DEPARTMENT
OF EMPLOYMENT,
EDUCATION AND TRAINING
DEPARTMENT
OF EDUCATION
POLICY
PRE-COMPULSORY YEARS OF SCHOOLING:
EARLY YEARS LEARNING FRAMEWORK
Responsibility of:
Effective date:
Next review date:
Target audience:
Schools Support Service
DoE File: 2015/286
2011
DoE Doc: EDOC2015/13764
2013
VERSION NUMBER: 1.0
Pre-compulsory Educators in the Northern Territory
This document should be read in conjunction with Early Years Learning Framework
1. POLICY
The Department of Education (DoE) mandates the use of the Early Years
Learning Framework (EYLF) in all government Preschool and Transition
classes across the Northern Territory.
The department recognises the importance of the early years of a child's life and the
impact on a child's health, wellbeing and lifelong learning. The EYLF aligns the
department’s priorities to support young children and their families to achieve the
best from their early childhood yearsi from birth to 5 years. This policy relates to the
use of the EYLF in provision of education in Preschool and Transition known as precompulsory years of schooling.
The EYLF is to be embedded across the Preschool and Transition years of schooling
to ensure the intellectual, physical, social, emotional, moral, spiritual and aesthetic
development and wellbeing of students. ii This will lead to “a sound grounding of the
skills and abilities that will enable individuals to contribute to a well educated
workforce.”iii
In the Preschool and Transition years, planning and programming will reflect the
intent of the EYLF while Transition teachers will use the EYLF in conjunction with the
Australian Curriculum/ NT Curriculum Framework.
2.
BUSINESS NEED
Australia is undergoing national reform in the early childhood education and care
sector. Underpinning evidence indicates that quality early childhood experiences
enhance children’s learning and development outcomes and overcome
disadvantage. Further research supports that quality early childhood experiences
have ongoing impact beyond schooling and on to adult productivity, health and
wellbeing. In response to this evidence, the Council of Australian Governments
(COAG) has signed several National Partnerships to lead reform in the childhood
education and care sector.
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DoE Policy: Pre-Compulsory Years of Schooling: Early Years Learning Framework
The Early Years Learning Framework (EYLF), part of the COAG reform agenda,
describes the principles, practice and outcomes essential to support and enhance
young children’s learning from birth to five years of age. In the Northern Territory,
these ages are inclusive of the Preschool and Transition year of schooling. The NT
Government is a signatory to the National Partnership Agreement on Early Childhood
Education and is therefore committed to the ongoing implementation of the EYLF for
Preschool and Transition years of schooling.
3.
SCOPE
The management of this policy will be the responsibility of Curriculum, Teaching and
Phases of Learning Division. The scope of this policy includes:
Preschool educators

Preschool educators will be using the EYLF throughout 2011 with full
implementation by the beginning of 2012 in line with the NQS timeline
Transition educators

Transition educators will fully implement the EYLF by 2013 as Preschool
children move into Transition. Transition educators have two years to become
familiar with, and incorporate, the EYLF pedagogy, principles, practices and
outcomes into their planning, programming, assessment and reporting.
Transition educators will use the Australian Curriculum/ NT Curriculum
Framework in conjunction with the EYLF.
The scope of this policy does not include:

Pre-compulsory education outside of these areas such as, childcare,
afterschool care and family day care

NQS assessment of Preschools

Mandated early years assessment eg Assessment of Student Competencies
(ASC)/ Australian Early Developmental Index (AEDI).
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DoE Policy: Pre-Compulsory Years of Schooling: Early Years Learning Framework
4.
DEFINITIONS
The Early Years Learning Framework guides “educators to provide young children
with opportunities to maximise their potential and develop a foundation for future
success in learning”iv by outlining the principles, practices and learning outcomes.
National Quality Framework
The NQF forms part of a broader COAG agenda to pursue substantial reform to
deliver a higher standard of care for children in the critical areas of education, health
and safety.
National Quality Standards
The NQS comprises guiding principles, quality areas, standards and elements to
ensure high quality practice and consistent provision of early childhood education
and care across Australia. NQS provide the requirements Preschools need to meet
the standards, regulations and schedules to gain approval to operate and continually
improve practice.
Council of Australian Government
COAG is the peak intergovernmental forum in Australia. It comprises the Prime
Minister, state premiers, Territory chief ministers and the president of the Australian
Local Government Association. The role of COAG is to initiate, develop and monitor
the implementation of policy reforms that are of national significance and require
cooperative action by governments at all levels.
Australian Early Developmental Index
The AEDI is a population measure of children’s development in communities across
Australia. Transition teachers conducted the AEDI in 2009 to give a national picture
of children’s health and development. The results pinpoint strengths in the
community as well as what can be improved. The assessment will be conducted
again in 2012 and 2015.
Assessment of Student Competencies
The ASC assists Transition teachers in identifying students who may be at risk of not
achieving and who may need further support.
Pre-compulsory Years of Schooling
The pre-compulsory years of schooling in the NT comprise Preschool and Transition.
Schooling is compulsory from the age of six.
Preschool
Preschool students are 3½ to 4½ years of age at the beginning of the school year.
Preschool is a non-compulsory, planned, play-based learning and development
program.
Transition
Transition students are 4½ to 5½ years of age at the beginning of the school year.
Transition is a non-compulsory, planned, play-based learning and development
program that assists in the development of children moving into year one.
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DoE Policy: Pre-Compulsory Years of Schooling: Early Years Learning Framework
5.
ROLES AND RESPONSIBILITIES
Curriculum, Teaching and Phases of Learning Division will:

Provide capacity-building support for regional curriculum officers, school leaders
and teachers to effectively implement the EYLF’s principles, practices and learning
outcomes with a view to enabling Preschool educators to meet NQS assessment
requirements

