| NSW Department of Education

Curriculum links – EYLF to Early Stage 1

Early Stage 1 resource.

Curriculum links between prior-to-school and school curriculum

This document has been prepared to support early childhood educators and Kindergarten teachers to promote children’s continuity of
learning. Continuity in what and how children learn is a key factor in children experiencing a strong and successful start to school.

Continuity of learning is strengthened through a shared understanding of the curriculum and pedagogy applicable to each setting. In early
childhood education services, curriculum aligns to the Early Years Learning Framework for Australia (EYLF), and in Kindergarten
classrooms, the NSW Educational Standard Authority (NESA) syllabuses are implemented. While these curriculums are designed
differently, both include outcomes as a key element and seek to achieve the goals of the The Alice Springs (Mparntwe) Education
Declaration (2019).

The following tables are organised into the 6 key learning areas addressed in Kindergarten:

 Column 1 lists examples of evidence of children’s learning, followed in brackets by the EYLF learning outcome (LO) and key
component (KC) addressed.

 Column 2 lists the Early Stage 1 (ES1) outcomes that build upon and extend this learning, followed in brackets by the NSW syllabus
outcome code.

education.nsw.gov.au
  Column 3 lists the relevant Early Stage 1 content.

It is intended that these tables will support educators and teachers to:

 deepen their knowledge of what is taught in both early childhood education and Kindergarten settings

 effectively plan with knowledge of the ‘next step’ in a child’s learning

 build on and extend what a child already knows and can do

 better understand how the foundational skills developed in early childhood settings align to ES1 learning outcomes and content,
together forming an education continuum.

2 Early Stage 1 Curriculum links – EYLF to Early Stage 1

 Contents
Curriculum links – EYLF to Early Stage 1..........................................................................................................................................................................1

Curriculum links between prior-to-school and school curriculum............................................................................................................................................................ 1

From the Early Years Learning Framework to Early Stage 1 English..................................................................................................................................................... 4

From the Early Years Learning Framework to Early Stage 1 mathematics........................................................................................................................................... 10

From the Early Years Learning Framework to Early Stage 1 science and technology.......................................................................................................................... 17

From the Early Years Learning Framework to Early Stage 1 personal development, health and physical education (PDHPE)...........................................................21

From the Early Years Learning Framework to Early Stage 1 human society and its environment (HSIE)............................................................................................ 27

From the Early Years Learning Framework to Early Stage 1 creative arts............................................................................................................................................ 30

EYLF learning outcomes and key components..................................................................................................................................................................................... 33

References............................................................................................................................................................................................................................................ 36

© NSW Department of Education 2021, Mar-24 3

 From the Early Years Learning Framework to Early Stage 1 English

Table 1 – EYLF to Early Stage 1 English

Early Years Learning Framework (2009) NSW English K-2 (2021) Early Stage 1 Early Stage 1 content

Learning is evident, for example, when outcomes

a child:
A student:

 conveys and constructs messages  communicates effectively by using Oral language and communication
with purpose and confidence, build- interpersonal conventions and lan-  listening for understanding
ing on home/family and community guage with familiar peers and adults
 social and learning interactions
literacies (EYLF LO5 KC1) (ENE-OLC-01).
 understanding and using grammar
 exchanges ideas, feelings and un-
when interacting
derstandings using language and
representations in play (EYLF LO5  oral narrative.
KC1).

 engages in sustained communica-  understands and effectively uses Vocabulary

tion with educators about their ideas Tier 1 words and Tier 2 words in fa-  learning and using words.
and experiences (EYLF LO5 KC1). miliar contexts (ENE-VOCAB-01).

 sings and chants rhymes, jingles  identifies, blends, segments and ma- Phonological awareness
nipulates phonological units in

4 Early Stage 1 Curriculum links – EYLF to Early Stage 1

 Early Years Learning Framework (2009) NSW English K-2 (2021) Early Stage 1 Early Stage 1 content

Learning is evident, for example, when outcomes

a child:
A student:

and songs (EYLF LO5 KC3) spoken words as a strategy for read-  words
ing and creating texts (ENE-
 listens and responds to sounds and  syllables
PHOAW-01).
patterns in speech, stories and
 phonemes.
rhymes in context (EYLF LO5 KC4)

 listens and responds to sounds and

patterns in speech, stories and
rhyme (EYLF LO5 KC4).

