Approved learning frameworks
The National Quality Framework includes two approved learning frameworks that support early childhood educators and promote children’s learning.
Under the National Law, services must deliver an educational program to all children being educated and cared for that is:
based on an approved learning framework
delivered in accordance with that approved learning framework
based on the developmental needs, interests and experiences of each child
designed to take into account the individual differences of each child.
National approved learning frameworks
There are two national approved learning frameworks in operation under the NQF. These are:
Belonging, Being and Becoming: The Early Years Learning Framework for Australia (EYLF) V2.0 2022
National approved learning framework under the NQF for young children from birth to 5 years of age.
My Time, Our Place: Framework for School Age Care in Australia V2.0 2022
National approved learning framework under the NQF for school age children.
Both learning frameworks outline principles, practices and learning outcomes that guide educational leaders and educators in their curriculum decision-making, and assist them in planning, delivering and evaluating quality programs in early childhood and school age settings.
Purchase hard copies of Version 2 of the Approved Learning Frameworks on our secure online payment portal.
Other state and territory frameworks
There are also the following approved learning frameworks specific to Victoria:
Resources to support implementation of EYLF V2.0 and MTOP V2.0
Following a process to refresh the national frameworks, updated versions (V2.0) of both national approved learning frameworks were released in early 2023. The original versions (V1.0) of both national learning frameworks are no longer approved for use.
The following guidance and resources are offered to assist approved providers and their services implement the updated learning frameworks across their educational programs.
- Information Sheet – Approved Learning Frameworks overview
- Overview of changes online video
- ‘What’s changed?’ fact sheet for the EYLF V2.0
- ‘What’s changed?’ fact sheet for MTOP V2.0
- Approved Learning Frameworks Update FAQs
- Mapping the updated EYLF to V9 Australian Curriculum
- Mapping the updated MTOP to V9 Australian Curriculum
- EYLF Planning Cycle poster
- MTOP Planning Cycle poster
- EYLF Framework diagram poster
- MTOP Framework diagram poster
- Approved Learning Frameworks- Glossary of Terms Matching Game
New information sheets on elements of the EYLF V2.0 and MTOP V2.0
What's changed in the national approved learning frameworks?
The updates to both frameworks are the results of a robust process to assess options and provide recommendations for change. This included reviewing contemporary research, comprehensive stakeholder engagement nationally, and piloting of proposed changes across a range of education and care settings.
The changes you will find in both framework documents comprise a mix of clarifications and expanded explanations across parts of the original Approved Learning Frameworks, and a smaller number of more substantial changes, including the addition of 3 new principles and updated practices across all relevant aspects of V2.0 of both national Frameworks.
The main differences you will see are a stronger connection between the frameworks and the National Quality Standard in areas such as transitions, sustainability, theoretical approaches, critical reflection, the importance of Aboriginal and Torres Strait Islander ways of being, knowing and doing, inclusion and the addition of 3 new principles.
- Strengthening Aboriginal and Torres Strait Islander perspectives throughout the frameworks including the vision, principles, practices and outcomes
- Pedagogy and educator’s professional practice
- Strengthening the link between the vision and planning cycle
- Strengthening the principle of ongoing learning and reflective practice
- Introducing a new principle promoting collaborative leadership
- Introducing a new sustainability principle
- Strengthening the principle of high expectations and equity
- Updating the principle of secure, respectful and reciprocal relationships to include relational pedagogy
- Strengthening partnerships to include other professionals
- Clarifying the meaning of holistic approaches
- Strengthening the connection between play-based learning and intentionality
- Replacing cultural competence with cultural responsiveness
- Aligning assessment and evaluation for learning development and wellbeing
- Expanding and strengthening guidance to support the Outcomes
In 2020, Education Ministers commissioned an update of the 2 national approved learning frameworks.
Both frameworks have proved integral to the success of the National Quality Framework for close to a decade. The purpose of this update was to ensure they continue to reflect contemporary developments in practice and knowledge, while supporting all educators to promote the wellbeing, learning and development of each child.
After more than a decade in use, it was agreed that it’s important they remain current and support effective foundations for high quality education and care, and relationships across the early childhood and school age service system.
A national Consortium led by a partnership between Macquarie University, Queensland University of Technology and Edith Cowan University was engaged by ACECQA, on behalf of all governments, to deliver the 2021 National Quality Framework (NQF) Approved Learning Frameworks Update project.
The project commenced in 2021 and was delivered over 3 stages.
In Stages 1 and 2, the Literature Review, surveys and stakeholder feedback on the Discussion Paper highlighted the strengths of the original national Approved Learning Frameworks and identified areas where they could be improved.
Potential areas for improving the original frameworks were explored in the Discussion Paper, aiming to strengthen the connection between the frameworks and the National Quality Standard in areas such as transitions, sustainability, theoretical approaches, critical reflection, the importance of Aboriginal and Torres Strait Islander ways of being, knowing and doing, and inclusion.
During Stage 3, the Consortium piloted the potential updates to the 2 national Frameworks in 16 ECEC and OSHC services across Australia to inform their recommendations to governments and ACECQA on areas for improvement, and how any changes are best implemented.
The pilot sites included a diverse range of service types across jurisdictions.
Throughout the pilot, service leaders and educators provided feedback to the Consortium on the clarity, useability and efficacy of the potential updates. They also shared their insights on opportunities for further improvement and on implementation.