The (EYLF) is nationally recognised and is recommend to educators by ACEQUA as a resourceful tool to link learning objectives and outcomes when planning.Their are multiple links to digital technology EYLF highlights the importance of making digital technologies available to children. For example; Outcome 5, stipulates "Identify the uses of technologies in everyday life and use real or imaginary technologies as props in their play” (Learning Outcome 5, Children are effective communicators, p. 44).
I have designed this PDF document to contain all the outcome links in the EYLF that relate to digital technology
In the classroom
Our Curriculum and Frame work in the ACT sets a bench mark for us to achieve. This also ensures that Teachers and Educators are providing high quality education to each student regardless of gender, background, age or disabilities. Technology has been integrated into our education system over the last two decades. There has been proven benefits in providing learning that is interesting, fun and engaging. There are many ways that we continue to adapt digital technology with learning.
At Preschool when we plan activities we link these to the Early Years Learning Frame work and the Australian Curriculum goals or outcomes. These are often represented by EYLF(Early Years Learning Framework) Outcome 1 to 5 and the Australian Curriculum digital Technologies, learning outcomes; as knowledge and understanding (ACTDIK) or process and production skills (ACTDIP).
As part of the National Quality Standards (NQS) we are required to link our planning with the early years learning frame work. Our school follows the Australian Curriculum too, by linking our planning to these learning outcomes we are meeting the N.Q.S area 1, known as; Educational Program and Practice. You may like to refer to the Australian Children's Education & Care Quality Authority (ACECQA)for more information.
The Early Years Learning Frame work
Supporting Social Skills:
Students celebrating their success.
While a group of students we're doing puzzles, they are approached by a child who shows them and tells them "I did this all on my own, it was very tricky" . The child had been working on Kodable and achieved the difficult task of programming the Fuzz ball to get the star.
Note: This child did not ask for help, he sat and persisted with the task and was not discouraged to stop or give up after an unsuccessful turn
Strands
SUBJECT
Curriculum
Our National Australian Curriculum recognises the importance of equipping children with skills to confidently apply technology to create solutions. In the Australian Curriculum, under band description for foundation to year 2, it mentions, digital technology builds on from ideas, abilities and activities set out in the early years learning framework.
The standard sets out clearly that students from foundation to year 2 will be provided with opportunities to explore 'robotic toys to navigate a map or recording science data with software applications'.
The Digital Technologies of the Australian Curriculum looks at computational thinking and using information to define, design and create systems via digital resources. We begin by looking at Algorithms and how computers use this system to carry out instructions. Better yet, known as Coding. We will explore coding with the Bee-Bot, Kodable and Scratch Junior.
This PDF contains an overview of Australian Curriculum digital technologies, from foundation to year 10.
Australian Curriculum
Goals