 begins to understand concepts of  tracks written text from left to right Print conventions
print and the ways that texts are and from top to bottom of the page  features of print
structured (EYLF LO5 KC2). and identifies visual and spatial fea-
 directionality of print.
tures of print (ENE-PRINT-01).

 begins to understand key literacy  uses single-letter grapheme-phon- Phonic knowledge

concepts and processes, such as eme correspondences and common  single-letter graphemes
letter-sound relationships (EYLF digraphs to decode and encode
 digraphs.
LO5 KC2) words when reading and creating
texts (ENE-PHOKW-01).
 begins to be aware of the relation-

© NSW Department of Education 2021, Mar-24 5

 Early Years Learning Framework (2009) NSW English K-2 (2021) Early Stage 1 Early Stage 1 content

Learning is evident, for example, when outcomes

a child:
A student:

ships between oral, written and

visual representations (EYLF LO5
KC4).

 view and listen to printed, visual and  reads decodable texts aloud with Reading fluency
multimedia texts and respond with automaticity (ENE-REFLU-01).  automaticity
relevant gestures, actions, com-
 prosody.
ments and/or questions (EYLF LO5
KC2)

 actively use, engage with and share

the enjoyment of language and texts
in a range of ways (EYLF LO5 KC2).

 explores texts from a range of differ-  comprehends independently read Reading comprehension
ent perspectives and begin to analyse texts using background knowledge,  activating word meaning
the meanings (EYLF LO5 KC2) word knowledge and understanding
 understanding and connecting sen-
of how sentence connect (ENE-RE-
 recognises and engages with written
tences
COM-01).
and oral culturally constructed texts

6 Early Stage 1 Curriculum links – EYLF to Early Stage 1

 Early Years Learning Framework (2009) NSW English K-2 (2021) Early Stage 1 Early Stage 1 content

Learning is evident, for example, when outcomes

a child:
A student:

(EYLF LO5 KC2).  understanding whole text

 monitoring comprehension

 recalling details.

 develops an understanding that  creates written texts that include at Creating written texts
symbols are a powerful means of least 2 related ideas and correct  text features
communication and that ideas, simple sentences (ENE-CWT-01).
 sentence-level grammar
thoughts and concepts can be rep-
resented through them (EYLF LO5  punctuation
KC3)
 word-level language
 shares the stories and symbols of
 planning and revising.
their own culture and re-enacts well-
known stories (EYLF LO5 KC4).

 begins to understand key literacy  applies phonological, orthographic Spelling

concepts and processes, such as and morphological generalisations  integrated spelling components
letter-sound relationships (EYLF and strategies to spell taught familiar
 phonological component
LO5 KC2) and high-frequency words when cre-

© NSW Department of Education 2021, Mar-24 7

 Early Years Learning Framework (2009) NSW English K-2 (2021) Early Stage 1 Early Stage 1 content

Learning is evident, for example, when outcomes

a child:
A student:

 listens and responds to sounds and ating texts (ENE-SPELL-01).  orthographic component
patterns in speech, stories and
 morphological component.
rhyme (EYLF LO5 KC4)

 begins to be aware of the relation-

ships between oral, written and
visual representations (EYLF LO5
KC4).

 begins to use images and approxim-  produces all lower-case and upper- Handwriting
ations of letters and words to convey case letters to create texts (ENE-  handwriting.
meaning (EYLF LO5 KC3) HANDW-01).

 uses symbols in play to represent

and make meaning (EYLF LO5
KC3).

 actively uses, engages with and  understands and responds to literat- Understanding and responding to lit-
shares the enjoyment of language ure read to them (ENE-UARL-01). erature
and texts in a range of ways (EYLF  context

8 Early Stage 1 Curriculum links – EYLF to Early Stage 1

 Early Years Learning Framework (2009) NSW English K-2 (2021) Early Stage 1 Early Stage 1 content

Learning is evident, for example, when outcomes

a child:
A student:

LO5 KC2)  narrative

 recognises and engages with written  character

and oral culturally constructed texts
 imagery, symbol and connotation
(EYLF LO5 KC3).
 perspective.