Collect data from regions to evaluate the effectiveness of this policy

Report to Executive Directors of Schools and School Education and Training
Operations as needed
Regional Directors will:

Ensure the provision of support to principals so the pre-compulsory years of
schooling use the EYLF to guide the principles, practices and learning outcomes
Regional Curriculum Managers will:

Provide professional learning support to school leaders in the pre-compulsory years
of schooling in the principles, practices and learning outcomes outlined in the EYLF
Principals

Ensure that the principles, practices and learning outcomes for the pre-compulsory
years of schooling is delivered using the EYLF and reported on through the Schools
Annual Performance Improvement Plan and/ or Annual Operational Plan

Support Preschool and Transition teachers to collaborate to ensure children’s
learning and wellbeing is seamless as they move through the pre-compulsory years
and is reported through the schools’ Annual Operation Plan
Teachers

Preschool and Transition teachers will use the EYLF to guide the principles,
practices and learning outcomes for children

Preschool and Transition educators collaborate to ensure children’s learning and
wellbeing is seamless as they move through the pre-compulsory years

Preschool teachers ensure the provision of quality teaching and learning using the
principles, practices and learning outcomes of the EYLF to align with the NQS

Transition teachers ensure the provision of quality teaching and learning using the
principles, practices and learning outcomes of the EYLF to teach the content of the
Australian Curriculum/ NTCF
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DET Policy: Pre-Compulsory Years of Schooling: Early Years Learning Framework
6.
RELATED POLICY, LEGISLATION AND DOCUMENTS
Policies

Age of entry for Pre-compulsory Schooling Policy (2009) states the age students
can access pre-compulsory schooling

Students with Disabilities Policy states the educational options and outcomes for
students with disabilities to maximise learning with regard to pre-compulsory
education

Education Service Provision sets out the entitlements students have to access
learning appropriate to their needs with regard to pre-compulsory schooling

Student Records Policy stipulates the access and maintenance of student records
which is in line with the National Quality Standards
Related Documents

The Early Years Learning Framework guides educators in the principles, practices
and outcomes to provide quality teaching and learning play-based experiences for
children.
o The Educators Guide to the EYLFv (and companion CD) will support
educators to reflect and inquire into everyday practices as they observe,
plan for and evaluate children’s learning, recognizing their interests and
dispositions taking into account children’s context, culture and diversity
o Reflect, Respect, Relate’vi (a document distributed to each Preschool by
DEEWR) provides a guide to reflective practice and for the development of
respectful connections and relationships between educators, families and
children
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
Australian Curriculum Phase 1 F- 10

National Aboriginal and Torres Strait Islander Education Action Plan aims to close
the gaps in reading, writing and numeracy between Indigenous students and nonIndigenous students commencing in pre-compulsory years

Assessment of Student Competencies mandates the identification, diagnosis and
intervention of students ‘at risk’ in literacy and/or numeracy in Transition
Memorandum: DOC2010/07888 2009/1070

Prioritising Literacy and Numeracy: A strategy to improve literacy and numeracy
outcomes 2010–2012

Every Child, Every Day Strategy engages student participation and attendance in
education commencing in the pre-compulsory years
www.education.nt.gov.au
DET Policy: Pre-Compulsory Years of Schooling: Early Years Learning Framework
7.
EVALUATION
Evaluation of the effectiveness of this policy will be through data provided by regions
to Curriculum, Teaching and Phases of Learning during the life of this policy.
Review
The policy will be reviewed in relation to the Northern Territory Early Childhood Plan when
it is released. This document is currently under development.
8.
ACKNOWLEDGEMENTS
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The Early Years Learning Framework, Australian Government Department of
Education, Employment and Workplace Relations, Commonwealth of Australia,
2009
Student Enrolment Process Policy (NTDET)
Melbourne Declaration on Education Goals for Young Australians December 2008
National Partnership Agreement on Early Childhood Education February 2009
National Information Agreement on Early Childhood Education and Care 2009–
2013
National Partnership agreement on the National Quality Agenda for Early
Childhood Education and Care 2009 – 2014
Closing the Gap: National Partnership Agreement on Indigenous Early Childhood
Development July 2009
Educator’s Guide, Australian Government Department of Education, Employment
and Workplace Relations, Commonwealth of Australia, 2010
Reflect, Respect, Relate: Assessing for Learning and Development in the Early
Years using observation scales: Department of Education and Children’s
Services South Australia, 2008
National Quality Standards Revised 2 November 2010 – DRAFT National Quality
Standard Assessment and Rating Instrument – Phase two Draft without prejudice
CD Reflective Practice for Improvement. Australian Government Department of
Education, Employment and Workplace Relations, Commonwealth of Australia,
2010
Framework in Action. Australian Government Department of Education,
Employment and Workplace Relations, Commonwealth of Australia, 2010
i
See the teachers and educators – Early Childhood Services DET NT website
http://www.det.nt.gov.au/teachers-educators/ec
ii
Melbourne declaration
iii
Government of South Australia. (2007). Early Years Learning and Curriculum – Reconceptualising Reception:
Continuity of Learning, (p11)
iv
Australian Government Department of Education, Employment and Workplace Relations.(2009). Belonging,
Being & Becoming: The Early Years Learning Framework for Australia (p 9)
v
Educators Belonging, Being & Becoming: Educators’ Guide to the Early Years Learning Framework for Australia
Australian Government Department of Education, Employment and Workplace Relations 2010 (p 11)
vi
Reflect, Respect, Relate: Assessing for Learning and Development in the Early Years using observation scales:
Department of Education and Children’s Services South Australia, 2008
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