EYLF outcomes and sub-outcomes (V2.0)
The five learning outcomes of the Early Years Learning Framework and all 20 sub-outcomes, in the exact V2.0 wording. Open one to see what it looks like in the room, what you can do, and linking phrases to copy into an observation or learning story. Free, no login.
One-page cheat sheet (PDF)All 20 on one screen
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Outcome 1: Children have a strong sense of identity
Children feel safe and known, do more for themselves, feel good about who they are and where they come from, and treat other people with care.
What you might see
This learning shows when children:
- settle with one familiar educator, then with others
- move through routines and arrivals with growing ease
- go to a trusted adult for comfort, help or to show what they did
- start conversations and play with educators they know
- say how they feel and share their ideas openly
- use their home language and talk about their family and culture
- explore the room and the yard with confidence
- try on different roles and identities in pretend play
What you can do
To support it, you can:
- read and answer each child’s cues, including in their home language
- give warm, consistent care so children know what to expect
- keep arrival, sleep and goodbye rituals that suit each child
- learn and use key words from children’s home languages
- carry routines over from home, such as how a baby is settled or fed
- accept that distress can take time to pass, and stay close
- make the room a culturally safe place, with children’s cultures visible in it
- give each child full, unhurried attention
An observation that shows 1.1 Leo (2) waved goodbye to Dad at the window, then carried his teddy to Priya and sat on her lap to watch the others. After a few minutes he climbed down to join the playdough table.
Linking phrases for 1.1
Copy one under your observation, then change it to fit what you saw.
- [Child] showed they feel safe and secure here, settling into the day and going to a familiar educator when they needed comfort.
- This shows [Child] is building trusting relationships with the educators who care for them.
- [Child] is showing a growing sense of belonging in the room, joining in routines with confidence.
What you might see
This learning shows when children:
- choose what to play with and start things on their own
- take on new challenges with interest
- keep trying when the first attempt does not work
- take sensible risks and cope when something unexpected happens
- calm themselves and manage their feelings more often
- start to share and negotiate with others
- ask questions and look for information
- stand up for themselves in fair ways
What you can do
To support it, you can:
- offer real choices and let children make decisions
- give time and space for both independent and group play
- expect a lot of every child and show it
- encourage and support attempts without taking over
- help children negotiate their rights alongside other children’s
- celebrate effort as well as success
- share stories, including Aboriginal and Torres Strait Islander stories, of people who showed resilience
- tell families about their child’s successes
An observation that shows 1.2 Ava (4) could not get her shoe on after sleep time. She tried three times, said "I need to open it more", pulled the strap right back and got it on, then showed her friend how.
Linking phrases for 1.2
Copy one under your observation, then change it to fit what you saw.
- [Child] showed growing independence, choosing what to do and seeing it through without help.
- [Child] kept trying when it did not work the first time, which shows resilience and persistence.
- This shows [Child] using their agency: they made a decision, told us about it and acted on it.
What you might see
This learning shows when children:
- show pride in what they have done, in words or with a big smile
- tell others about their family, culture and what makes them unique
- explore different roles and points of view in pretend play
- feel comfortable using their home language
- take part in every activity, whatever their gender, age, culture or ability
- share spaces and equipment fairly with everyone
- celebrate their own traditions and learn about others’, including Aboriginal and Torres Strait Islander traditions
- see themselves as someone who can learn
What you can do
To support it, you can:
- join in children’s pride and tell families about their successes
- learn about each child’s family and community, and plan with it in mind
- provide books, dolls and images that show many cultures, families and gender roles
- support children to keep their home language and culture
- talk respectfully with children about how people are alike and different
- treat disability as part of diversity and make reasonable adjustments
- make sure every child can use every area, including science and technology
- help children assess risks in play and learning
An observation that shows 1.3 Kiri (4) brought in a photo of her nan’s kapa haka group. At mat time she showed the group a step and taught three children to copy it.
Linking phrases for 1.3
Copy one under your observation, then change it to fit what you saw.
- [Child] was proud of what they had done and wanted to share it with others.
- [Child] spoke with confidence about their family and culture, showing a strong sense of who they are.
- This shows [Child] sees themselves as capable and is building a positive sense of self-worth.
