activities to support children's sense of wellbeing.
  • Outcome 3 informationSee pp 19–28 of Learning from Good Practice: Implementing the EYLF for Aboriginal and Torres Strait Islander children for information about Outcome 3. An important feature of Aboriginal and Torres Strait Islander services is the belief that a child’s welfare cannot be viewed in isolation from the families and community. Find examples of how services are working to improve the physical health and wellbeing of children.

Outcome 4: Children are confident and involved learners

'We play' cards

Sample from the ‘We play, we learn’ planning cards

  • ‘We play, we learn’ planning cards: Use these cards to plan activities that challenge children, and build confidence and self-esteem.
  • 'We play, we learn' activities: Find activities to support children to explore, problem-solve and take responsibility for their learning.
  • Outcome 4 information: See pp 29–34 of Learning from Good Practice: Implementing the EYLF for Aboriginal and Torres Strait Islander children to find examples of how services are working on Outcome 4. Many services adopt a strengths-based philosophy of children’s learning. 

Outcome 5: Children are effective communicators

'We communicate' planning cards

Sample from the ‘We communicate’ planning cards

  • ‘We communicate’ planning cards: Use these cards to plan activities that challenge children, and build confidence and self-esteem.
  • 'We communicate' activities: Find activities to help children become more effective in verbal and non-verbal communications. 
  • Outcome 5 information: See pp 35–37 of Learning from Good Practice: Implementing the EYLF for Aboriginal and Torres Strait Islander children to explore the diverse ways that services support children to be effective communicators.

Abbreviations

  • EYLF: Belonging, Being and Becoming: The Early Years Learning Framework for Australia
Supported by the Australian Government.
© 2016 Commonwealth of Australia, unless otherwise indicated
Supported by the Australian Government.
© 2016 Commonwealth of Australia,unless otherwise indicated