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DRAFTThe Kindergarten Curriculum Guidelines are indraft and will be finalised upon thepublication of the revised Early Years LearningFramework during Term 2, 2022.EARLY CHILDHOODKindergarten Curriculum Guidelines
Kaya. The School Curriculum and Standards Authority (the Authority) acknowledges that our offices are on Whadjuk Noongar boodjar and that we deliverour services on the country of many traditional custodians and language groups throughout Western Australia. The Authority acknowledges thetraditional custodians throughout Western Australia and their continuing connection to land, waters and community. We offer our respect to Elders pastand present.Copyright School Curriculum and Standards Authority, 2021This document – apart from any third party copyright material contained in it – may be freely copied, or communicated on an intranet, for non-commercial purposes in educationalinstitutions, provided that the School Curriculum and Standards Authority (the Authority) is acknowledged as the copyright owner, and that the Authority’s moral rights are not infringed.Copying or communication for any other purpose can be done only within the terms of the Copyright Act 1968 or with prior written permission of the Authority. Copying or communicationof any third party copyright material can be done only within the terms of the Copyright Act 1968 or with permission of the copyright owners.Any content in this document that has been derived from the Australian Curriculum may be used under the terms of the Creative Commons Attribution 4.0 International (CC BY) licence.DisclaimerAny third party materials including texts, websites and/or resources that may be referred to in this document are for the purposes of example only. The School Curriculum and StandardsAuthority does not endorse any third party materials, nor are such materials considered mandatory. Schools must exercise their professional judgement as to the appropriateness of anythey may wish to use.2021/49528v5
ContentsKindergarten Curriculum Guidelines . 1Early childhood educators promote Outcome 2 . 36The purpose of the Kindergarten Curriculum Guidelines . 1Connecting and Contributing . 37EYLF Principles . 4Outcome 3 Wellbeing overview . 391. Secure, respectful and reciprocal relationships . 4Early childhood educators promote Outcome 3 . 462. Partnerships . 4Wellbeing . 473. High expectations and equity. 5Outcome 4 Learning and Thinking overview . 494. Respect for diversity. 5Early childhood educators promote Outcome 4 . 585. Ongoing learning and reflective practice . 6Learning and Thinking . 59EYLF Practices . 7Outcome 5 Communication overview. 61Holistic approaches . 7Early childhood educators promote Outcome 5 . 71Responsiveness to children . 7Communicating . 72Learning through play . 8Connections to the Pre-primary Western Australian curriculum . 73Intentional teaching . 8Links to the National Quality Standard . 86Learning environments . 8Acknowledgements . 92Cultural competence. 9Continuity of learning and transitions. 9Assessment for learning .10Planning with the Kindergarten Curriculum Guidelines . 12Learning Outcomes . 16Outcome 1 Identity overview . 18Early childhood educators promote Outcome 1.25Reflective questions .26Outcome 2 Connecting and Contributing overview. 28
Kindergarten Curriculum GuidelinesThe purpose of the Kindergarten Curriculum GuidelinesThe School Curriculum and Standards Authority (the Authority) is responsiblefor curriculum, policy advice and guidelines for all Western Australian schoolsfrom Kindergarten to Year 12. The Kindergarten Curriculum Guidelinesreinforce the themes of the Authority’s Kindergarten and Pre-primaryStatement for Western Australia and the Guiding Principles for WesternAustralian schools outlined in the Western Australian Curriculum andAssessment Outline (www.scsa.wa.edu.au)The purpose of these Guidelines is to facilitate the optimal learning anddevelopment of Kindergarten children in Western Australia. The principles,practices and outcomes of the Early Years Learning Framework [EYLF] aredescribed for the Kindergarten year in the Kindergarten Curriculum. TheKindergarten Curriculum Guidelines guide educators to develop Kindergartencurriculum for Western Australian children. It is based on the key ideas andrelated content from the EYLF to construct curriculum to ensure that allchildren in Kindergarten experience quality teaching and learning.The EYLF is the first national framework for early childhood educators. Itsupports Goal 1 and 2 of the Educational Goals for Young Australians asdescribed in the Alice Springs (Mparntwe) Education Declaration.Draft Revised Kindergarten Curriculum Guidelines1
The two goals while distinct are interconnected:Goal 1The Australian Education system promotes excellence and equity.Goal 2All young Australians become: confident and creative individuals successful life-long learners active and informed members of the community.Early childhood educators engage with children, families and communitymembers with diverse backgrounds, cultures, languages as well asknowledge and skill sets. Children are made aware of the richness of humanand cultural diversity and are assisted to act for social justice, equity andinclusion in ways that affirm their diverse and growing identities. Educatorsactively work towards Reconciliation in Kindergarten by assisting children tovalue and respect Australia’s Aboriginal and Torres Strait Islander cultures,rich heritage, languages, skills and strengths and embed their perspectives inthe curriculum.Educators develop curriculum that promotes children’s progress in the fiveoutcomes while creating inclusive learning environments that are welcomingto all children and families to