What you might see
This learning shows when children:
- show interest in other children and join their play
- help and comfort another child
- name feelings in themselves and others
- take turns and wait so someone else can have a go
- listen to what others think, even when it differs
- think about how their actions affect others
- speak up about something unfair, for themselves or a friend
- know who their trusted adults are and ask them for help
What you can do
To support it, you can:
- model care and respect with children, families and colleagues
- name feelings out loud and help children notice them
- set up small spaces that invite play in pairs and small groups
- support turn taking, allowing for how long each child can wait
- show children words and ways to join in play
- step in gently when play turns exclusive, and talk about other points of view
- teach children about safe and unsafe situations
- give children child friendly ways to raise concerns and have a say
An observation that shows 1.4 When Sam (3) fell off the balance beam, Noah stopped, crouched down and said "Are you okay? Do you want a hug?" He walked Sam to Miss Jo and stayed with him.
Linking phrases for 1.4
Copy one under your observation, then change it to fit what you saw.
- [Child] showed care and empathy, noticing how a friend felt and responding kindly.
- [Child] played cooperatively, taking turns and listening to the ideas of others.
- This shows [Child] is learning to read other people’s feelings and adjust what they do.
Outcome 2: Children are connected with and contribute to their world
Children see themselves as part of a family and community, respect difference, notice what is fair and look after the environment.
What you might see
This learning shows when children:
- talk about the groups they belong to, such as family, the room or a sports club
- cooperate and share out roles in group play
- help other children join in
- give an opinion and help decide things that affect them
- read how others feel and respond kindly
- reach out to others for company and friendship
- tell their educators when something is not right for them, and expect to be heard
- use sustainable habits such as reducing, reusing and recycling
What you can do
To support it, you can:
- build a sense of community in the room
- connect the service with the local community through visits and visitors
- build real partnerships with families, including Aboriginal and Torres Strait Islander families and organisations
- involve children in setting the room’s rules and expectations
- invite grandparents and older friends to tell stories and play
- explore issues that matter in children’s lives and their community
- teach the 7Rs of sustainability: reduce, reuse, recycle, respect, repair, reflect and refuse
- use technology with children to look into a local problem
An observation that shows 2.1 The group voted on a name for the new guinea pig. Mila (4) suggested "Biscuit", counted the hands for each name, and announced the result to the room.
Linking phrases for 2.1
Copy one under your observation, then change it to fit what you saw.
- [Child] took part as a member of the group, helping out and following the routines we share.
- [Child] is learning that being part of a group brings both rights and responsibilities.
- This shows [Child] feels connected to our community and wants to contribute to it.
What you might see
This learning shows when children:
- show interest in other cultures, families and traditions
- notice similarities and differences between people in a positive way
- listen to other children’s ideas and ways of doing things
- learn about other children’s celebrations, such as Diwali, Chuseok or NAIDOC Week
- learn about Aboriginal and Torres Strait Islander kinship and community
- join in community and sporting events
- include others whose ways are different from theirs
What you can do
To support it, you can:
- reflect on their own reactions to difference
- plan experiences and choose resources that show many kinds of families, cultures and abilities, including disability
- introduce other languages and dialects with enthusiasm
- make sure displays and resources reflect the real local community
- use genuine, appropriate Aboriginal and Torres Strait Islander resources
- explore each child’s culture and traditions with their family
- adjust excursions and experiences so every child can take part
An observation that shows 2.2 Arjun (5) brought a diya for Diwali. The children asked why it had a flame, and Isla said "We have candles at Christmas too", which started a talk about lights at celebrations.
Linking phrases for 2.2
Copy one under your observation, then change it to fit what you saw.
- [Child] showed interest in and respect for the ways families and cultures differ.
- [Child] noticed a difference between themselves and a friend and talked about it with curiosity and respect.
- This shows [Child] is learning to value diversity and to include others in play.
What you might see
This learning shows when children:
- understand rules and that other people have rights too
- notice when someone is left out of a game or a space
- say when something is not fair and suggest a fix
- show care for someone treated unfairly
- think about whether a story or picture shows people fairly
- help make decisions that affect them
- take part in helping a community in need, such as after a flood or fire
What you can do
To support it, you can:
- listen to children’s worries about fairness and talk through different views
- choose books and resources that include many genders, abilities, cultures and family types
- talk with children about how books and ads can show people in narrow ways
- point out fairness issues in the room and the community
- make sure every child, including Aboriginal and Torres Strait Islander children and children with disability, can contribute
- seek guidance from local Elders and community members
- give families clear information about the service’s policies, including child safety and complaints
An observation that shows 2.3 Two children kept the only two scooters all morning. Zara (5) said "That’s not fair, no one else gets a go" and drew a sign-up list with a sand timer picture.