© NSW Department of Education 2021, Mar-24 9

 From the Early Years Learning Framework to Early Stage 1 mathematics

Table 2 – EYLF to Early Stage 1 Mathematics

Early Years Learning Framework (2009) NSW mathematics K-2 (2021) Early Early Stage 1 content

Learning is evident, for example, when Stage 1 outcomes

a child:
A student:

 contributes constructively to math-  develops understanding and fluency Working mathematically embedded
ematical discussions and arguments in mathematics through exploring processes
(EYLF LO4 KC2) and connecting mathematical con-  communicating
cepts, choosing and applying math-
 applies a wide variety of thinking
 understanding and fluency
ematical techniques to solve prob-
strategies to engage with situations
lems, and communicating their think-  problem-solving
and solve problems, and adapt
ing and reasoning coherently and
these strategies to new situations  reasoning.
clearly (MAE-WM-01).
(EYLF LO4 KC2)

 uses mathematical language and

symbols to contribute constructively
to mathematical discussions and ar-
guments (EYLF LO4 KC2)

 uses the processes of play, reflec-

10 Early Stage 1 Curriculum links – EYLF to Early Stage 1

 Early Years Learning Framework (2009) NSW mathematics K-2 (2021) Early Early Stage 1 content

Learning is evident, for example, when Stage 1 outcomes

a child:
A student:

tion and investigation to solve prob-

lems (EYLF LO4 KC3)

 tries out strategies that were effect-

ive to solve problems in one situ-
ation in a new context (EYLF LO4
KC3)

 applies generalisations from one

situation to another (EYLF LO4
KC3)

 uses language to explain mathemat-

ical ideas (EYLF LO5 KC1)

 interacts with others to explore ideas

and concepts, clarify and challenge
thinking, negotiate and share new
understandings (EYLF LO5 KC1).

 uses language to communicate  demonstrates an understanding of Representing whole numbers

© NSW Department of Education 2021, Mar-24 11

 Early Years Learning Framework (2009) NSW mathematics K-2 (2021) Early Early Stage 1 content

Learning is evident, for example, when Stage 1 outcomes

a child:
A student:

thinking about quantities (EYLF LO5 how whole numbers indicate quant-
KC1) ity (MAE-RWN-01)  instantly name the number of ob-
 demonstrates an increasing under- reads numerals and represents jects within small collections
standing of number using vocabu- whole numbers to at least 20 (MAE-  use the counting sequence of ones
lary to describe names of numbers RWN-02).
flexibly
(EYLF LO5 KC1)
 recognise number patterns
uses symbols in play to represent
 connect counting and numerals to
and make meaning (EYLF LO5
quantities.
KC4).

 uses play to investigate, imagine  reasons about number relations to Combining and separating quantities
and explore ideas (EYLF LO4 KC1). model addition and subtraction by  model additive relations and com-
combining and separating, and com- pare quantities
paring collections (MAE-CSQ-01)
 identify part–whole relationships in
 represents the relations between the
numbers up to 10.
parts that form the whole, with num-
bers up to 10 (MAE-CSQ-02).

12 Early Stage 1 Curriculum links – EYLF to Early Stage 1

 Early Years Learning Framework (2009) NSW mathematics K-2 (2021) Early Early Stage 1 content

Learning is evident, for example, when Stage 1 outcomes

a child:
A student:

 makes predictions and generalisa-  recognises, describes and continues Forming groups
tions about their daily activities, as- repeating patterns (MAE-FG-01)  copy, continue and create patterns
pects of the natural world and envir-  forms equal groups by sharing and
 investigate and form equal groups
onments, using patterns they gener- counting collections of objects
by sharing
ate or identify and communicates (MAE-FG-02).
these using mathematical language  record grouping and sharing.
and symbols (EYLF LO4 KC2)

 begins to recognise patterns and re-

lationships and the connections
between them (EYLF LO5 KC4).

 demonstrates an increasing under-  describes position and gives and fol- Geometric measure
standing of measurement using lows simple directions (MAE-GM-01)  Position: describe position and
vocabulary to describe length (EYLF
 describes and compares lengths movement of oneself
LO5 KC1).
(MAE-GM-02)  Length: use direct and indirect com-
 identifies half the length and the parisons to decide which is longer
halfway point (MAE-GM-03).