build a safe collaborative learning community.The United Nation Rights of the Child underpins notions embodied in theEYLF that every child has the right to an education that lays the foundationfor the future learning and “maximises their ability, respects their family,cultural and other identities and languages”.three characteristics are essential in realising the EYLF’s vision for youngchildren’s learning, development and wellbeing:Belonging recognises children’s growing interdependence, the crucialimportance of positive relationships and connections with family andcommunity. Belonging is central to the building of identity and is pivotal inchildren’s understanding of who they are now and what they might become.Being recognises the importance of the here and now in children’s lives. Earlychildhood is a time of significant growth and development, encounteringchallenges and joys as children try to make sense of their world. It is morethan just preparation for the future.Becoming describes the swift and significant change in children’s identities,knowledge, capacities and skills that are shaped across childhood as childrengrow and learn. It recognises the capabilities and potential of children andhow they learn to participate actively in society.Kindergarten teachers using the Kindergarten Curriculum Guidelines areimplementing the EYLF. In Western Australia, the principles and practices ofthe EYLF, guide educator’s pedagogical decision making about children’slearning from Kindergarten to Year 2. The Kindergarten Curriculum Guidelinesassist educators to design and implement curriculum to strengthen children’stransition into Pre-primary. For this reason, connections to the WesternAustralian Curriculum and Assessment Outline have been made to eachOutcome but more specifically are shown in Appendix 1. The following figureillustrates how the EYLF establishes the foundations for effective learningfrom birth through to age five and beyond.The Kindergarten Curriculum Guidelines are designed to assist educators toimplement the EYLF and connect with families and community to extend andenrich all children’s learning, development and wellbeing. The followingDraft Revised Kindergarten Curriculum Guidelines2
Figure 1: EYLF, Kindergarten Curriculum Guidelines and the WesternAustralian curriculum.The EYLF comprises three interrelated elements: Principles, Practice andLearning Outcomes. All elements are based on conclusive research evidenceand are fundamental to decisions made about early childhood pedagogy andcurriculum.The pedagogy of the EYLF draws from a range of perspectives about howchildren learn and what practices best support this. The Principles andPractice of the EYLF are founded on the understanding that: children are capable and competent children actively construct their own learning in social contexts learning is dynamic, complex and holistic. Physical, social, emotional,personal, spiritual, creative, cognitive and linguistic aspects of learningare interwoven and interrelated children have agency. They have the capacities and rights to initiate andlead learning and be active participants and decision-makers in mattersaffecting them.The Kindergarten Curriculum Guidelines are in draft and will be finalised uponthe publication of the revised Early Years Learning Framework. It isanticipated that the revisions to the Framework will be published duringTerm 2, 2022. This diagram will be updated in the revised Guidelines.Draft Revised Kindergarten Curriculum GuidelinesActive and critical engagement is a key characteristic of effective learnersand educators. It is the responsive interactions and relationships betweenchildren, educators and families that shape learning in the Kindergarten year.In such relationships, educators become co-learners as well as leaders oflearning, with children, families and communities sharing a respect for thediversity and richness of knowledge shared by all.3
EYLF PrinciplesThe following five principles reflect contemporary theories and researchconcerning how young children learn and effective evidence based earlychildhood pedagogy. The EYLF principles underpin the practices focused onassisting all children to achieve positive learning outcomes in theKindergarten Curriculum Guidelines.1. Secure, respectful and reciprocal relationshipsEducators who are attuned to children’s thoughts and feelings, support thedevelopment of a strong sense of wellbeing. They positively interact withchildren in their learning. Through a widening network of securerelationships, children develop confidence and feel respected and valued.They become increasingly able to recognise and respect the feelings of othersand to interact positively with them. Educators who give priority to nurturingrelationships and providing children with consistent emotional support, canassist children to develop the skills and understandings they need to interactpositively with others. They also help children to learn about theirresponsibilities to others, to appreciate their connectedness andinterdependence as learners, and to value collaboration and teamwork.2. PartnershipsLearning outcomes are most likely to be achieved when early childhoodeducators work in partnership with families. Educators recognise thatfamilies are children’s first and most influential teachers. They create awelcoming environment where all children and families are respected andactively encouraged to collaborate with educators about curriculum decisionsin order to ensure that learning experiences are meaningful. Partnerships arebased on the foundations of understanding each other’s expectations andattitudes and build on the strength of each other’s knowledge. In genuineDraft Revised Kindergarten Curriculum Guidelines4