Linking phrases for 2.3
Copy one under your observation, then change it to fit what you saw.
- [Child] noticed that something was unfair and spoke up about it.
- [Child] worked with others to find a solution that was fair for everyone.
- This shows [Child] is developing an understanding of fairness and of how their actions affect others.
What you might see
This learning shows when children:
- explore nature through play
- care for plants, animals and local places
- learn local Aboriginal or Torres Strait Islander names for places, plants, animals or seasons
- notice and describe the weather and how it changes
- wonder about what living things need and how to protect them
- notice how people affect the environment, such as litter reaching the sea
- work with others to solve an environmental problem
What you can do
To support it, you can:
- provide natural materials and access to local bush, beach or parkland
- model care for the natural world
- build sustainable habits into routines, such as composting and reducing waste
- share how local Aboriginal or Torres Strait Islander people cared for the land
- acknowledge Country and Traditional Owners in words and in the room
- look into environmental problems with children and research solutions
- support children to treat each other with fairness and peace
An observation that shows 2.4 After rain, Tom (4) found worms on the path. He moved four of them onto the garden bed "so they don’t get squished" and asked how worms breathe.
Linking phrases for 2.4
Copy one under your observation, then change it to fit what you saw.
- [Child] showed care for living things and for the natural spaces around us.
- [Child] took responsibility for our environment by reusing, recycling or looking after shared resources.
- This shows [Child] is building respect for the environment and an early understanding of sustainability.
Outcome 3: Children have a strong sense of wellbeing
Children grow strong in their feelings, friendships, bodies and movement, and start to look after their own health and safety.
What you might see
This learning shows when children:
- trust the people around them and seek them out when upset
- say what they need, such as being hungry, thirsty or tired
- share jokes, happiness and pride
- take on new challenges and cope with frustration
- understand and manage their emotions more over time
- use positive self-talk when something goes wrong
- make friends and work with others
- enjoy some quiet time alone
What you can do
To support it, you can:
- show genuine warmth and respect to every child
- stay available to comfort a child in distress
- talk with children about feelings and how to calm down
- model positive self-talk in hard moments
- notice and affirm effort and growth
- be playful and share the fun
- create calm, restful spaces indoors and outdoors
- help children talk about worries and about keeping safe, including online
An observation that shows 3.1 Ruby (3) cried when her tower fell. She took three big breaths, the way the group practises at mat time, said "It’s okay, I can build it again", and started over.
Linking phrases for 3.1
Copy one under your observation, then change it to fit what you saw.
- [Child] named how they were feeling and used a strategy to calm themselves.
- [Child] shared humour, happiness and satisfaction with others during play.
- This shows [Child] is growing in emotional wellbeing and coping well with change and challenge.
What you might see
This learning shows when children:
- coordinate their bodies with what they see and hear
- crawl, walk, climb, run, jump and balance with growing skill
- combine big and small movements in dance, drama and games
- build core strength, coordination and stamina
- use tools and equipment with more control, from scissors to spades
- move confidently and safely around indoor and outdoor spaces
- move to music, rhythm and stories
- look out for others’ safety while they play
What you can do
To support it, you can:
- join in active play, dance and games with children
- set up challenging outdoor spaces that allow risky play
- provide tools and materials for fine and gross motor skills
- offer movement experiences indoors as well as outside
- bring in games and activities from children’s families and cultures
- use active games to build friendships and turn taking
- notice whether their own preferences limit children’s movement, and adjust
An observation that shows 3.2 Jack (2) climbed the A-frame to the second rung, looked down, climbed back down one step, then went up again to the top and called out "I up high!"
Linking phrases for 3.2
Copy one under your observation, then change it to fit what you saw.
- [Child] used their whole body with growing strength, balance and coordination.
- [Child] showed increasing fine motor control, using their hands and fingers with skill.
- This shows [Child] enjoys moving and is becoming more confident with physical challenges.