© NSW Department of Education 2021, Mar-24 13

 Early Years Learning Framework (2009) NSW mathematics K-2 (2021) Early Early Stage 1 content

Learning is evident, for example, when Stage 1 outcomes

a child:
A student:

 Length: create half a length.

 uses language to describe attributes  sorts, describes, names and makes Two-dimensional spatial structure
of objects and collections (EYLF two-dimensional shapes, including  2D shapes: Sort, describe and name
LO5 KC1) triangles, circles, squares and rect- familiar shapes
angles (MAE-2DS-01)
 demonstrates an increasing under-  2D shapes: Represent shapes
standing of measurement using  describes and compares areas of
 Area: Identify and compare area.
vocabulary to describe volume similar shapes (MAE-2DS-02)
(EYLF LO5 KC1) Three-dimensional spatial structure
 manipulates, describes and sorts
 demonstrates an increasing under- three-dimensional objects (MAE-  3D objects: Explore familiar three-di-
standing of measurement using 3DS-01) mensional objects
vocabulary to describe size (EYLF 
 describes and compares volumes Volume: Compare internal volume
LO5 KC1) (MAE-3DS-02). by filling and packing
 begins to sort, categorise, order and
 Volume: Compare volume by build-
compare collections and events and
ing.
attributes of objects and materials, in
their social and natural worlds

14 Early Stage 1 Curriculum links – EYLF to Early Stage 1

 Early Years Learning Framework (2009) NSW mathematics K-2 (2021) Early Early Stage 1 content

Learning is evident, for example, when Stage 1 outcomes

a child:
A student:

(EYLF LO5 KC4).

 manipulates objects and experi-  describes and compares the masses Non-spatial measure
ments with cause and effect, trial of objects (MAE-NSM-01)  Mass: Identify and compare mass
and error (EYLF LO4 KC2)
 sequences events and reads hour using weight
 notices and predicts the patterns of time on clocks (MAE-NSM-02).  Time: Compare and order the dura-
regular routines and the passing of tion of events using the language of
time (EYLF LO5 KC4). time

 Time: Connect days of the week to

familiar events and actions

 Time: Tell time on the hour on ana-

logue and digital clocks.

 creates and uses representation to  contributes to collecting data and in- Data
organise, record and communicate terprets data displays made from ob-
 respond to questions, collect inform-
mathematical ideas and concepts jects (MAE-DATA-01).
ation and discuss possible outcomes
(EYLF LO4 KC2).
of activities

© NSW Department of Education 2021, Mar-24 15

 Early Years Learning Framework (2009) NSW mathematics K-2 (2021) Early Early Stage 1 content

Learning is evident, for example, when Stage 1 outcomes

a child:
A student:

 organise objects into simple data

displays and interpret the displays.

16 Early Stage 1 Curriculum links – EYLF to Early Stage 1

 From the Early Years Learning Framework to Early Stage 1 science and
technology

Table 3 – EYLF to Early Stage 1 science and technology

Early Years Learning Framework (2009) NSW science and technology K-6 Early Stage 1 content
(2017) Early Stage 1 outcomes
Learning is evident, for example, when
a child: A student:

 participate with others to solve prob-  observes, questions and collects Working scientifically skills
lems and contribute to group out- data to communicate ideas (STe-  communicating
comes (EYLF LO2 KC4) 1WS-S)
 identifying and defining
 uses play to investigate, imagine  develops solutions to an identified
 planning and conducting investiga-
and explore ideas (EYLF LO4 KC1) need (STe-2DP-T).
tions
 participates in a variety of rich and
 processing and analysing data
meaningful inquiry-based experi-
ences (EYLF LO4 KC1)  producing and implementing

 uses reflective thinking to consider  questioning and predicting

why things happen and what can be
 researching and planning
learnt from these experiences
(EYLF LO4 KC2)  testing and evaluating.