partnerships, families and early childhood educators: value each other’sknowledge of each child; value each other’s contributions to and roles in eachchild’s life; trust each other; communicate freely and respectfully with eachother; share insights and perspectives about each child; and engage in shareddecision-making. Partnerships also involve educators, families and supportprofessionals working together to explore the learning potential in every dayevents, routines and play so that children with additional needs are providedwith daily opportunities to learn from active participation and engagement inthese experiences in the home and in early childhood or specialist settings.3. High expectations and equityEarly childhood educators who are committed to equity believe in allchildren’s capacities to succeed, regardless of diverse circumstances andabilities. Children progress well when they, their families and educators holdhigh expectations for their achievement in learning. Educators recognise andrespond to barriers to children achieving educational success. In response,they challenge practices that contribute to inequities and make curriculumdecisions that promote inclusion and participation of all children. Bydeveloping their professional knowledge and skills, and working inpartnership with children, families, communities, other services and agencies,they continually strive to find equitable and effective ways to ensure that allchildren have opportunities to achieve learning outcomes.Draft Revised Kindergarten Curriculum Guidelines4. Respect for diversityThere are many ways of living, being and of knowing. Children are bornbelonging to a culture, which is not only influenced by traditional practices,heritage and ancestral knowledge, but also by the experiences, values andbeliefs of individual families and communities. Respecting diversity meanswithin the curriculum, valuing and reflecting the practices, values and beliefsof families. Educators honour the histories, cultures, languages, traditions,child rearing practices and lifestyle choices of families. They value and affirmchildren’s different capacities and abilities and respect differences in families’home lives.Educators recognise that diversity contributes to the richness of our societyand provides a valid evidence base about ways of knowing. For Australia, italso includes promoting greater understanding of Aboriginal and Torres StraitIslander ways of knowing and being. When early childhood educators respectthe diversity of families and communities, and the aspirations they hold forchildren, they are able to foster children’s motivation to learn and reinforcetheir sense of themselves as competent learners. They make curriculumdecisions that uphold all children’s rights to have their cultures, identities,abilities and strengths acknowledged and valued, and respond to thecomplexity of children’s and families’ lives. Educators think critically aboutopportunities and dilemmas that can arise from diversity and take action toredress unfairness. They provide opportunities to learn about similarities anddifference and about interdependence and how we can learn to live together.5
5. Ongoing learning and reflective practiceEducators continually seek ways to build their professional knowledge anddevelop learning communities. They become co-learners with children, familiesand community, and value the continuity and richness of local knowledgeshared by community members, including Aboriginal and Torres Strait IslanderElders. Reflective practice is a form of ongoing learning that involves engagingwith questions of philosophy, ethics and practice. Its intention is to gatherinformation and gain insights that support, inform and enrich decision-makingabout children’s learning. As professionals, early childhood educators examinewhat happens in their settings and reflect on what they might change. Criticalreflection involves closely examining all aspects of events and experiences fromdifferent perspectives. Educators often frame their reflective practice within aset of overarching questions, developing more specific questions for particularareas of enquiry. A lively culture of professional inquiry is established whenearly childhood educators and those with whom they work are all involved inan ongoing cycle of review through which current practices are examined,outcomes reviewed, and new ideas generated. In such a climate, issuesrelating to curriculum quality, equity and children’s wellbeing can be raisedand debated.Draft Revised Kindergarten Curriculum Guidelines6
EYLF PracticesThe principles of evidence-based early childhood pedagogy underpin practice.Educators draw on a rich repertoire of pedagogical practices to promotechildren’s learning, borrowing from relational and play-based pedagogicalapproaches.Holistic approachesHolistic approaches to teaching and learning recognise the connectedness ofmind, body and spirit. When early childhood educators take a holisticapproach, they pay attention to children’s physical, personal, social,emotional and spiritual wellbeing as well as cognitive aspects of learning.While educators may plan or assess with a focus on a particular outcome orcomponent of learning, they see children’s learning as integrated andinterconnected. They recognise the connections between children, familiesand communities and the importance of reciprocal relationships andpartnerships for learning. They see learning as a social activity and valuecollaborative learning and community participation. An integrated, holisticapproach to teaching and learning also focuses on connections to the naturalworld. Educators foster children’s capacity to understand and respect thenatural environment and the interdependence between people, plants,animals and the land.Responsiveness to childrenEducators are responsive to all children’s strengths, abilities and interests.They value and build on children’s strengths, skills and knowledge to ensuretheir motivation and engagement in learning. They respond to children’sexpertise, cultural traditions and ways of knowing, the multiple languagesspoken by some children, particularly Aboriginal and Torres Strait IslanderDraft Revised Kindergarten Curriculum Guidelines7
