Victorian+Curriculum+Assessment+Authority

=Latest report on the VEYLDF OPuitcomes Project - March 2012= = = =[]=

=Victorian Early Years Learning and Development Framework: Birth to 8 years (Victorian Framework)=

[|Report from the Outcomes Project 2010 – 2011] (PDF - 1.2MB)Released in March 2012.

Shining a light on Children’s learning
The purpose of the Outcomes Project was to use an inquiry-based model of professional learning with a range of early childhood professionals in services and schools to: Participants in the Outcomes Project reported that being part of this professional learning enabled them to look more deeply into the five learning and development outcomes. This expanded their view of children’s learning and improved their ability to identify and describe its meaning. They recognised evidence of young children’s learning in the birth to three period is subtle and tuning into children’s learning requires ongoing reflection and discussion. This has changed thinking from focussing on what children are ‘doing’ to focussing on what they are learning. This has led to improvements in planning and focussed conversations with parents about children’s learning. Go to the [|Early Years Exchange] To hear more about how early childhood professional are working with the VEYLDF and the five learning and development outcomes View the Early Years Exchange, online:
 * consider what children are demonstrating in the five learning and development outcomes from birth to eight years
 * examine and analyse in depth the learning and development outcomes
 * use a range of resources to support documentation and analysis of children’s learning and development
 * No 7** - Early Years Learning and Development Outcomes Project
 * No 8** - Practice Principle of Equity and Diversity.
 * No 9** - (to be published 18 April 2012) Practice Principle of Assessment for learning and development.
 * //Research in Practice//** **//Booklet//** - **//The more you know the more you see: Babies’ and toddlers’ learning//** by Ann Stonehouse includes several accounts from the Outcomes Project of learning observed and educators’ reflections that illustrate links to the five learning outcomes: [|www.earlychildhoodaustralia.org.au/shop/details.cfm?prodid=842]

= = =**VCAA Bulletin October 2011 - Focus on VEYLDF Outcomes Project**= []

VCAA Learning and Development Outcomes Project
The Outcomes Project was a key implementation activity of the Victorian Learning and Development Framework (The Framework) that used an inquiry based model of professional learning to: Fifty early childhood professionals participated in the Outcomes Project, which focused on collecting evidence in relation to children’s progress in areas described by the five Learning and Development in the Framework. The participants developed projects using an action modal planning research model (see right). The cycle of observation, interpretation/analysis and action was used by participants in the development of individual and in some cases, collaborative projects. The challenges for the early childhood professionals included: A draft tool and prompt sheet was developed by the VCAA Early Years Unit and Project Leaders to support evidence collection in the five outcomes. Participants used the draft tool for evidence collection and for discussion in workshops. Focusing on the Learning Outcomes in the Framework encouraged professionals to move beyond a pure developmental focus to a more holistic view of children and their learning. This took account of strengths, interests, personal style, temperament and family, community and cultural context. Participants noted that their understanding of children had been broadened and they had gained better knowledge of individual children. This had influenced their interactions with children. They noted that their analysis of children’s learning had deepened. They now explored different avenues for achieving learning outcomes with children and could identify different pathways children take on their learning journeys. The Project highlighted the value of developing ways (the ‘tool’ is an example) of helping professionals to think about both children’s learning and their practice. There is a need for many professionals to have more understanding about learning for children under three years old and associate practices. The Project, particularly the conversations in the Workshops, reinforced and highlighted for participants the complexity of their work and a sense of themselves as professionals. For some, participation strengthened and supported an image of themselves as leaders, as they shared their learning with colleagues. The Project highlighted the power of a framework about children’s learning. This applies to a range of early childhood professionals whose work focuses on young children and their learning. Participants believed they used the language of the Framework more in their interactions with parents. They communicated more with parents about children’s learning. They have become stronger advocates of learning through play and listen more actively to parents to gain a better understanding of their children. They integrate the perspectives of the parents into planning. Professionals have to be aware of learning opportunities and displays of learning that occur within everyday experiences of babies and toddlers. Using the ‘tool’ provided assistance in analysis and determination of children’s learning, especially children with special needs. Participants noted that they had begun to mentor colleagues within their own services in pedagogy, documentation and assessment. They had gained a new focus and have more detailed discussions about the Framework. Engagement, discussion and reflection about children with colleagues from different types of services have increased. In 2012 the ALD Project will build out of emerging evidence from the pilot Outcomes Project 2010–2011 to further inform implementation of the Victorian Framework within early years networks and learning communities. The ALD Project will have a central focus on assessment for learning and development in a curriculum planning cycle. Assessment for learning and development in this project is defined as a process of observing, recording and documenting what children do, say, make, write or draw in order to plan effectively for children’s current and future learning. The focus for participants in the ALD Project is to:
 * Consider what children are demonstrating in the five learning and development outcomes from birth to eight years
 * Examine and analyse in depth the learning and development outcomes
 * Use a range of resources to support documentation and analysis of children’s learning
 * using a strengths-based approach to make early learning and development more visible
 * assisting other professionals and families make meaning of that learning and development
 * using their interpretations of the evidence to inform their interactions with children
 * supporting the provision of learning experiences to advance children’s learning and development.
 * A number of key themes emerged from the project**
 * Holistic view of children’s learning**
 * The critical importance of ongoing professional learning**
 * Partnerships with families**
 * Working with colleagues**
 * Assessment for Learning and Development Project in 2012 (ALD)**
 * use the five outcomes as outlined in the Victorian Framework as key reference points to identify children’s progress
 * apply a diverse range of methods to document and analyse multiple and systematic examples of evidence of children’s capabilities and milestones
 * apply this information as part of a curriculum planning cycle to advance children’s learning
 * implement collaborative approaches to assessment for learning with children, with families and with other early childhood professionals.