© NSW Department of Education 2021, Mar-24 17

 Early Years Learning Framework (2009) NSW science and technology K-6 Early Stage 1 content
(2017) Early Stage 1 outcomes
Learning is evident, for example, when
a child: A student:

 applies a wide variety of thinking

strategies to engage with situations
and solve problems, (EYLF LO4
KC2)

 explores ideas and theories using

imagination, creativity and play
(EYLF LO4 KC4).

 explores relationships with other liv-  explores the characteristics, needs Living world
ing and non-living things (EYLF LO2 and uses of living things (STe-3LW-  characteristics and basic needs of
KC2) ST). living things
 develops an awareness of the im-  using living things as food and fibre.
pact of human activity on environ-
ments and the interdependence of
living things (EYLF LO2 KC2).

 manipulates resources to investig-  identifies that objects are made of Material world
ate, take apart, assemble, invent materials that have observable  properties of materials can be ob-
and construct (EYLF LO4 KC4). properties (STe-4MW-ST).

18 Early Stage 1 Curriculum links – EYLF to Early Stage 1

 Early Years Learning Framework (2009) NSW science and technology K-6 Early Stage 1 content
(2017) Early Stage 1 outcomes
Learning is evident, for example, when
a child: A student:

served

 materials are selected to suit spe-

cific purposes.

 manipulates objects and experi-  observes the way objects move and Physical world
ments with cause and effect, trial relates changes in motion to push  movement of objects.
and error, and motion (EYLF LO4 and pull forces (STe-5PW-ST).
KC2).

 observes, notices and responds to  identifies how daily and seasonal Earth and space
change (EYLF LO2 KC2) changes in the environment affect  changes in the environment.
humans and other living things
 notices and predicts the patterns of
(STe-6ES-S).
regular routines and the passing of
time (EYLF LO5 KC4).

 identifies the uses of technologies in  identifies digital systems and ex- Digital technologies
everyday life and use real or imagin- plores how instructions are used to  digital systems
ary technologies as props in their control digital devices (STe-7DI-T).
 sequencing technologies.
play (EYLF LO5 KC5).

© NSW Department of Education 2021, Mar-24 19

 From the Early Years Learning Framework to Early Stage 1 personal
development, health and physical education (PDHPE)

Table 4 – EYLF to Early Stage 1 PDHPE

Early Years Learning Framework (2009) NSW PDHPE K-10 (2018) Early Stage 1 Early Stage 1 content
outcomes
Learning is evident, for example, when
a child: A student:

 establishes and maintains respect-  identifies who they are and how Health, wellbeing and relationships
ful, trusting relationships with other people grow and change (PDe-1)  What makes me unique?
children and educators (EYLF LO1
 identifies people and demonstrates
 How do we grow?
KC1)
protective strategies that help keep
 How can we care for and include
 makes choices, accept challenges, themselves healthy, resilient and
each other?
takes considered risks, manages safe (PDe-2)
change and copes with frustrations
 communicates ways to be caring, in-
and the unexpected (EYLF LO1
clusive and respectful of others
KC1)
(PDe-3)
 participate in reciprocal relationships
 practises self-management skills in
(EYLF LO1 KC1)
familiar and unfamiliar scenarios
 gradually learns to ‘read’ the beha-

20 Early Stage 1 Curriculum links – EYLF to Early Stage 1

 Early Years Learning Framework (2009) NSW PDHPE K-10 (2018) Early Stage 1 Early Stage 1 content
outcomes
Learning is evident, for example, when
a child: A student:

viours of others and respond appro- (PDe-9)

priately (EYLF LO1 KC1)
 uses interpersonal skills to effect-
 demonstrates increasing awareness ively interact with others (PDe-10).
of the needs and rights of others
(EYLF LO1 KC2)

 begins to initiate negotiating and

sharing behaviours (EYLF LO1
KC2)

 develops strong foundations in both

the culture and language/s of their
family and of the broader community
without compromising their cultural
identities (EYLF LO1 KC3)

 empathises with and expresses con-

cern for others (EYLF LO1 KC4)

 displays awareness of and respect

for others’ perspectives (EYLF LO1

© NSW Department of Education 2021, Mar-24 21

 Early Years Learning Framework (2009) NSW PDHPE K-10 (2018) Early Stage 1 Early Stage 1 content
outcomes
Learning is evident, for example, when
a child: A student:

KC4)

 increasingly co-operates and works

collaboratively with others (EYLF
LO3 KC1)

 shows an increasing capacity to un-

derstand, self-regulate and manage
their emotions in ways that reflect
the feelings and needs of others
(EYLF LO3 KC1)

 asserts their capabilities and inde-

pendence while demonstrating in-
creasing awareness of the needs
and rights of others (EYLF LO3
KC1)

 negotiates play spaces to ensure the

safety and wellbeing of themselves

22 Early Stage 1 Curriculum links – EYLF to Early Stage 1

 Early Years Learning Framework (2009) NSW PDHPE K-10 (2018) Early Stage 1 Early Stage 1 content
outcomes
Learning is evident, for example, when
a child: A student:

and others (EYLF LO3 KC2).

 shows enthusiasm for participating in  practises and demonstrates move- Movement skill and performance
physical play (EYLF LO3 KC2) ment skills and sequences using dif-  How do we move our bodies?
ferent body parts (PDe-4)
 engages in increasingly complex
 How can we solve problems when
sensory-motor skills and movement  explores possible solutions to move-
moving?
patterns (EYLF LO3 KC2) ment challenges through participa-
 How do we participate with others
tion in a range of activities (PDe-5)
 combines gross and fine motor
when we are active?
movement and balance to achieve  uses interpersonal skills to effect-
increasingly complex patterns of ively interact with others (PDe-10)
activity including dance, creative  demonstrates how the body moves
movement and drama (EYLF LO3 in relation to space, time, objects,
KC2) effort and people (PDe-11).
 demonstrates spatial awareness
and orients themselves, moving
around and through their environ-
ments confidently and safely (EYLF

© NSW Department of Education 2021, Mar-24 23

 Early Years Learning Framework (2009) NSW PDHPE K-10 (2018) Early Stage 1 Early Stage 1 content
outcomes
Learning is evident, for example, when
a child: A student:

LO3 KC2).

 recognises and communicates their  identifies people and demonstrates Healthy, safe and active lifestyles
bodily needs (for example, thirst, protective strategies that help keep  What choices can help make me
hunger, rest, comfort, physical activ- themselves healthy, resilient and safe, supported and active?
ity) (EYLF LO3 KC2) safe (PDe-2)
 What helps us to stay healthy and
 shows increasing independence and  explores contextual factors that in-
safe?
competence in personal hygiene, fluence an individual’s health,
 How do we make healthy and safe
care and safety for themselves and safety, wellbeing and participation in
choices in different situations?
others (EYLF LO3 KC2) physical activity (PDe-6)

 shows an increasing awareness of  identifies actions that promote

healthy lifestyles (EYLF LO3 KC2). health, safety, wellbeing and physic-
ally active spaces (PDe-7)

 explores how regular physical activ-

ity keeps individuals healthy (PDe-8)

 practises self-management skills in

familiar and unfamiliar scenarios

24 Early Stage 1 Curriculum links – EYLF to Early Stage 1

 Early Years Learning Framework (2009) NSW PDHPE K-10 (2018) Early Stage 1 Early Stage 1 content
outcomes
Learning is evident, for example, when
a child: A student:

(PDe-9)

 uses interpersonal skills to effect-

ively interact with others (PDe-10).

© NSW Department of Education 2021, Mar-24 25

 From the Early Years Learning Framework to Early Stage 1 human society
and its environment (HSIE)

Table 5 – EYLF to Early Stage 1 HSIE

Early Years Learning Framework (2009) NSW history K-10 (2012) and NSW geo- Early Stage 1 content
graphy K-10 (2015) Early Stage 1 out-
Learning is evident, for example, when
comes
a child:
A student:

 develops their social and cultural  communicates stories of their own History
heritage through engagement with family heritage and the heritage of  Content –personal and family his-
Elders and community members others (HTe-1) tory
(EYLF LO1 KC3)
 demonstrates developing skills of  History concepts – continuity &
 shares aspects of their culture with historical inquiry and communication change, cause and effect, perspect-
the other children and educators (HTe-2). ives, empathetic understanding, sig-
(EYLF LO1 KC3) nificance, contestability
 begins to recognise that they have a  History skills - comprehension, ana-
right to belong to many communities lysis & use of sources, perspectives
(EYLF LO2 KC1) and interpretations, empathetic un-
derstanding, research, explanation,

26 Early Stage 1 Curriculum links – EYLF to Early Stage 1

 Early Years Learning Framework (2009) NSW history K-10 (2012) and NSW geo- Early Stage 1 content
graphy K-10 (2015) Early Stage 1 out-
Learning is evident, for example, when
comes
a child:
A student:

 becomes aware of connections, communication.

