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Early Years Learning and Development Outcomes

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Early Years Learning and Development Outcome 4: Children are confident and involved learners

EARLY YEARS LEARNING FRAMEWORK: BIRTH TO 5 YEARS	VELS LEVEL 1: PREP	VELS LEVEL 2: GRADE 1 AND 2
Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity
This is evident, for example, when children: express wonder and interest in their environments are curious and enthusiastic participants in their learning use play to investigate, imagine and explore ideas follow and extend their own interests with enthusiasm, energy and concentration initiate and contribute to play experiences emerging from their own ideas participate in a variety of rich and meaningful inquiry-based experiences persevere and experience the satisfaction of achievement persist even when they find a task difficult.	This is developed, for example, when students: with encouragement and support, wonder, question and become adventurous in their thinking about familiar contexts Thinking Processes Learning Focus with support, make links with their existing experiences and develop the view that learning is exploratory, fun and rewarding Personal Learning Learning Focus begin to reflect on themselves as learners, in particular on their feelings about learning, by responding to open-ended statements such as ‘I’m proud of this because ...’ and using visual aids that illustrate their responses to learning, such as happy and unhappy faces Personal Learning Learning Focus reflect on their thinking, for example why they think what they think about a text, and take time to consider before responding Thinking Processes Learning Focus with support, learn to manage their time and resources to complete short tasks Personal Learning Learning Focus use their imagination and curiosity to generate ideas Design, Creativity and Technology Learning Focus begin to take initiative as learners by asking questions when needed and attempting small projects. Personal Learning Learning Focus	This is developed, for example, when students: begin to reflect on their thinking processes Thinking Processes Learning Focus reflect on those approaches which they believe help them learn most effectively Personal Learning Learning Focus begin to record their feelings and understanding about their learning, responding to prompts which help them acknowledge their successes, noting where improvements could be made and reflecting on the effort they put into particular tasks Personal Learning Learning Focus begin to take responsibility for managing their time and resources within the context of structured tasks that have clear outcomes and a set timeframe Personal Learning Learning Focus understand that people use creative, imaginative and inventive thinking to help them meet human needs and wants Design, Creativity and Technology Learning Focus develop imaginative and practical design solutions to problems, needs and opportunities Design, Creativity and Technology Learning Focus experiment with ways of expressing and communicating ideas and feelings to particular audiences or for particular purposes. Communication Learning Focus English Learning Focus
Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating
This is evident, for example, when children: apply a wide variety of thinking strategies to engage with situations and solve problems, and adapt these strategies to new situations create and use representation to organise, record and communicate mathematical ideas and concepts make predictions and generalisations about their daily activities, aspects of the natural world and environments, using patterns they generate or identify, and communicate these using mathematical language and symbols explore their environment manipulate objects and experiment with cause and effect, trial and error, and motion contribute constructively to mathematical discussions and arguments use reflective thinking to consider why things happen and what can be learnt from these experiences.	This is developed, for example, when students: use their senses to explore the world around them, for example the seasons, and living and non-living things Science Learning Focus use a range of simple thinking tools to gather and process information Thinking Processes Learning Focus begin to develop simple explanations for the phenomena they observe Thinking Processes Learning Focus participate in very simple investigations involving observation and measurement (for example making and flying kites) Science Learning Focus develop an awareness of spatial concepts through structured experiences within their immediate environment Humanities Learning Focus count the size of small sets using the numbers 0 to 20 Mathematics Standards - Number use ordinal numbers to describe the position of elements in a set from first to tenth Mathematics Standards - Number use materials to model addition and subtraction Mathematics Standards - Number recognise, copy and draw points, lines and simple free-hand curves Mathematics Standards - Space test simple conjectures such as ‘nine is four more than five’ Mathematics Standards - Working mathematically identify basic two-dimensional shapes, such as triangles, circles and squares, and threedimensional solids and objects, such as boxes and balls Mathematics Standards - Space learn to give and follow simple directions and describe locations in relation to other people and places Humanities Learning Focus make measurements using informal units such as paces for length, bricks for weight Mathematics Standards - Measurement, chance and data begin to make estimates Mathematics Learning Focus use informal units, such as heartbeats and hand claps, at regular intervals to measure and describe the passage of time Mathematics Standards - Measurement, chance and data place and orientate shapes according to simple descriptions, such as ‘next to’, ‘beside’, ‘in front of’, ‘behind’, ‘over’ and ‘under’ Mathematics Standards - Space compare length, area, capacity and mass of familiar objects using descriptive terms such as ‘longer’, ‘taller’, ‘larger’, ‘holds more’ and ‘heavier’ Mathematics Standards - Measurement, chance and data consider the explanations of others, they begin to ask, ‘How do you know?’ and ‘What makes you think that?’, and consider a range of possible responses Thinking Processes Learning Focus take risks with their learning and begin to understand that mistakes can be a vehicle for further learning Personal Learning Learning Focus devise and follow ways of recording computations using the digit keys and +, x and = keys on a four-function calculator. Mathematics Standards - Working mathematically	This is developed, for example, when students: explore the community and environment around them and increasingly consider contexts and information which is beyond their immediate experience Thinking Processes Learning Focus begin to recognise that learning from mistakes is an important attribute of being a good learner Personal Learning Learning Focus participate in and develop control over a range of locomotor activities that require a change of speed, direction and level Health and Physical Education Learning Focus