Transcript QKLG - Queensland Curriculum and Assessment Authority

An introduction to the
Queensland kindergarten learning guideline
Overview
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Background information about the Queensland kindergarten learning
guideline (QKLG)
Introduction to the QKLG
– Purpose
– Perspectives and principles
– Decision-making practice — processes and elements
– Learning and development areas
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The Continua of learning and
development (companion document)
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Professional practice
Leadership
Background
2009
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Early Years Learning Framework for Australia (EYLF) was released.
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OECEC asked the Queensland Studies Authority (QSA) to develop
and trial the QKLG.
Office for Early Childhood Education and Care (OECEC) was formed
to manage the national and state agenda for early childhood
education and care.
2010 QKLG trial
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QKLG (draft) was trialled in 27 kindergarten services.
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Wide-ranging consultations were conducted.
QKLG (draft) was also available to services participating in the
kindergarten funding pilot program.
Feedback informed the final version of the QKLG.
Background
2011
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The QKLG and supporting document, the Continua of learning and
development are available.
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QKLG professional development materials are available online on the
QSA website: <www.qsa.qld.edu.au>.
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Additional professional development materials will be added to the
website as they are developed.
Background
The QKLG:
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aligns with the EYLF
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meets Queensland legislative requirements
for an approved kindergarten guideline
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provides more specific advice for the
Queensland Kindergarten Year (the year
prior to Prep)
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supports teachers to develop quality
kindergarten programs
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supports early years educators to work
collaboratively to deliver the kindergarten
program.
guides curriculum decision making
(see National Quality Standard 1.1)
Background
Implementing the QKLG:
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requires a team approach within a service
supports the focus on quality programs as services:
– implement the National Quality Standard (NQS)
– implement the EYLF through the QKLG
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promotes a focus on:
– continuity in learning
– pedagogy — adult’s role in play, effective teaching and learning in the
early years
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requires supportive leadership.
Queensland kindergarten learning guideline
Introduction
Purpose
The EYLF
For ages
Vision:
0
• learning that is engaging
1
• building success for life
2
• belonging, being, becoming.
3
Outcomes
4
Children:
5
• have a strong sense of identity
• are connected with and contribute to their world
• have a strong sense of wellbeing
• are confident, involved learners
• are effective communicators.
Purpose
The QKLG:
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shares EYLF vision
– learning that is engaging
– building success for life
– belonging, being and becoming
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describes five learning and development
areas based on the EYLF outcomes:
– Identity
– Connectedness
– Wellbeing
– Active learning
– Communicating.
Purpose
The QKLG:
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is more specific than EYLF
targets programs for kindergarten children
(the year prior to Prep)
identifies specific knowledge, skills
and dispositions (learning areas)
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is for qualified teachers (working with
an early years team)
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guides professional practice
promotes continuity from early learning
into kindergarten and into P–3 programs.
Ages
0
1
2
3
4
5
Prep
to
Year 3
Purpose
The QKLG:
• recognises and values all early years educators, parents, families
and other partners
• recognises the teacher’s role as a pedagogical leader who works
with a team.
Research link
When qualified teachers work with early years educators, the quality
of interactions and children’s outcomes are enhanced.
(Siraj-Blatchford, I et al, 2002, Researching Effective Pedagogy in the Early Years: Research Report No. 356,
Department for Education and Skills, UK, p. 147)
Purpose
The QKLG shares the national commitment to:
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improving outcomes for
Aboriginal children and
Torres Strait Islander children
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building cultural competence
strengthening all children’s
appreciation and understanding
of Australia’s first peoples.
Perspectives
“Our image of the child is
rich in potential, strong,
powerful, competent, and
most of all connected to
adults and other children.”
(Malaguzzi, L 1993, “For an education
based on relationships”, Young Children,
November, p. 10)
Perspectives
The vision “belonging, being and becoming” is enacted by adopting:
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the view that interactions between children and adults shape learning
a connected view of:
− engaged learning and teaching
− the engaged child
− the engaged parent
− the engaged teacher.
Principles that guide practice
• High expectations and equity
• Continuity in learning
• Respect for diversity
• Shared decision making
• Holistic learning
• Intentional teaching
• Respectful relationships
• Reflective practice
Builds continuity by integrating:
• EYLF principles and practice
• Queensland P–3 principles
and practice.
Decision-making practice
Decision-making practice
Teachers’ decision making:
• is dynamic and interconnected
• is informed by their perspectives
• is framed by principles
• involves short- and long-term decisions
• is informed by their professional knowledge
• focuses on balance between emergent and
planned learning
• is inclusive and responsive.
