The New and Improved EYLF 2.0 + MTOP 2.0
INTRODUCING THE NEW AND IMPROVED EARLY YEARS LEARNING FRAMEWORK AND THE MY TIME OUR PLACE 2022!
Or EYLF 2.0 and MTOP 2.0 for short.
This is the beginning of a series of blogs introducing the EYLF, the changes made and some of the additonal supports you may like to access to support your engagement with the new frameworks.
Australia’s two national approved learning frameworks Belonging, Being and Becoming: The Early Years Learning Framework for Australia, and the My Time, Our Place: Framework for School Age Care in Australia have been updated following consultation from the sector and community. I for one am very excited! I've had a squizz at the new documents and I am very much liking what I'm seeing and I cannot wait to print out the new framework and start scribbling away!
In February 2024 services will need to be using the new EYLF V2.0 and MTOP V2.0, however we are encouraged to engage with the documents now.
The main differences between the old and the newer version we will see are a stronger connection between the frameworks and the National Quality Standard in areas such as:
- theoretical approaches,
- critical reflection,
- the importance of Aboriginal and Torres Strait Islander ways of being, knowing and doing,
- inclusion and
- the addition of three new principles: Aboriginal and Torres Strait Islander perspectives // Sustainability // Collaborative leadership and teamwork.
To find out more you can visit the ACECQA website and subscribe to the ACECQA newsletter. This is one of the best ways to stay up to date! I know that many educators were caught off guard and weren't aware that a new version was on it's way.
While it may seem like some of us were blindsided, there was plenty of behind the scenes work being done including consultations and collaborations. So we can trust that those who have the best interests in the sector were looking out for us, and from what I can see, they've done a stellar job!
So who worked on the the EYLF 2.0 and MTOP 2.0?
There was an intensive review a consortium of Macquarie University, Edith Cowan University and Queensland University of Technology. The refreshed frameworks to reflect contemporary research and what is already happening in high quality services. Those "high quality" services are OUR services. All those Assessment and Ratings visits? All that work that we do behind our own scenes to create dynamic and quality early learning services? Yeah, that's us! That's our work. We Did This! So whether you think you had a say or had some influence over the process - one hundred percent YOU did.
Early childhood education and care is such a critical profession - it is US afterall that are teaching all other professions! We are the nurturers of future teachers, educators, doctors, lawyers, scientists, nurses and caregivers, actors, builders, caretakers and movers and shakers. What we do matters.
This is V2.0 of Australia’s national Early Years Learning Framework. The aim of Belonging, Being and Becoming: The Early Years Framework for Australia is to support early childhood providers, teachers and educators to extend and enrich children’s learning from birth to 5 years and through the transition to school.
Approved Learning Frameworks Update – Frequently Asked Questions
Who delivered the project to update the Australian Learning Frameworks?
In early 2021, a national Higher Education Institute consortium led by a partnership between Macquarie University, Queensland University of Technology and Edith Cowan University was engaged by ACECQA – on behalf of all governments of Australia – to deliver the project. The national consortium led a robust process to assess options for, and provided recommendations to, update the Australian Learning Frameworks.
When did the project start and how long did it take?
The project commenced in April 2021 and was delivered over three stages finishing in May 2022.
What was the process for the project?
Commencing in April 2021, the process included:
- a literature review,
- a comprehensive national stakeholder engagement process including surveys and other direct feedback mechanisms in response to a discussion paper, and
- a pilot to trial proposed updates to the EYLF and MTOP in 16 education and care services across Australia.
In the context of a diverse set of stakeholders, a high-level of consistency and agreement on the priority areas for updating the EYLF and MTOP was found throughout the process.
How many areas in the original Australian Learning Frameworks were identified for updating?
The consortium identified 20 potential areas for update in the Australian Learning Frameworks, including strengthening Aboriginal and Torres Strait Islander perspectives throughout the frameworks with the vision, principles, practices and outcomes; and the addition of a new sustainability principle.
How were the updatesinformed by the sector?
The consortium was informed by the views of more than 5400 educators, service providers, families, children and young people, and other professionals from all jurisdictions and all types of ECEC and OSHC services in Stage 1 and Stage 2. There was strong support from the education and care sector for the 20 areas identified for potential update.
How do we know the updated EYLF and MTOP will actually make sense on the ground, within diverse service context? Have the updates to the EYLF and MTOP been tested in services across Australia?
The areas identified for updating in the EYLF and MTOP were piloted in 16 children’s education and care and outside school hours care services across Australia in early 2022. Findings from the pilot informed the final version of the
updated EYLF and MTOP.
