11. Learning outcomes What the Framework says Working in partnership with families, educators use the Learning Outcomes to guide their planning for children’s learning. In order to engage children actively in learning, educators identify children’s strengths and interests, choose appropriate teaching strategies and design the learning environment. Educators carefully assess learning to inform further planning (Framework, p. 9).
Think about The Framework identifies three types, or levels, of outcomes for planning for, facilitating and monitoring all children’s learning: • belonging, being and becoming are the big picture aims, or level 3 outcomes • the five Learning Outcomes with their 19 sub elements are broad, longer term goals of integrated competencies, processes, understandings and dispositions, or level 2 outcomes • points of evidence are the shorter term objectives and are often discrete skills or content, or level 1 outcomes that enable children to achieve the Learning Outcomes. Belonging, being and becoming and the five Learning Outcomes describe life competencies which are dynamic and in a continual state of becoming— becoming more complex, richer and more expansive. They are not discrete skills to be achieved and checked off. Skilful educators use all three levels of outcomes in their planning, as they are embedded within, build on, and complement each other. Each level acts as an enabler for the next level. The Framework has drawn on conclusive international evidence to identify the big picture and long term outcomes. These outcomes provide broad direction for early childhood educators in early childhood settings so that all children can experience learning that is engaging and builds success for life (Framework, pp.5–8).
42
EDUCATORS Belonging, Being & Becoming
When we plan for children’s learning, we make locally based and culturally appropriate decisions, relevant to our children and communities about the content and skills each child needs to become competent and confident within each learning outcome. It is at this level that we notice and plan for a lot of variation guided by the Framework’s Principle 3: high expectations and equity, believing in all children’s capacities to succeed. Each child and group of children will be at different points in their journey towards the big picture outcomes that have been identified for all children. Children and groups of children will bring to the curriculum ranges of: interests and understandings; family and community experiences; developmental pathways and temperaments and dispositions. Aboriginal and Torres Strait Islander children bring to the curriculum their particular histories, cultures, languages and traditions of their families and community. Culture is central to a child’s individuality, identity and sense of belonging and success in lifelong learning. Children’s early learning influences their life chances. In order that each child’s aspirations in life and learning, of belonging, of being and of becoming, are not compromised through stereotyping or personal agenda, educators deliberately and thoughtfully create and broaden opportunities for children to explore, follow and expand a wide range of interests and roles. Educators find supportive ways to challenge stereotypical ideas which may limit children’s