This booklet can be used to track individual progress. 

From today, 01 February 2024, both EYLF 2.0 and MTOP 2.0 will now come into effect and services will have to implement the new updated frameworks.

Changes to Learning Environments in Belonging, Being and Becoming now include a clearer definition of both indoor and outdoor learning environments, and descriptions of learning environments, for Aboriginal and Torres Strait Islander families these contributions can assist in building an intercultural space, Opportunities for children to learn on Country are recognised.

This template is used as a checklist to attach to documentation with a list of all the sub-outcomes for each of the EYLF Learning Outcomes Version 2.0.

The EYLF Learning Outcomes are broad and observable. They acknowledge that children learn in a variety of ways and vary in their capabilities and pace of learning. Children’s learning is ongoing acknowledge that children learn in a variety of ways. The following article provides practical examples of each individual learning outcome that children will progress towards in different and equally meaningful ways. 

The EYLF Outcomes Meanings and Examples provide detailed meanings for each of the 5 learning outcomes as well as examples of how each learning outcome can be implemented into practice.

EYLF Outcomes In Action provides examples of how each learning outcome can be demonstrated within the learning environment. These are great to display to show how children and Educators are actively engaging in each learning outcome.

This template is used by Educators for observations. This template links to the sub-outcomes of Learning Outcome 5 - Children Are Effective Communicators. 

This template is used by Educators for observations. This template links to the sub-outcomes of Learning Outcome 4 - Children Are Confident And Involved Learners.

To support children achieve learning outcomes from the EYLF Framework Version 2.0, the following list gives educators examples of how to promote children's learning in each individual learning outcome. These can be used when assessing children's learning, critically reflecting on the experiences planned, strategies to implement for each learning outcome and more. It also encourages and promotes each individual outcome throughout the early childhood setting.