What you might see
This learning shows when children:
- tell an adult when they are thirsty, hungry, tired or need comfort
- wash hands, use the toilet and do other hygiene routines more independently
- talk about healthy food and being active
- use ways to calm their body and mind
- have a say about sleep and rest
- understand that their body belongs to them
- ask before touching others and say no to unwanted touch
- tell a trusted adult about something that upsets them
What you can do
To support it, you can:
- teach and support hygiene routines such as handwashing and toileting
- share routines with families so they match at home
- involve children in making safety rules
- teach body safety, consent and boundaries in age appropriate ways
- talk about healthy food, sleep, rest and safe screen use
- be flexible about sleep and let children help decide
- listen carefully and take it seriously when a child says something bothers them
- create calm spaces where children can settle themselves
An observation that shows 3.3 Before lunch, Mia (3) washed her hands, counted to twenty while scrubbing, and reminded Oscar "You need soap or the germs stay".
Linking phrases for 3.3
Copy one under your observation, then change it to fit what you saw.
- [Child] recognised what their body needed, such as rest, water or food, and acted on it.
- [Child] followed our health and safety routines independently, including hand washing and sun safety.
- This shows [Child] is learning ways to look after their own health and safety, and when to ask a trusted adult for help.
Outcome 4: Children are confident and involved learners
Children are curious and keep going, test ideas and solve problems, carry learning into new places and use people and materials to learn.
What you might see
This learning shows when children:
- show wonder and ask lots of questions
- follow their own interests with energy and focus
- keep going when a task is difficult
- use positive self-talk after a setback
- try out ideas in play and imagine new ones
- come back to earlier play and plan a harder challenge
- build on other children’s ideas
- talk about how their brain grows when they learn
What you can do
To support it, you can:
- notice and name dispositions out loud, such as "you kept trying"
- praise effort and process more than the finished product
- offer open-ended, flexible spaces and materials
- model curiosity, wonder and having a go
- talk with children about how brains learn and grow
- give children time to revisit ideas
- talk with children afterwards about what they found out and how they worked it out
- build on what children bring from home
An observation that shows 4.1 Ethan (4) spent twenty minutes trying to make a paper plane that flew to the fence. After each throw he changed the wings, saying "This time I’ll make them bigger."
Linking phrases for 4.1
Copy one under your observation, then change it to fit what you saw.
- [Child] was curious and enthusiastic, staying with the experience for a long time.
- [Child] kept going when it was hard and tried another way, showing persistence and a growth mindset.
- This shows [Child] bringing imagination and creativity to their play and learning.
What you might see
This learning shows when children:
- use trial and error to see what happens
- set themselves problems in play and solve them
- predict, test and change their theories
- use maths words and symbols to count, measure and compare
- record and show their ideas in drawings or with materials
- ask questions and investigate, including with digital tools
- think about why something happened
- learn from local Aboriginal and Torres Strait Islander stories about place
What you can do
To support it, you can:
- set up spaces with the right amount of challenge and room to experiment
- provide materials that surprise and intrigue
- join play and think out loud: wondering, predicting, reflecting
- use words like more, less, heavier and float as you play, and notice patterns aloud
- ask open questions and listen to children’s theories
- make documentation visible so children can revisit ideas
- allow long, unhurried investigations
- use cooking, sand and water play to explore measuring and reasoning
An observation that shows 4.2 At the water trough, Lily (4) said "The big cup will hold more." She filled the small cup four times to fill the big one, then said "Four! I was right."
Linking phrases for 4.2
Copy one under your observation, then change it to fit what you saw.
- [Child] solved a problem by testing an idea, watching what happened and changing their plan.
- [Child] made a prediction and then investigated to find out if it was right.
- This shows [Child] using thinking skills such as inquiry, experimenting and investigating.
What you might see
This learning shows when children:
- act out daily life in pretend play
- copy and practise what others do, then or later
- link one experience or idea to another
- use a strategy that worked before on a new problem
- bring learning from home into the room, and the other way
- reflect on what they learned and how
What you can do
To support it, you can:
- provide realistic materials that reflect children’s daily lives
- notice when a child uses learning in a new way, and talk about it with them
- point out patterns and links between old and new learning
- make time for children to reflect
- share learning with families and other services, such as the school
- ask questions that help children see where else a skill could work
- remember that competence is not tied to one language or culture
An observation that shows 4.3 After counting the children at group time, Harper (4) counted the plates in home corner, set out one for each doll, and said "We need one more, Teddy has none."
Linking phrases for 4.3
Copy one under your observation, then change it to fit what you saw.
- [Child] used something they had learned before in a new situation.
- [Child] made a connection between this experience and something from home or the community.
- This shows [Child] can transfer what they know from one setting to another and adapt it.
