It’s officially time to start using the Approved Learning Framework V2.0

From today, 1 February 2024, the original early years learning framework (EYLF) and the framework for school aged care (My Time, Our Place – MTOP) will cease to be recognised under the National Law.

An approved provider will now be in breach of the National Regulations, and not meeting relevant elements of the National Quality Standard (NQS), if their service(s) are not yet using and operating in accordance with the EYLF V2.0 and/or MTOP V2.0. 

The current Victorian Early Years Learning and Development Framework (VEYLDF) will continue to remain an approved learning framework under the National Quality Framework (NQF).

The updated approved learning frameworks are a result of a robust process to assess options and provide recommendations for change. This included reviewing contemporary research, comprehensive stakeholder engagement nationally and piloting of the proposed changes across a range of education and care settings.

Version two of the approved learning frameworks clarify and explain principles, practices and learning outcomes. There are three new principles and updated practices across all relevant aspects, strengthening the connection with the NQS in areas including transitions, sustainability, theoretical approaches, critical reflection and the importance of Aboriginal Islander ways of being, knowing and doing, and inclusion. 

Key updates to both Frameworks include: 

• Vision: Strengthening Aboriginal and Torres Strait Islander perspectives throughout the frameworks including the vision, principles, practices and outcomes 

• Pedagogy and Educator’s Professional Practice: Strengthening the link between the vision and planning cycle

• Principles: Strengthening the principle of ongoing learning and reflective practice; Introducing a new principle promoting collaborative leadership and teamwork; Introducing a new sustainability principle; Introducing a new principle of Aboriginal and Torres Strait Islander perspective; Strengthening the principle of high expectations and equity; Updating the principle of secure, respectful, and reciprocal relationships to include relational pedagogy; Strengthening partnerships to include other professionals

• Practices: 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 

• Learning Outcomes: Expanding and strengthening guidance to support the Principles, Practices and Learning Outcomes 

The Australian Children’s Education and Care Quality Authority (ACECQA) has issued a range of resources to help educators and approved providers to understand the changes, which may be accessed here.