similarities and differences between
people (EYLF LO2 KC1.

 explores relationships with other liv-  identifies places and develops an Geography
ing and non-living things and ob- understanding of the importance of  Content – places
serve, notice and respond to change places to people (GEe-1)
 Geographical concepts – place,
(EYLF LO2 KC4)
 communicates geographical inform-
space, environment, interconnec-
 develops an awareness of the im- ation and uses geographical tools
tion, scale, sustainability, change
pact of human activity on environ- (GEe-2).
 Geographical inquiry skills – enquir-
ments and the interdependence of
ing, processing, communicating
living things (EYLF LO2 KC1)
 Geographical tools – maps, field-
 explores the diversity of culture, her-
work, graphs & statistics, special
itage, background and tradition that
technologies, visual representations.
presents opportunities for choices
and new understandings (EYLF LO2

© NSW Department of Education 2021, Mar-24 27

 Early Years Learning Framework (2009) NSW history K-10 (2012) and NSW geo- Early Stage 1 content
graphy K-10 (2015) Early Stage 1 out-
Learning is evident, for example, when
comes
a child:
A student:

KC1)

 explores, infers, predicts and hypo-

thesise in order to develop an in-
creased interdependence between
land, people, plants and animals
(EYLF LO2 KC4).

28 Early Stage 1 Curriculum links – EYLF to Early Stage 1

 From the Early Years Learning Framework to Early Stage 1 creative arts

Table 6 – EYLF to Early Stage 1 creative arts

Early Years Learning Framework (2009) NSW creative arts K-6 (2006) Early Stage Early Stage 1 content
1 outcomes
Learning is evident, for example, when a
child: A student:

 uses language and representations  makes simple pictures and other Visual arts
from play and art to share and project kinds of artworks about things and  Making
meaning (EYLF LO5 KC1) experiences (VAES1.1)
 Appreciating.
 experiments with ways of expressing  experiments with a range of media in
ideas and meaning using a range of selected forms (VAES1.2)
media (EYLF LO5 KC3)
 recognises some of the qualities of
 uses the creative arts such as draw- different artworks and begins to real-
ing, painting and sculpture to express ise that artists make artworks
ideas and make meaning (EYLF LO5 (VAES1.3)
KC3).
 communicates their ideas about pic-
tures and other kinds of artworks
(VAES1.4).

 uses the creative arts such as music  participates in simple speech, Music

© NSW Department of Education 2021, Mar-24 29

 Early Years Learning Framework (2009) NSW creative arts K-6 (2006) Early Stage Early Stage 1 content
1 outcomes
Learning is evident, for example, when a
child: A student:

to express ideas and make meaning singing, playing and moving activit-
(EYLF LO5 KC3) ies, demonstrating an awareness of  Performing – singing, playing, moving
musical concepts (MUES1.1)
 sings and chants rhymes, jingles and  Organising sound
songs (EYLF LO5 KC2)  creates own rhymes, games, songs
 Listening – musical concepts, reper-
and simple compositions (MUES1.2)
 uses language and representations
toire.
from play and music to share and  listens to and responds to music
project meaning (EYLF LO5 KC1). (MUES1.3).

 explores different identities and  uses imagination and the elements of Drama
points of view in dramatic play (EYLF drama in imaginative play and dra-  Making – role, dramatic context, ele-
LO1 KC3) matic situations (DRAES1.1) ments of drama, drama forms
 combines gross and fine motor  dramatises personal experiences us-  Performing
movement and balance to achieve in- ing movement, space and objects
 Appreciating.
creasingly complex patterns of activ- (DRAES1.3)
ity including drama (EYLF LO3 KC2).
 responds to dramatic experiences
(DRAES1.4).