What you might see
This learning shows when children:
- learn with and from a wide range of people
- explore natural and built materials with their senses
- take apart, put together, invent and build
- try out tools, media and technologies
- use feedback to improve an idea
- create art and constructions from natural and recycled materials
- retell or make up stories with props or drama
What you can do
To support it, you can:
- provide open-ended natural and recycled materials to explore
- introduce new tools and technologies and teach how to use them
- think about how children are grouped so they can learn from each other
- take learning beyond the gate into the community
- let children take things apart as well as build
- ask questions and listen in ways that prompt problem solving
- talk with colleagues about embedding Aboriginal and Torres Strait Islander perspectives every day
An observation that shows 4.4 Charlie (5) wanted his block tower to be taller than him. He asked Ben to hold the bottom, fetched cardboard tubes from the collage shelf to add to the top, and when it wobbled he asked for masking tape to hold it together.
Linking phrases for 4.4
Copy one under your observation, then change it to fit what you saw.
- [Child] found the people, tools and materials they needed to follow their own idea.
- [Child] explored natural and made materials to find out what they could do.
- This shows [Child] resourcing their own learning, including by asking others for ideas and help.
Outcome 5: Children are effective communicators
Children talk, listen and gesture, enjoy books, express ideas through the arts, begin to understand letters, numbers and patterns, and use digital technologies.
What you might see
This learning shows when children:
- enjoy back and forth with others, with or without words
- answer what they see, hear, touch and taste
- join group talk and share their ideas and news
- follow simple instructions
- start conversations in English or their home language
- use words for size, length, amounts and numbers
- explain their thinking and listen to others’ views
- use yarning and deep listening, or signs and gestures
What you can do
To support it, you can:
- respond warmly to babies’ sounds and gestures
- value first attempts at words and say them back
- encourage home languages alongside Standard Australian English
- have long conversations that build vocabulary
- play listening games such as I spy
- invite children to retell their weekend or a recent event
- use real objects to bring in maths language
- offer signing and other visual communication
An observation that shows 5.1 During lunch, Oliver (3) told the table about his trip to the beach: "We digged a hole and the water came in." When Sofia asked "Was it cold?", he answered "So cold!"
Linking phrases for 5.1
Copy one under your observation, then change it to fit what you saw.
- [Child] used words and gestures to share their ideas and needs, and listened to others in return.
- [Child] took part in a back and forth conversation, asking and answering questions.
- This shows [Child] is communicating with growing confidence, in their home language as well as in English.
What you might see
This learning shows when children:
- join in rhymes, songs and chants
- listen to stories and respond with comments, questions or actions
- pretend to read and write in play
- start to notice sounds, letters and how books work
- retell a story in order, with props or in dramatic play
- talk about stories from different points of view
- listen to Aboriginal and Torres Strait Islander stories
What you can do
To support it, you can:
- read and share many kinds of books and texts every day
- fill the room with print, including in home languages
- play with rhyme, letters and sounds while reading
- bring family and community stories into the room
- talk with children about pictures and print during play
- discuss how books and ads try to persuade or show particular views
- seek Aboriginal and Torres Strait Islander guidance so authentic voices are heard
An observation that shows 5.2 Grace (4) "read" We’re Going on a Bear Hunt to two friends, turning each page and saying the repeated lines, then acted out the swishy grass with her arms.
Linking phrases for 5.2
Copy one under your observation, then change it to fit what you saw.
- [Child] listened to the story with interest and talked about what happened and why.
- [Child] retold the story in their own words and joined in with rhymes and repeated lines.
- This shows [Child] is making meaning from books, songs and other texts.
What you might see
This learning shows when children:
- create roles, scripts and ideas in pretend play
- paint, draw, sculpt, dance and make music to express ideas
- experiment with different materials and media
- use pictures and early marks or letters to say something
- act out well-known stories
- say how a song, picture or story makes them feel
- use simple tools to shape and join materials
What you can do
To support it, you can:
- provide resources for visual art, dance, drama and music
- teach skills and techniques that widen how children can express themselves
- make signs and props with children to extend their play
- talk with children about the choices they made in their art
- ask questions that suit each child to understand their thinking
- build on the creative arts children know from home
An observation that shows 5.3 Ishaan (5) painted a picture of his family, added a scribble at the top and said "That says I love you." He asked an educator to write the words underneath.
Linking phrases for 5.3
Copy one under your observation, then change it to fit what you saw.
- [Child] used drawing, painting and construction to show their ideas.
- [Child] expressed themselves through music, movement and pretend play.
- This shows [Child] using creative arts to make meaning and to share their thinking.