generate questions about situations and phenomena and suggest appropriate forms of observations and measurements that are appropriate for the investigation of their question Science Learning Focus repeat observations over time to make predictions Science Learning Focus begin to recognise simple patterns in data and describe them in terms that represent conclusions drawn from the data Science Learning Focus tell the time at hours and half-hours using an analogue clock, and hours and minutes using a digital clock Mathematics Standards - Measurement, Chance and data order numbers and count to 1000 by 1s, 10s and 100s Mathematics Standards - Number form patterns and sets of numbers based on simple criteria, such as odd and even numbers Mathematics Standards - Number describe simple fractions such as one half, one third and one quarter Mathematics Standards - Number add and subtract one- and two-digit numbers Mathematics Standards - Number describe and calculate simple multiplication as repeated addition, e.g. 3 x 5 = 5 + 5 + 5 Mathematics Standards - Number apply simple transformations to shapes Mathematics Standards -Space use both non-uniform (for example hand- spans) and uniform (for example pencil length) informal measurement units Mathematics Standards -Measurement, Chance and data make, describe and compare measurements of length, area, volume, mass and time Mathematics Standards -Measurement, Chance and data use a four-function calculator, including use of the constant addition function and x key, to check the accuracy of mental and written estimations and, approximations and solutions to simple number sentences and equations Mathematics Standards -Working mathematically work with peers to develop a range of creative solutions and test them against given criteria Thinking Processes Learning Focus test the truth of conjectures by attempting to find examples or counter-examples, and exploring special cases. Thinking Processes Learning Focus English Learning Focus Science Standards - Science at work
Children transfer and adapt what they have learnt from one context to another
This is evident, for example, when children: engage with and co-construct learning develop an ability to mirror, repeat and practise the actions of others, either immediately or later make connections between experiences, concepts and processes use the processes of play, reflection and investigation to problem-solve apply generalisations from one situation to another try out strategies that were effective to solve problems in one situation in a new context transfer knowledge from one setting to another.	This is developed, for example, when students: enrich their imaginations by playing games and making links between their own experience and the ideas in texts English Learning Focus ask and answer simple questions for information and clarification English Learning Focus think and talk about how their designs will solve a problem or meet a need, and reflect on the steps they took to design and make their product Design, Creativity and Technology Learning Focus begin to look for simple patterns in their observations by classifying familiar items and by looking for similarities and differences. Thinking Processes Learning Focus	This is developed, for example, when students: develop skills in making accurate observations about people and events and begin to use a variety of means to record their observations Thinking Processes Learning Focus develop their own explanations for the observations they make and learn to question the accuracy of other people’s explanations Thinking Processes Learning Focus develop skills in using a range of sources of information when investigating selected questions Thinking Processes Learning Focus begin to understand that people are more likely to believe an explanation if evidence or reasons are provided Thinking Processes Learning Focus consider whether design solutions work and are appropriate for the purpose for which they were designed. Design, Creativity and Technology Learning Focus
Children resource their own learning through connecting with people, place, technologies and natural and processed materials
This is evident, for example, when children: engage in learning relationships use their senses to explore natural and built environments experience the benefits and pleasures of shared learning exploration explore the purpose and function of a range of tools, media, sounds and graphics manipulate resources to investigate, take apart, assemble, invent and construct experiment with different technologies use information and communications technologies (ICT) to investigate and problem-solve explore ideas and theories using imagination, creativity and play use feedback from themselves and others to revise and build on an idea.	This is developed, for example, when students: learn with peers and share feelings and thoughts about learning with others Personal Learning Learning Focus begin to understand that listening to the responses of others can assist them to make sense of new experiences and provide useful cues for learning Personal Learning Learning Focus investigate everyday, familiar products and recognise the basic characteristics and materials/ingredients from which they are made and how they are used Design, Creativity and Technology Learning Focus explore the differences between natural products and artefacts Design, Creativity and Technology Learning Focus play with and manipulate materials/ingredients in both a free and focused manner to foster development of their design and technical skills Design, Creativity and Technology Learning Focus learn characteristics and properties of materials, for example ‘rough’, ‘soft’ and ‘flexible’, and processes, for example ‘measure’, ‘mix’ and ‘cut’ Design, Creativity and Technology Learning Focus use simple pictures and models to represent design ideas Design, Creativity and Technology Learning Focus use different types of ICT data such as text, images and numbers to share their ideas Information, and Communication Technology Learning Focus explore multimedia resources such as CD-ROMs, DVDs and approved websites. English Standards - Reading - Writing	This is developed, for example, when students: develop strategies to use when feeling uncertain about learning, such as seeking assistance from teachers Personal Learning Learning Focus investigate what products and systems can do, how they work and why they are the way they are Design, Creativity and Technology Learning Focus play with and manipulate materials and/or ingredients Design, Creativity and Technology Learning Focus think about, discuss and describe the characteristics and properties of materials (for example ‘strong’, ‘sweet’) and why they are suitable for products and systems Design, Creativity and Technology Learning Focus develop basic design ideas Design, Creativity and Technology Learning Focus use multimedia products and begin to think critically about these resources and how they help learning Information and Communication Technology Learning Focus model and describe daily activities and familiar events using physical materials, diagrams and maps. Design, Creativity and Technology Standards - Investigating and designing

Last Update: January 12, 2012