Where were the pilot sites located?
The pilot sites covered a broad range of children’s education and care services, including outside school hours care settings across all states and territories.
Services in urban, regional, and remote areas took part in the pilot, with the inclusion of services in Aboriginal and Torres Strait Islander communities, culturally and linguistically diverse communities, and services that work with children with additional needs.
Who was involved in the pilot?
Approved providers, service leaders, educational leaders, teachers, educators, families, children and young people at each of the 16 pilot sites participated throughout the pilot:
AIS Caretaker's Cottage Child Care Centre, ACT
Mia Mia Child and Family Study Centre, NSW
Ross Circuit Preschool, NSW
Goodstart Early Learning Child Care Centre Narwee, NSW
Yulara Child Care Centre, NT
Wynnum Family Day Care & Education Service, QLD
Coolum OSHC & Vacation Care, QLD
Happy Valley OSHC, QLD
Injilinji C&K preschool and Kindergarten, QLD
Nido Early School Kensington Park, SA
Central Metro Family Day Care Scheme, SA
Austins Ferry Primary School, TAS
Montagu Bay OSHC, TAS
Isabel Henderson Kindergarten, VIC
Leopold World of Learning, VIC
Christ Church Grammar School, WA
What did the pilot involve?
The six-week pilot involved the consortium gathering weekly feedback from 16 pilot sites, in particular on the clarity, useability and efficacy of the potential updates identified during Stages 1 and 2 of the project.
When were Version 2 of the EYLF and MTOP approved?
All Australian, state and territory Education Ministers collectively approved the EYLF V2.0 and MTOP V2.0 in December 2022, for release in early 2023.
What do the changes comprise?
The changes you will find in Version 2.0 of both the EYLF and MTOP comprise a mix of clarifications and expanded explanations across elements of the original EYLF and MTOP, and a smaller number of more substantial changes, including the addition of three new principles and updated practices across all relevant aspects of Version 2.0 of both documents.
In particular, the updates strengthen the connection between the EYLF and MTOP and the National Quality Standard in areas such as transitions, sustainability, theoretical approaches, critical reflection, the importance of Aboriginal and Torres Strait Islander ways of being, knowing and doing, and inclusion.
What are the key updates?
Key updates to the EYLF V2.0 and MTOP V2.0 include:
• Strengthening Aboriginal and Torres Strait Islander perspectives throughout the frameworks including the vision, principles, practices and outcomes
• Strengthening the link between the vision and planning cycle
• Strengthening the principle of ongoing learning and reflective practice
• Introducing a new principle promoting collaborative leadership
• Introducing a new sustainability principle
• Strengthening the principle of high expectations and equity
• Updating the principle of secure, respectful and reciprocal relationships to include relational pedagogy
• Strengthening partnershipsto include other professionals
• Clarifying the meaning of holistic approaches
• Strengthening the connection between play-based learning and intentionality
• Replacing cultural competence with cultural responsiveness
• Aligning assessment and evaluation for learning development and wellbeing
Expanding and strengthening guidance to support the Learning Outcomes.
Where can I find out more information about the key updates to the EYLF V2.0 and MTOP V2.0?
More detailed information about all key updates and why they have been included are available in a ‘key changes’ summary document on the ACECQA website.
When will the EYLF V2.0 and MTOP V2.0 be implemented in early childhood education and outside school hours care services?
To enable sufficient time for approved providers and their services – and other relevant stakeholders – to make the transition to the EYLF V2.0 and MTOP V2.0, there will be a phased approach to their introduction under the NQF.
What is the timing for the implementation of the EYLF V2.0 and MTOP V2.0?
Phase 1 of implementation commences in January 2023 with the public release of the EYLF V2.0 and MTOP V2.0.
Phase 2 of implementation will commence from 1 February 2024.
What is involved in Phase 1 of implementation?
This marks the beginning of a ‘familiarisation phase’, which will continue to build with new resources and other implementation support activities by governments and ACECQA.
From now and throughout 2023, approved providers and their services can familiarise themselves with the EYLF V2.0 and MTOP V2.0 and begin incorporating the new aspects of the learning frameworks into their educational program and practice.
Which version of the EYLF and MTOP should I use in Phase 1?
The original EYLF and MTOP will remain in operation (as ‘declared approved learning frameworks under Regulation 254 of the National Regulations). Therefore, approved providers and their services will be able to refer to both the original and V2.0 of the EYLF and MTOP.