children, and the strategies used by children with additional needs tonegotiate their every-day lives.Educators are responsive to children’s ideas and play, which form animportant basis for curriculum decision-making. In response to children’sevolving ideas and interests, educators assess, anticipate and extendchildren’s learning via open ended questioning, providing feedback,challenging their thinking and guiding their learning. They make use ofspontaneous ‘teachable moments’ to scaffold children’s learning.Responsive learning relationships are strengthened as educators andchildren learn together and share decisions, respect and trust.Responsiveness enables educators to respectfully enter children’s play andongoing projects, stimulate their thinking and enrich their learning.Learning through playPlay provides opportunities for children to learn as they discover, create,improvise and imagine. When children play with other children, they createsocial groups, test out ideas, challenge each other’s thinking and build newunderstandings. Play provides a supportive environment where children canask questions, solve problems and engage in critical thinking. Play can expandchildren’s thinking and enhance their desire to know and to learn. In theseways, play can promote positive dispositions towards learning. Children’simmersion in their play illustrates how play enables them to simply enjoybeing.Early childhood educators take on many roles in play with children and use arange of strategies to support learning. They engage in sustained sharedconversations with children to extend their thinking. They provide a balancebetween child led, child initiated and educator supported learning. Theycreate learning environments that encourage children to explore, solveDraft Revised Kindergarten Curriculum Guidelinesproblems, create and construct. Educators interact with children to buildattachment. They use routines and play experiences to do this. They alsorecognise spontaneous teachable moments as they occur and use them tobuild on children’s learning. Early childhood educators work with youngchildren to promote and model positive ways to relate to others. Theyactively support the inclusion of all children in play, help children torecognise when play is unfair and offer constructive ways to build a caring,fair and inclusive learning community.Intentional teachingIntentional teaching is deliberate, purposeful and thoughtful. Educators whoengage in intentional teaching recognise that learning occurs in socialcontexts and that interactions and conversations are vitally important forlearning. They actively promote children’s learning through worthwhile andchallenging experiences and interactions that foster high-level thinking skills.They use strategies such as modelling and demonstrating, open questioning,speculating, explaining, engaging in shared thinking and problem solving toextend children’s learning and thinking. Educators move flexibly in and out ofdifferent roles and draw on different strategies as the context changes. Theyplan opportunities for intentional teaching and knowledge-building. Theydocument and monitor children’s learning.Learning environmentsLearning environments are welcoming spaces when they reflect and enrichthe lives and identities of children and families participating in the settingand respond to their interests and needs. Environments that supportlearning are vibrant and flexible spaces that are responsive to the interestsand abilities of each child. They cater for different learning capacities and8
learning styles and invite children and families to contribute ideas, interestsand questions.Outdoor learning spaces are a feature of Australian learning environments.They offer a vast array of possibilities not available indoors. Play spaces innatural environments include plants, trees, edible gardens, sand, rocks, mud,water and other elements from nature. These spaces invite open-endedinteractions, spontaneity, risk-taking, exploration, discovery and connectionwith nature. They foster an appreciation of the natural environment, developenvironmental awareness and provide a platform for ongoing environmentaleducation. Indoor and outdoor environments support all aspects of children’slearning and invite conversations between children, early childhoodeducators, families and the broader community. They promote opportunitiesfor sustained shared thinking and collaborative learning.Materials enhance learning when they reflect what is natural and familiar andalso introduce novelty to provoke interest and more complex andincreasingly abstract thinking. For example, digital technologies can enablechildren to access global connections and resources and encourage new waysof thinking. Environments and resources can also highlight ourresponsibilities for a sustainable future and promote children’sunderstanding about their responsibility to care for the environment. Theycan foster hope, wonder and knowledge about the natural world. Educatorscan encourage children and families to contribute ideas, interests andquestions to the learning environment. They can support engagement byallowing time for meaningful interactions, by providing a range ofopportunities for individual and shared experiences, and by findingopportunities for children to go into and