What you might see
This learning shows when children:
- use symbols in play to stand for something
- notice and predict the patterns in the daily routine
- sort, order and compare objects and collections
- name colours and simple shapes
- hear patterns in rhymes and songs
- use marks and drawing as a way to communicate
- recognise signs and symbols in their area, including Aboriginal and Torres Strait Islander symbols
- notice different kinds of text, such as signs, labels and stories
What you can do
To support it, you can:
- point out letters, numbers and patterns in the room and outside
- provide everyday materials to sort, pattern and compare
- talk about symbol systems such as letters, numbers, time and money
- encourage children to invent their own symbols
- clap names and use music to explore pattern
- write down what children say about their drawings and display it
An observation that shows 5.4 Willow (4) threaded beads red, blue, red, blue and said "It goes red then blue." When she ran out of red she stopped and said "Now it won’t be a pattern."
Linking phrases for 5.4
Copy one under your observation, then change it to fit what you saw.
- [Child] noticed and continued a pattern, and talked about what comes next.
- [Child] recognised letters, numbers and symbols around them and knew they carry meaning.
- This shows [Child] beginning to understand how letters, sounds, numbers and patterns work.
What you might see
This learning shows when children:
- notice technology in everyday life and put it into play
- take photos or videos on a tablet
- look up images or information with an adult
- draw, design or make music with digital tools
- use simple icons and words such as swipe, scroll and home
- learn about and with technology alongside others
What you can do
To support it, you can:
- accept that technology is part of children’s lives and play
- provide a range of technologies, not only screens
- research children’s questions with them
- teach children to ask whether information can be trusted
- model safe and healthy technology use with children and families
- explain simply that the internet connects people and information
An observation that shows 5.5 Asha (5) wanted to know what the beetle she found was called. She took a photo on the room tablet, and with an educator searched for it and found it was a Christmas beetle.
Linking phrases for 5.5
Copy one under your observation, then change it to fit what you saw.
- [Child] used a digital device with purpose to find information or record their learning.
- [Child] used digital technology to create and to share their ideas with others.
- This shows [Child] learning to use digital technologies safely to investigate and represent their thinking.
All five EYLF outcomes and 20 sub-outcomes
The full list in the wording of EYLF V2.0. Choose a sub-outcome to open it above with its examples and linking phrases.
Outcome 1: Children have a strong sense of identity
- 1.1Children feel safe, secure and supported
- 1.2Children develop their emerging autonomy, inter-dependence, resilience and agency
- 1.3Children develop knowledgeable, confident self-identities and a positive sense of self-worth
- 1.4Children learn to interact in relation to others with care, empathy and respect
Outcome 2: Children are connected with and contribute to their world
- 2.1Children develop a sense of connectedness to groups and communities and an understanding of their reciprocal rights and responsibilities as active and informed citizens
- 2.2Children respond to diversity with respect
- 2.3Children become aware of fairness
- 2.4Children become socially responsible and show respect for the environment
Outcome 3: Children have a strong sense of wellbeing
Outcome 4: Children are confident and involved learners
- 4.1Children develop a growth mindset and learning dispositions such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity
- 4.2Children develop a range of learning and thinking skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating
- 4.3Children transfer and adapt what they have learned from one context to another
- 4.4Children resource their own learning through connecting with people, place, technologies and natural and processed materials
Outcome 5: Children are effective communicators
- 5.1Children interact verbally and non-verbally with others for a range of purposes
- 5.2Children engage with a range of texts and gain meaning from these texts
- 5.3Children express ideas and make meaning using a range of media
- 5.4Children begin to understand how symbols and pattern systems work
- 5.5Children use digital technologies and media to access information, investigate ideas and represent their thinking
EYLF outcomes cheat sheet and poster (free PDF)
One-page cheat sheet
One A4 page: all five outcomes and 20 sub-outcomes in the EYLF’s own words, each with a line on what it looks like. The one to keep in the programming folder.
Outcomes poster
One A4 landscape page for the wall: the outcomes and sub-outcomes in colour, with the eight principles and seven practices. Prints well on A3 too.
Outcome by outcome
One A4 page per outcome: each sub-outcome with what you might see and what you can do. Good for a new educator or a student on placement.
Around the outcomes: the vision, principles and practices
The principles are what educators believe, the practices are what they do, and the outcomes are what they are aiming for with each child.
Belonging
Knowing where and with whom you belong. It grows from trusting relationships with family, educators and community.