30 Early Stage 1 Curriculum links – EYLF to Early Stage 1

 Early Years Learning Framework (2009) NSW creative arts K-6 (2006) Early Stage Early Stage 1 content
1 outcomes
Learning is evident, for example, when a
child: A student:

 combine gross and fine motor move-  participates in dance activities and Dance
ment and balance to achieve increas- demonstrates an awareness of body  Performing
ingly complex patterns of activity in- parts, control over movement and ex-
 Composing
cluding dance (EYLF LO3 KC2) pressive qualities (DAES1.1)
 Appreciating – elements of dance,
 respond through movement to tradi-  explores movement in response to a
contexts.
tional and contemporary music, stimulus to express ideas, feelings or
dance and storytelling (EYLF LO3 moods (DAES1.2)
KC2)
 responds to and communicates about
 use the creative arts such as dance the dances they view and/or experi-
to express ideas and make meaning ence (DAES1.3).
(EYLF LO5 KC3).

© NSW Department of Education 2021, Mar-24 31

 EYLF learning outcomes and key components

Table 7 – EYLF learning outcomes and key components

Outcomes Key components

Outcome 1 – Children have a strong  KC1: Children feel safe, secure and supported
sense of identity
 KC2: Children develop their emerging autonomy, inter-dependence, resilience and
sense of agency

 KC3: Children develop knowledgeable and confident self-identities

 KC4: Children learn to interact in relation to others with care, empathy and respect

Outcome 2 – Children are connected with  KC1: Children develop a sense of belonging to groups and communities and an
and contribute to their world understanding of the reciprocal rights and responsibilities necessary for active
community participation

 KC2: Children respond to diversity with respect

 KC3: Children become aware of fairness

 KC4: Children become socially responsible and show respect for the environment

Outcome 3 – Children have a strong  KC1: Children become strong in their social and emotional wellbeing
sense of wellbeing

32 Early Stage 1 Curriculum links – EYLF to Early Stage 1

 Outcomes Key components

 KC2: Children take increasing responsibility for their own health and physical well-
being

Outcome 4 – Children are confident and  KC1: Children develop dispositions for learning such as curiosity, cooperation,
involved learners confidence, creativity, commitment, enthusiasm, persistence, imagination and re-
flexivity

 KC2: Children develop a range of skills and processes such as problem solving,
inquiry, experimentation, hypothesising, researching and investigating

 KC3: Children transfer and adapt what they have learned from one context to an-
other

 KC4: Children resource their own learning through connecting with people, place,
technologies and natural and processed materials

Outcome 5 – Children are effective com-  KC1: Children interact verbally and non-verbally with others for a range of pur-
municators poses

 KC2: Children engage with a range of texts and gain meaning from these texts

 KC3: Children express ideas and make meaning using a range of media

 KC4: Children begin to understand how symbols and pattern systems work

© NSW Department of Education 2021, Mar-24 33

 Outcomes Key components

 KC5: Children use information and communication technologies to access inform-

ation, investigate ideas and represent their thinking

34 Early Stage 1 Curriculum links – EYLF to Early Stage 1

 References

NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales.

 English K-2 Syllabus © 2021

 Mathematics K-2 syllabus © 2021

 Science and Technology K-6 syllabus © 2017

 PDHPE K-10 syllabus © 2018

 History K-10 syllabus © 2012

 Geography K-10 syllabus © 2015

 Creative Arts K-6 syllabus © 2006

© 2021 NSW Education Standards Authority. This document NSW Curriculum and syllabus content. The NSW Curriculum is developed by
the NSW Education Standards Authority. This content is prepared by NESA for and on behalf of the Crown in right of the State of New
South Wales. The material is protected by Crown copyright.

Please refer to the NESA Copyright Disclaimer for more information. https://educationstandards.nsw.edu.au/wps/portal/nesa/mini-footer/
copyright.

NESA holds the only official and up-to-date versions of the NSW Curriculum and syllabus documents. Please visit the NSW Education
Standards Authority (NESA) website https://educationstandards.nsw.edu.au/ and the NSW Curriculum website
https://curriculum.nsw.edu.au/home.

© NSW Department of Education 2021, Mar-24 35

 Commonwealth of Australia, DEEWR (Department of Education, Employment and Workplace Relations) (2009) ‘Belonging, being and
becoming: The Early Years Learning Framework for Australia’, DEEWR, Commonwealth of Australia, accessed 4 April 2022.

Commonwealth of Australia, DESE (2019) The Alice Springs (Mparntwe) Education Declaration, DESE website, accessed 4 April 2022.

36 Early Stage 1 Curriculum links – EYLF to Early Stage 1