Decision-making practice
Elements
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responsiveness to children
building inclusive partnerships
creating inclusive learning environments
developing learning contexts — play, real-life
engagements, and routines and transitions
• promoting children’s learning and
development
Processes
• planning and organising for learning
• interacting and co-constructing learning
• monitoring and documenting children’s
learning
• assessing children’s learning
• reflecting on learning and practice
Decision-making processes
Specific advice is provided about the decision-making processes:
• planning and organising for learning
• interacting and co-constructing learning
• monitoring and documenting children’s learning
• assessing children’s learning
• reflecting on learning and practice.
Decision-making processes
Informed decision making
Decision-making elements
Specific advice is provided about the decision-making elements:
• responsiveness to children
• building inclusive partnerships
• creating inclusive learning
environments
• developing learning contexts —
play, real-life engagements, and
routines and transitions
• promoting children’s learning and
development.
Learning and development areas
EYLF outcomes
QKLG areas
Strong sense of identity
Identity
Connected with and contribute to their world
Connectedness
Strong sense of wellbeing
Wellbeing
Confident and involved learner
Active learning
Effective communicator
Communicating
Identity
Connectedness
Wellbeing
Active learning
Communicating
Promoting continuity of learning and development
Teachers promote continuity by:
• using the continua to make judgments about learning progress
• sharing information about children’s learning throughout the year
• promoting the understandings, skills and dispositions that help
children to make smooth transitions
• collaboratively developing
a transition statement to
summarise and share
information about learning
to support transition into the
Prep Year.
Exploring the
Learning and development areas
Learning and development areas
Areas
Key focuses
Identity
• sense of security and trust
• independence and perseverance
• confident self-identity
Connectedness
• positive relationships with others
• respect for diversity
• respect for environments
Wellbeing
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autonomy and wellbeing
care, concern and positive interactions
health and safety
physical wellbeing
Active learning
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positive dispositions and approaches toward learning
confidence and involvement in learning
being imaginative and creative
exploring tools, technologies and ICTs
Communicating
• exploring and expanding ways to use language*
• exploring literacy in personally meaningful ways
• exploring numeracy in personally meaningful ways
* In the Communicating learning area, children communicate using first language, signed (alternative) or alternative augmentative communication
(AAC) and Standard Australian English (SAE) as or when appropriate. Nonverbal children may substitute alternative or AAC for words.
Exploring the learning and development areas
Key focuses
Related EYLF
learning outcome
Learning and
development area
Exploring the learning and development areas
Key focuses
Significant learnings
(related to one key focus)
Learning and development areas
Knowledge, skills
and dispositions
Learning and development areas
Intentional
teaching ideas
Continua of learning and development
Continua of learning and development
Continua of learning and development
Supports teachers to make informed judgments about a child’s learning
and development based on a collection of evidence of learning.
Sample continuum of learning and development
Continuum of learning and development
Teacher-provided
“collections of descriptions”:
• support teachers to make
judgments about learning
that are consistent with
those of other teachers
• are examples, and
teachers add their own
examples.
Professional practice
Professional practice
The QKLG provides additional advice related to:
• intentional teaching (Appendix 1)
• making decisions to support children with additional needs
(Appendix 2)
• teachers’ thinking processes that support children’s learning
(Appendix 3)
• transition statements (Appendix 4).
It also provides:
• a glossary
• references and readings.
Professional practice
The QKLG promotes ongoing reflective practice, including reflecting:
• on what we know about children
• on the effectiveness of the
program (evaluation)
• on practices to improve
outcomes for children
• with colleagues.
Leadership — promoting professionalism
Leaders can facilitate the implementation of the guideline by:
• maintaining effective and ongoing communication with all staff
• valuing the diverse expertise and skills of all staff
• providing time and support for colleagues to work together to
identify and negotiate roles and responsibilities
• being open and flexible, so staff can explore new ways to plan,
interact, monitor and assess learning
• identifying and building on strengths
• maintaining and encouraging a positive approach to change and
challenge/s
• supporting collaborative planning for quality improvement
• celebrating and sharing successes.
Leadership — promoting professionalism
The online professional development materials expand on the following
aspects of professional practices:
Online professional development materials
Module
Getting started
1
Knowing children, families and communities
2
Planning for learning and development
3
Observations to guide decision making
4
Continuity and reflective practice
5
In addition, a resources section provides:
• a wide variety of materials to support professional practices
• templates and samples of transition statements, planning and
observation.