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Kindergarten

• QKLG 2024
  • Purpose
    • Alignment between QKLG and EYLF V2.0
  • Principles
    • Respectful relationships
    • Collaborative partnerships
    • High expectations, equity and respect for diversity
    • Effective pedagogies
    • Aboriginal and Torres Strait Islander perspectives
    • Sustainability
    • Collaborative leadership and teamwork
    • Critical reflection
  • Practices
    • Adopting holistic approaches
    • Interacting with and responding to children
    • Engaging in responsive planning and decision-making
    • Creating inclusive learning environments
    • Facilitating play-based learning
    • Using intentional teaching strategies
    • Assessing children’s learning
  • Continua of learning and development
  • Learning and development areas
    • Identity
    • Connectedness
    • Wellbeing
    • Active learning
    • Communicating
  • Supporting transitions and continuity of learning
  • Familiarisation and planning resources
• Transition to school
  • Kindergarten transition statements
    • KTS app FAQs
  • Resources
    • Transition to school
    • Professional conversations
    • Building partnerships
    • Partners in transition
    • Accessing and managing the KTS application
    • School access to kindergarten transition statements
    • Creating transition statements using the KTS app
    • Supporting children's transition to Prep
    • Sharing transition statements with schools
• Kindergarten research insights
  • Cultural diversity
  • Inclusion and diversity
  • Patterning
  • Starting school: Essential transition practices
  • Writing transition statements: Including strengths and challenges
  • Register for updates
  • Early childhood mathematics: Exploring number
  • Setting high expectations for 3-year-olds in Kindergarten
  • Fostering executive functions
• Accreditation of kindergarten guidelines