Being
Childhood matters now. The early years are for living fully in the present, not only getting ready for later.
Becoming
Children change fast in the early years, in what they know, can do and understand about relationships.
The eight principles
- Secure, respectful and reciprocal relationshipsWarm, attuned relationships give children a safe base to explore and learn from.
- PartnershipsEducators and families work together, sharing what they know about each child and making decisions with each other.
- Respect for diversityPrograms reflect and value each child’s culture, language, family and ways of living.
- Aboriginal and Torres Strait Islander perspectivesAboriginal and Torres Strait Islander ways of knowing, being and doing are embedded in everyday practice, for every child. New in V2.0.
- Equity, inclusion and high expectationsEvery child is expected to succeed, and educators remove barriers so every child can take part.
- SustainabilityChildren learn to care for the environment, each other and resources, so they can act for a fairer future. New in V2.0.
- Critical reflection and ongoing professional learningEducators question their own practice, keep learning and change what they do as a result.
- Collaborative leadership and teamworkThe whole team shares responsibility for the program and supports each other to keep improving. New in V2.0.
The seven practices
- Holistic, integrated and interconnected approachesSee the whole child: body, mind, feelings and culture are learning at the same time, and so is the world around them.
- Responsiveness to childrenStart from children’s interests, strengths and ideas, and respond to them in the moment.
- Play-based learning and intentionalityPlan for play and step into it with purpose, through child-led, guided and educator-led learning.
- Learning environmentsIndoor and outdoor spaces are welcoming, flexible and full of open-ended things to explore.
- Cultural responsivenessRespect and respond to the cultures and ways of knowing of every child, family and community.
- Continuity of learning and transitionsHelp children move smoothly between home, rooms, services and school, carrying their learning with them.
- Assessment and evaluation for learning, development and wellbeingObserve, document and reflect on each child’s learning, and use it to plan what comes next.
Australian educators sell EYLF linked resources on TeachBuySell: disposition cards, dramatic play packs, loose parts and fine motor play.
EYLF resources from Australian educators
Play-based learning resources
What the EYLF outcomes are for
The Early Years Learning Framework describes what educators hope every child from birth to five grows into. The five learning outcomes are the shared words for that. They let an educator, a family and an assessor talk about the same learning, and they give a program its direction. The current version is EYLF V2.0, and services have had to use it since 1 February 2024.
I built this page because the outcomes are easy to find but slow to use. The PDF runs to 72 pages, and when you have just watched a child build a ramp and change it three times, you want the sub-outcome that fits, in its exact words, in a few seconds. Search for what you saw, open a sub-outcome to check it really fits, and copy the reference.
Using the outcomes without turning them into a checklist
The framework is clear that the outcomes are not a checklist, and each child progresses towards them in different and equally meaningful ways. A few habits keep them working for you:
- Start with the child, not the outcome. Write what you saw and heard first, then ask which sub-outcome it shows. Planning activities to tick off outcomes gets it the wrong way round.
- Name one or two, not five. A block tower can show almost anything. Pick the learning that stood out, and say why in a sentence.
- Use the outcomes to spot gaps over a term. If one child’s observations never mention Outcome 3, that is a prompt to watch for it, not a box to fill.
- Plan the next step. The “what you can do” lists on this page are there for that: one idea to extend the learning tomorrow.
What changed in EYLF V2.0
The outcomes kept their names. Around them, V2.0 grew from five principles to eight, adding Aboriginal and Torres Strait Islander perspectives, Sustainability, and Collaborative leadership and teamwork. Learning through play and intentional teaching became one practice, Play-based learning and intentionality, and cultural competence became cultural responsiveness. Inside the outcomes, Outcome 3 now speaks about mental health and personal safety, Outcome 4 adds a growth mindset, Outcome 5 says digital technologies instead of information and communication technologies, and the 7Rs of sustainability appear in Outcome 2. If your templates still quote the 2009 wording, the poster on this page is a quick way to update them.
EYLF linking phrases for observations and learning stories
The hardest sentence in an observation is the one that says what the learning was. Open any sub-outcome above and you will find three linking phrases written the way educators write them. Type the child’s first name once and it is filled into every phrase (the name stays on your device). Copy a phrase and it comes with its reference:
Ava kept trying when it did not work the first time, which shows resilience and persistence. (EYLF 1.2)
Treat a phrase as a starting point. Change it so it says what this child did today, and keep to the one or two sub-outcomes the observation really showed. For the story around the phrase, see my learning story examples and templates.