contribute to their local community.Draft Revised Kindergarten Curriculum GuidelinesCultural competenceEducators who are culturally competent respect multiple cultural ways ofknowing, seeing and living, celebrate the benefits of diversity and have anability to understand and honour differences. This is evident in everydaypractice when educators demonstrate an ongoing commitment to developingtheir own cultural competence in a two-way process with families andcommunities. Educators view culture and the context of family as central tochildren’s sense of being and belonging, and to success in lifelong learning.Educators also seek to promote children’s cultural competence. Culturalcompetence is much more than awareness of cultural differences. It is theability to understand, communicate with, and effectively interact with peopleacross cultures. Cultural competence encompasses: being aware of one’sown world view; developing positive attitudes towards cultural differences;gaining knowledge of different cultural practices and world views; anddeveloping skills for communication and interaction across cultures.Continuity of learning and transitionsChildren bring family and community ways of being, belonging and becomingto their early childhood settings. By building on these experiences, educatorshelp all children to feel secure, confident and included and to experiencecontinuity in how to be and how to learn. Transitions, including from home toearly childhood settings, between settings, and from early childhood settingsto school, offer opportunities and challenges. Different places and spaceshave their own purposes, expectations and ways of doing things. Building onchildren’s prior and current experiences helps them to feel secure, confidentand connected to familiar people, places, events and understandings.Children, families and early childhood educators all contribute to successfultransitions between settings.9
In partnership with families, early childhood educators ensure that childrenhave an active role in preparing for transitions. They assist children tounderstand the traditions, routines and practices of the settings to whichthey are moving and to feel comfortable with the process of change. Earlychildhood educators also help children to negotiate changes in their status oridentities, especially when they begin full-time school. As children maketransitions to new settings (including school), educators from early childhoodsettings and schools commit to sharing information about each child’sknowledge and skills so learning can build on foundations of earlier learning.Educators work collaboratively with each child’s new educator and otherprofessionals to ensure a successful transition.Assessment for learningAssessment for children’s learning refers to the process of gathering andanalysing information as evidence about what children know, can do andunderstand. It is part of an ongoing cycle that includes planning,documenting and evaluating children’s learning. It is important because itenables educators in partnership with families, children and otherprofessionals to: plan effectively for children’s current and future learning;communicate about children’s learning and progress; determine the extent towhich all children are progressing toward realising learning outcomes and ifnot, what might be impeding their progress; identify children who may needadditional support in order to achieve particular learning outcomes, providingthat support or assisting families to access specialist help; evaluate theeffectiveness of learning opportunities, environments and experiencesoffered and the approaches taken to enable children’s learning; and reflecton pedagogy that will suit this context and these children.Draft Revised Kindergarten Curriculum GuidelinesEducators use a variety of strategies to collect, document, organise,synthesise and interpret the information that they gather to assess children’slearning. They search for appropriate ways to collect rich and meaningfulinformation that depicts children’s learning in context, describes theirprogress and identifies their strengths, skills and understandings. Morerecent approaches to assessment also examine the learning strategies thatchildren use and reflect ways in which learning is co-constructed throughinteractions between the educator and each child. Used effectively, theseapproaches to assessment become powerful ways to make the process oflearning visible to children and their families, educators and otherprofessionals.The five Learning Outcomes in this Framework, as outlined later, provideearly childhood educators with key reference points against which children’
The purpose of the Kindergarten Curriculum Guidelines The School Curriculum and Standards Authority (the Authority) is responsible for curriculum, policy advice and guidelines for all Western Australian schools from Kindergarten to Year 12. The Kindergarten Curriculum Guidelines reinforce the themes of the Authoritys Kindergarten and Pre-primary
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SPURGEON,JOLENE M JSPURGEON@WISC.EDU STRELCHENKO,HANNAH B hstrelchenko@wisc.edu TERRIEN,CHRISTINE LAMP cterrien@wisc.edu THOMPSON,PAMELA M pamela.thompson@wisc.edu TOMAN,LORRAINE L lorraine.toman@wisc.edu TOMKO,KELLY ktomko@wisc.edu VANDER WAAL,MARY mary.vanderwaal@wisc.edu WHITE,JOANNE jo.white@wisc.edu WILSON,NINA MCCOY nina.wilson@wisc.edu .
Grade 2 ELA Curricular Frameworks with ELL Scaffolds . Grade 2 Unit 2 Reading Literature and Reading Informational Unit 2: RL.2.1, RI.2.1, and WIDA Standards . Reading Literature and WIDA Standards Reading Informational Text and WIDA Standards Critical Knowledge and Skills WIDA Criterion RL.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate .
