The QKLG includes seven pedagogical practices that inform approaches to, and planning for, children’s learning, development and wellbeing.
- Last updated:
- 31 July 2024
QKLG 2024
- Familiarisation and planning resources
- Purpose
- Principles
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Practices
- Adopting holistic approaches
- Interacting with and responding to children
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Engaging in responsive planning and decision-making
- Planning with small groups of children
- Documenting Liam’s learning
- Observing Nhi’s learning
- Designing quality kindergarten programs with the QKLG
- Making planning decisions in kindergarten
- Planning intentional learning and teaching in kindergarten
- Planning for and monitoring learning and development
- Responsive decision-making in kindergarten
- Reviewing learning priorities in kindergarten
- Creating inclusive learning environments
- Facilitating play-based learning
- Using intentional teaching strategies
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Assessing children’s learning
- Assessing play-based learning
- Intentionality: The role of the teacher in assessment
- Monitoring: a planned approach to transition
- Gathering evidence for assessing children's learning
- Using evidence to inform planning in kindergarten
- Reviewing evidence to make judgments at the time of transition
- Using assessment to guide kindergarten planning
- Continua of learning and development
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Learning and development areas
- Identity
- Connectedness
- Wellbeing
- Active learning
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Communicating
- Stories for language and literacy
- Reading stories to build literacy
- Extending on stories to build literacy
- Playing with stories to build literacy
- Building awareness of sounds in words through play
- Building literacy for all learners
- Numeracy learning in kindergarten — Number and counting
- Engaging in numeracy games in kindergarten
- Exploring writing behaviours in kindergarten
- Inclusive practice in Communicating
- Expanding vocabulary in kindergarten
- Phonological and phonemic awareness in kindergarten
- Supporting transitions and continuity of learning