How to reference the EYLF in documentation
Services quote the outcome and then the sub-outcome, with the number most services use. The Full layout in the write-up helper gives one line per sub-outcome:
Outcome 1: Children have a strong sense of identity, 1.2 Children develop their emerging autonomy, inter-dependence, resilience and agency
Grouped lists each outcome once with its sub-outcomes under it, which suits a program or a term plan. Numbers only gives a short line such as “EYLF V2.0: 1.2, 4.1” for a daily diary. If you are studying a Certificate III or Diploma, tick the reference box to add the framework’s APA reference underneath.
Read more
This page is the list. For the framework around the outcomes (the vision, the eight principles, the seven practices and the planning cycle), read the Early Years Learning Framework explained. Each outcome also has its own page of examples for babies, toddlers and preschoolers: Outcome 1 examples, Outcome 2 examples, Outcome 3 examples, Outcome 4 examples and Outcome 5 examples. For experiences to plan next, see play-based learning activities.
The outcome and sub-outcome wording is from Belonging, Being and Becoming: The Early Years Learning Framework for Australia (V2.0), Australian Government Department of Education, 2022, used under a Creative Commons Attribution 4.0 licence. The summaries, examples and linking phrases are my own plain-words notes, not the framework’s text.
Frequently asked questions
What are the 5 EYLF learning outcomes?
Outcome 1: Children have a strong sense of identity. Outcome 2: Children are connected with and contribute to their world. Outcome 3: Children have a strong sense of wellbeing. Outcome 4: Children are confident and involved learners. Outcome 5: Children are effective communicators. They are the same five outcomes in EYLF V2.0 as in the 2009 framework.
How many EYLF sub-outcomes are there?
EYLF V2.0 has 20 sub-outcomes: four under Outcome 1, four under Outcome 2, three under Outcome 3, four under Outcome 4 and five under Outcome 5.
Is there a one-page EYLF outcomes cheat sheet?
Yes. The one-page cheat sheet on this page is a free A4 PDF with all five outcomes and 20 sub-outcomes in the EYLF V2.0 wording, each with a short line on what it looks like. It is made in your browser, so there is nothing to sign up for.
Why do some lists show only two sub-outcomes for Outcome 3?
They are quoting the 2009 framework. In EYLF V2.0, Outcome 3 has three sub-outcomes, the third being about children developing strategies for their own mental and physical health and personal safety. Other signs of the old wording are 5.5 saying information and communication technologies instead of digital technologies and media, and 4.1 with no mention of a growth mindset.
What is an EYLF linking phrase?
A linking phrase is the sentence in an observation or learning story that says what the learning was and which outcome it connects to, for example: Mia solved a problem by testing an idea, watching what happened and changing their plan (EYLF 4.2). Every sub-outcome on this page has three you can copy and then change to fit what you saw.
How do I write EYLF outcomes in a learning story?
Most services name the outcome, then the sub-outcome number and its wording, for example: Outcome 4: Children are confident and involved learners, 4.2 Children develop a range of learning and thinking skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating. Pick the one or two sub-outcomes the observation clearly showed rather than listing many. The write-up helper on this page builds the line for you in that form.
Are the numbers 1.1, 4.2 and so on official?
The EYLF lists the sub-outcomes in a fixed order but does not number them. Numbering them 1.1 to 5.5 in that order is a shorthand nearly every service uses, so the numbers on this page match what you will see in programs and software.
What changed in EYLF V2.0?
The five outcomes stayed the same. V2.0 added three principles (Aboriginal and Torres Strait Islander perspectives, Sustainability, and Collaborative leadership and teamwork), joined play-based learning and intentional teaching into one practice, renamed cultural competence as cultural responsiveness, and reworded several sub-outcomes. Outcome 3 now has three sub-outcomes that include mental health and personal safety, Outcome 4 adds a growth mindset, and Outcome 5 now refers to digital technologies.
Can I print the EYLF outcomes as a poster?
Yes. As well as the one-page cheat sheet there is an A4 landscape poster of the outcomes with the principles and practices, and a page for each outcome with what you might see and what you can do. All are free PDFs made in your browser.
Does this work for My Time, Our Place?
My Time, Our Place V2.0, the framework for school age care, has five outcomes in the same areas, written for children and young people. The ideas here carry across, but quote the exact wording from My Time, Our Place in your documentation.