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Early Years Learning and Development Outcomes

Identity

Early Years Learning and Development Outcome 1: Children have a strong sense of identity

EARLY YEARS LEARNING FRAMEWORK: BIRTH TO 5 YEARS	VELS LEVEL 1: PREP	VELS LEVEL 2: GRADE 1 AND 2
Children feel safe, secure and supported
This is evident, for example, when children: build secure attachment with one and then more familiar educators use effective routines to help make predicted transitions smoothly sense and respond to a feeling of belonging communicate their needs for comfort and assistance establish and maintain respectful, trusting relationships with other children and educators openly express their feelings and ideas in their interactions with others respond to ideas and suggestions from others initiate interactions and conversations with trusted educators confidently explore and engage with social and physical environments through relationships and play initiate and join in play explore aspects of identity through role-play.	This develops, for example, when students: interact with their peers, teachers and other adults in a range of contexts Interpersonal Development Learning Focus learn to describe and practise skills that contribute to the formation of positive relationships, and explain why these skills are desirable Interpersonal Development Learning Focus learn that some people have special needs and to respect the rights, feelings and efforts of others Interpersonal Development Learning Focus make and share performing and visual arts works that communicate observations, personal ideas, feelings and experiences The Arts Standards - Creating and making identify the qualities of a friend and demonstrate care for other students Interpersonal Development Standards learn about ways of making personal responses to arts works. The Arts Learning Focus	This develops, for example, when students: plan arts works that communicate ideas, concepts, observations, feelings and/or experiences The Arts Standards Dimension - Creating and Making behave appropriately in a range of social situations Interpersonal Development Standards Dimension - Building social relationship identify the feelings and needs of other people Interpersonal Development Standards Dimension - Building social relationship begin to develop and exhibit appropriate behaviours for maintaining positive social relationships. Interpersonal Development Learning Focus
Children develop their emerging autonomy, inter-dependence, resilience and sense of agency
This is evident, for example, when children: demonstrate increasing awareness of the needs and rights of others are open to new challenges and make new discoveries increasingly cooperate and work collaboratively with others take considered risks in their decision-making and cope with the unexpected recognise their individual achievements and the achievements of others demonstrate an increasing capacity for self-regulation approach new safe situations with confidence begin to initiate negotiating and sharing behaviours persist when faced with challenges and when first attempts are not successful.	This develops, for example, when students: explore their responsibilities and rights and those of others in familiar contexts such as the family, the classroom, the school playground and local recreation areas Civics and Citizenship Learning Focus learn about classroom rules and why they are needed Civics and Citizenship Learning Focus learn to manage their impulses by developing habits and routines that help them to be a cooperative class member Interpersonal Development Learning Focus begin to take initiative by asking questions when needed and attempting small projects Personal Learning Learning Focus with support, learn to manage time and resources to complete short tasks Personal Learning Learning Focus adhere to rules that aid participation and cooperation. Health and Physical Education Learning Focus	This develops, for example, when students: with support, reflect on personal qualities which contribute to the development and maintenance of friendships Interpersonal Development Learning Focus begin to think in terms of other people’s feelings and needs, especially when resolving conflict or dealing with bullying, for example, by saying sorry or taking another person’s point of view into consideration Interpersonal Development Learning Focus develop strategies to use when they are feeling uncertain about their learning, such as seeking assistance from their teachers Personal Learning Learning Focus begin to recognise that learning from mistakes is an important attribute of being a good learner. Personal Learning Learning Focus
Children develop knowledgeable and confident self-identities
This is evident, for example, when children: feel recognised and respected for who they are explore different identities and points of view in dramatic play share aspects of their culture with other children and educators use their home language to construct meaning develop strong foundations in both the culture and language/s of their family and the broader community without compromising their cultural identities develop their social and cultural heritage through engagement with Elders and community members reach out and communicate for comfort, assistance and companionship celebrate and share their contributions and achievements with others.	This develops, for example, when students: draw on their own experience to help them understand the world around them Humanities Learning Focus explore different ways of using performing and visual arts elements The Arts Learning Focus learn about and celebrate special cultural, local, community and national days Civics and Citizenship Learning Focus engage in school and cultural events in a responsible and active way Civics and Citizenship Learning Focus talk about aspects of their own arts works, and arts works and events in their community. The Arts Standards Dimension - Creating and making	This develops, for example, when students: begin to appreciate the similarities and differences between individuals and groups, including the language, cultural and religious groups that make up the Australian nation Civics and Citizenship Learning Focus begin to appreciate the common values important to groups and individuals Civics and Citizenship Learning Focus begin to participate in class and school activities, such as marking local and national celebrations and commemorations Civics and Citizenship Learning Focus begin to recognise their contribution to the achievement of a positive learning environment in the classroom Personal Learning Learning Focus describe what they like about themselves, how they are similar to others and how they are unique. Health and Physical Education Learning Focus
Children learn to interact in relation to others with care, empathy and respect
This is evident, for example, when children: show interest in other children and being part of a group engage in and contribute to shared play experiences express a wide range of emotions, thoughts and views constructively empathise with and express concern for others display awareness of and respect for others’ perspectives reflect on their actions and consider consequences for others.	This develops, for example, when students: learn to play constructively together and are encouraged to develop friendships with peers Interpersonal Development Learning Focus contribute to the development of positive social relationships in a range of contexts Interpersonal Development Standards develop social relationships, respect for others’ ideas and ability to express how they feel when interacting with others through dance, drama, music and visual arts Approaches to the Arts begin to understand how their actions affect others Interpersonal Development Learning Focus explore their emotions and identify the different ways in which people express and respond to emotions Health and Physical Education Learning Focus describe basic skills required to work cooperatively in groups. Interpersonal Development Standards	This develops, for example, when students: interact with their peers, older and younger students and adults in a range of contexts Interpersonal Development Learning Focus identify and accept that there are consequences for their actions Interpersonal Development Standards Dimension - Building social relationships with support, reflect on personal qualities which contribute to the development and maintenance of friendships Interpersonal Development Learning Focus learn to recognise and describe the feelings and emotional responses of others. They compare these with their own emotional responses and adjust their behaviour in response. Interpersonal Development Learning Focus

EARLY YEARS LEARNING FRAMEWORK: BIRTH TO 5 YEARS

VELS LEVEL 1: PREP

VELS LEVEL 2: GRADE 1 AND 2

Children feel safe, secure and supported

This is evident, for example, when children:

build secure attachment with one and then more familiar educators
use effective routines to help make predicted transitions smoothly
sense and respond to a feeling of belonging
communicate their needs for comfort and assistance
establish and maintain respectful, trusting relationships with other children and educators
openly express their feelings and ideas in their interactions with others
respond to ideas and suggestions from others
initiate interactions and conversations with trusted educators
confidently explore and engage with social and physical environments through relationships and play
initiate and join in play
explore aspects of identity through role-play.