However, to assist in the transition phase approved providers should encourage service staff to being familiarizing themselves and using the EYLF and MTOP V2.0 as early as practicable in 2023.
If an authorised officer enters my service for a quality assessment and rating visit in 2023, will they be assessing against practices within the original EYLF and MTOP, or V2.0 of both documents.
The original national Approved Learning Frameworks will remain in operation alongside the updated Frameworks during 2023.
From February 2024 onwards, services will be assessed and rated against the national Approved Learning Frameworks Version 2.0.
The VEYLDF was out of scope of the project. The current VEYLDF continues to remain an approved learning framework under the NQF.
When will the EYLF V2.0 and MTOP V2.0 come into effect?
Phase 2 of implementation will commence from 1 February
2024. This is the date by which an approved provider will be in breach of the National Regulations, and not meeting relevant elements of the NQS, if their service(s) are not yet using and operating in accordance with the EYLF V2.0 and/or MTOP V2.0.
The VEYLDF was out of scope of the project. The current VEYLDF will continue to remain an approved learning framework under the NQF.
When will the original EYLF and MTOP cease to be recognized under the National Law?
From 1 February 2024, the original EYLF and MTOP will cease to be recognised under the National Law
Who was consulted throughout the project?
The project achieved a high level of stakeholder engagement, including education and care providers and their services, curriculum authorities, teacher registration authorities, peak organisations, large employers, education school sector representatives, unions, Aboriginal and Torres Strait Islander organisations, inclusion support agencies, child and family organisations and policy arms of government.
How were the updates informed by the sector?
The consortium was informed by the views of more than 5400 educators, service providers, families, children and young people, and other professionals from all jurisdictions and all types of ECEC and OSHC services in Stage 1 and Stage 2.
Have Aboriginal and Torres Strait Islander people been involved in the updates?
Given the major focus for changes relates to embedding Aboriginal and Torres Strait Islander perspectives through both national ALFs, the consortium also engaged with a range of Aboriginal and Torres Strait Islander services, peak bodies and other relevant stakeholders.
The much greater focus on Aboriginal and Torres Strait Islander perspectives was strongly supported through these engagements.
Incorporating Aboriginal and Torres Strait Islander knowledges and perspectives across all aspects of children’s education and care practice represents one of the most significant shifts within the EYLF V2.0 and MTOP V2.0. This evolution acknowledges the important role of early childhood and school age education and care in the authentic advancement of Reconciliation in Australia.
What resources are available to support implementation?
During 2023, additional supporting material will be developed by governments and ACECQA to support providers and their services and will be made available on the ACECQA website. State and territory regulatory authorities will also be developing specific resources to assist providers and educators with the transition to Version 2 of the EYLF and MTOP. So that's something we can all look forward to it.
What are the main changes?
The changes you will find in both framework documents comprise a mix of clarifications and expanded explanations across elements of the original Approved Learning Frameworks, and a smaller number of more substantial changes, including the addition of three new principles and updated practices across all relevant aspects,
The main differences you will see are a stronger connection between the frameworks and the National Quality Standard in areas such as transitions, sustainability, theoretical approaches, critical reflection, the importance of Aboriginal and Torres Strait Islander ways of being, knowing and doing, inclusion and the addition of three new principles.
What do the changes mean for practice at the service?
Services will consider how to incorporate the updates to the relevant national Approved Learning Frameworks Version 2.0 into their programs and practices.
This may involve bringing some new practices into their daily work lives and scaffolding their own and children’s learning. Some services may already be delivering programs covering the updates.
What should these changes look like in practice?
Under the National Law and Regulations, services are required to base their educational program on an approved learning framework. This should focus on addressing the developmental needs, interests and experiences of each child, while taking into account individual differences.
The two nationally approved learning frameworks which outline principles and practices that must be in use in services to support and promote children’slearning from February 2024 onwards are:
• Belonging, Being and Becoming: The Early Years Learning Framework for Australia Version 2.0
• My Time, Our Place: Framework for School Age Care in Australia Version 2.0
The VEYLDF was out of scope of the project. The current VEYLDF will continue to remain an approved learning framework under the NQF.
What is being done to promote national consistency by AOs in assessing services in line with the new Australian Learning Frameworks?
ACECQA providestraining to authorised officers (employees of regulatory authorities) and this will include guidance on the national Approved Learning Frameworks Version 2.0.
All training programs at the national, regulatory and jurisdiction level will be aligned and consistent with the changes for the Approved Learning Frameworks Version 2.0