Tag: planning cycle

The new VEYLDF approved framework: what changed?

~ Storykate ~ Leave a comment

If you’re applying for an educator role in Victoria, there’s one document the panel expects you to know before you walk in. It’s the VEYLDF, and in government-funded kinders it isn’t optional. Here’s the part most applicants skip.

Download the new framework here 👇🏻

Ochre Artwork by Annette Sax (Taungurung), developed in collaboration with Dr Sue Atkinson AM (Yorta Yorta). Photography by Hunter Callaghan. © State of Victoria (Department of Education) 2026.

https://www.education.vic.gov.au/Documents/childhood/providers/edcare/Victorian-Early-Years-Learning-and-Development-Framework-VEYLDF-2026.pdf

The changes at a glance

Area2016 version2026 version
Practice Principles8 principles7 principles
Integrated teaching and learningOne of the 8 principlesA standalone element with its own section, brought to the front
Fifth principleEquity and diversityEquity, diversity and inclusion (names neurodiversity)
Professionals principlePartnerships with professionalsPartnerships between professionals
Planning cycleCollect information, Question/Analyse, Plan, Act/Do, Reflect/review (from EYLF 2010)Observe, Assess, Plan, Implement, Evaluate (from EYLF 2022)
In practice tablesNoneA Do / See / Reflect table for every principle and for transitions
First Nations knowledgeOne Ochre Artwork and one story descriptionCultural Knowledge Stories woven throughout, with a new artist, Robert Barnett
Key termsGlossary sat at the backKey terms section up front: child safety, cultural safety, families, child voice, early childhood professionals, play
Child Safe StandardsNot namedNamed, sitting alongside the National Quality Framework
NeurodiversityNot mentionedNeuro-affirming practice named as part of inclusion
Ecological ModelProminent, full Bronfenbrenner diagram (Figure 2)Referenced in text, less visually central; the Cultural Knowledge Stories carry the relational message
School links and mapsIllustrative Maps to the Victorian Curriculum F to 10Learning and Development Maps, plus a link to the Victorian Teaching and Learning Model 2.0
The five OutcomesFive outcomesSame five outcomes, names unchanged, now with “This is evident when children” indicators
SustainabilityCovered broadlySplit into three dimensions: environmental, social, economic
Overall shapeLong, with five appendicesStreamlined, ending at Transitions and Continuity of learning

There’s a framework Victorian kinders have to follow, and half the people applying mention it without ever really understanding it. Let me show you the bit that actually matters

1. planning cycle

EARLY YEARS FRAMEWORK · VICTORIA The Planning Cycle VEYLDF 2026 aligned with EYLF 2.0 Documentation happens throughout the cycle 1 Observe watch and listen 2 Assess make sense of it 3 Plan choose the next step 4 Implement put it into action 5 Evaluate reflect, what next? A Storykate resource storykate.com.au

The single biggest shift for your audience is the planning cycle rename. It moves from Collect, Question and Analyse, Plan, Act, Reflect to Observe, Assess, Plan, Implement, Evaluate, which now matches EYLF 2022. 1. The planning cycle has new words.

The old cycle ran Collect information, Question and Analyse, Plan, Act or Do, Reflect and review, drawn from the 2010 Educator’s Guide. The 2026 cycle runs Observe, Assess, Plan, Implement, Evaluate, drawn from the updated EYLF 2022. Same intent, refreshed language, and it now lines up with the national framework so educators are not juggling two vocabularies.

If your templates, headings or observation labels still say “collect” and “act or do”, they are due for a refresh to Observe, Assess, Plan, Implement, Evaluate.

2. Integrated teaching and learning is now its own thing

In 2016 it lived inside the eight principles. In 2026 it steps out as a standalone element with its own section near the front, which is why the principle count drops to seven. The three approaches carry through, with a small wording tidy: child-directed play and learning becomes child-directed learning, guided play and learning becomes guided learning, and adult-led learning stays as it was. The framing also shifts, with the Woven Strands Cultural Knowledge Story now illustrating how the three approaches interlace from a Victorian First Nations perspective.

For planning, this means a weekly program should make the three approaches visible and show the intentional call about when to follow, when to guide and when to lead.

3. Equity and diversity grows into equity, diversity and inclusion

The fifth principle gains inclusion in its name, and the text names neuro-affirming practice that recognises and values neurodiversity. Nothing in the old version blocked inclusive practice, though the 2026 wording makes it explicit and asks you to plan adjustments as a matter of course.

4. New Do, See, Reflect tables

Every principle now comes with an In practice table split into Do, See and Reflect. That gives you a ready scaffold for reflection, and a neat way to evidence your practice against each principle for a Quality Improvement Plan or an assessment and rating visit.

5. Cultural Knowledge Stories run right through

The 2016 book had a single Ochre Artwork by Annette Sax with a story by Dr Sue Atkinson. The 2026 version deepens this considerably, with a suite of stories tied to framework elements: the Fern for pedagogy, the Woven Strands for integrated teaching and learning, the Yam Daisy or Murnong for planning, Ochre Mountain for assessment, Scar Trees and Message Stick for the outcomes, and River Stepping Stones for transitions. Robert Barnett, of Yorta Yorta descent, joins as a collaborating artist. First Nations perspectives are embedded across the whole document rather than sitting in one place.

6. Key terms and Child Safe Standards move up front

The 2026 version opens with defined key terms: child safety, cultural safety, families, child voice, early childhood professionals and play. It also names the Child Safe Standards explicitly, sitting alongside the National Quality Framework. That reflects the current regulatory setting and connects neatly to the child safety and child protection distinction educators are asked to hold.

7. What did not change

The five Learning and Development Outcomes keep their names: strong sense of identity, connected with and contribute to their world, strong sense of wellbeing, confident and involved learners, effective communicators. The reflective, relationship-centred spirit of the framework is intact. If your resources already speak the Outcomes language, that part carries straight across.

My notes and thoughts

The 2026 framework text is released under Creative Commons Attribution 4.0, so you may quote and paraphrase it with credit to the State of Victoria (Department of Education).

Cheers, Kate / Storykate

Why Educators Should Start Using AERO Learning Trajectories

~ Storykate ~ Leave a comment

Hey educators! Storykate has already talked about how to use the EYLF for writing better observations — today, it’s AERO’s Learning Trajectories’ turn.

If you’ve ever felt stuck trying to figure out the next step in a child’s learning, learning trajectories are the answer. They help you connect your observations to intentional teaching more effectively.

Unlike traditional developmental milestones, which tell you what a child should be able to do at a certain age, learning trajectories show you how children learn. They provide clear strategies to support that learning.

In this article, I’ll explain why learning trajectories are so valuable. I’ll also discuss how they align with the Early Years Learning Framework (EYLF). Finally, I’ll show you how you can use them to strengthen your teaching strategies and planning cycle.

What Are Learning Trajectories?

Learning trajectories describe the typical paths that children follow as they develop skills and understanding in key developmental areas. Instead of simply listing developmental milestones, they focus on the process of learning — how children progress and how educators can scaffold the next steps.

The Five Key Domains

AERO’s Learning Trajectories focus on five critical domains of early childhood development:

  1. Mathematical Thinking – Developing number sense, patterns, and spatial awareness.
  2. Executive Functions – Building attention, memory, and self-regulation.
  3. Social and Emotional Learning – Developing relationships, empathy, and emotional regulation.
  4. Physical Development – Enhancing fine and gross motor skills.
  5. Language and Communication – Supporting listening, speaking, and understanding.

How Are Learning Trajectories Different from Traditional Milestones?

Traditional developmental milestones focus on whether a child has reached specific skills at a certain age. This can lead to a deficit-based approach where the focus is on what the child can’t do.

Learning trajectories, on the other hand, are strengths-based. They focus on:
✅ What the child can do.
✅ How the child is progressing.
✅ What the next step in learning might look like.

Instead of measuring children against a fixed timeline, learning trajectories recognise that development is not linear and that each child’s learning journey is unique.

How Learning Trajectories Support the EYLF Planning Cycle

The EYLF planning cycle includes five key stages:

  1. Observe – Identify where a child is within the trajectory.
  2. Assess – Understand how the child’s development aligns with the trajectory.
  3. Plan – Develop intentional strategies to support the next steps.
  4. Act/Implement – Engage children in meaningful learning experiences.
  5. Reflect – Evaluate the effectiveness of your strategies.

Learning trajectories provide a clear framework for each stage of the planning cycle, helping educators move from observation to intentional action.

Example:

A group inquiry into bugs can touch on multiple developmental domains:

  • Mathematical thinking – Counting bugs and comparing sizes.
  • Executive functions – Planning how to search for bugs.
  • Social and emotional learning – Collaborating with peers and asking questions.
  • Physical development – Using fine motor skills to draw bugs.
  • Language and communication – Describing findings and asking follow-up questions.

This kind of integrated learning experience becomes easier to plan when you’re working with learning trajectories.

Strengthening Partnerships with Families and Colleagues

Learning trajectories also enhance communication and collaboration with families and fellow educators.

👩‍🏫 With Families: Educators can use the trajectories. These tools help explain where a child is at in their learning. They identify what their next learning steps might be. This process encourages families to extend the learning at home.

🤝 With Colleagues: Learning trajectories create a shared language for planning and reflection. This shared language makes it easier to align teaching strategies. It also supports consistent practices across a service.

The Role of Reflection and Professional Learning

Learning trajectories encourage educators to reflect on their teaching practices and identify gaps in how they support children’s development.

For example, an educator might realise that they focus heavily on language and communication. They need to incorporate more opportunities for developing executive functions. These include problem-solving and self-regulation.

Ongoing professional learning helps educators deepen their understanding of the trajectories and adjust their practice accordingly.

Planning Intentional Teaching Strategies with Learning Trajectories

One of the biggest advantages of learning trajectories is that they offer clear, actionable guidance for intentional teaching.

If a child is learning early counting skills, the trajectory might suggest:

  • Encouraging counting during play.
  • Introducing games that involve patterns and quantities.
  • Using songs and rhymes to reinforce number sequences.

Instead of guessing what to do next, educators can confidently choose strategies that are backed by developmental research.

Contributing to the Quality Improvement Plan (QIP)

Using learning trajectories can strengthen your service’s QIP by demonstrating:
✔️ A clear, research-based approach to planning and assessment.
✔️ Consistent, intentional teaching strategies across all domains.
✔️ A commitment to reflective practice and continuous improvement.

The trajectories help meet the National Quality Standard (NQS) by providing a structured approach to planning, documentation, and assessment.

Why Every Educator Should Start Using Learning Trajectories

If you’re not already using AERO’s Learning Trajectories, now is the time to start. They provide a strengths-based, research-informed framework for supporting children’s learning across key developmental domains.

Learning trajectories help educators move beyond observation to intentional teaching, ensuring that every child receives the support they need to thrive.

👉 Access AERO’s Learning Trajectories here: AERO Learning Trajectories

Stay tuned. I am going to create a series of videos about AERO. These will focus on their use in planning in early childhood education and care.