The Kindy uplift decision-making guide provides information to assist services with their Kindy uplift plans.
Making decisions about how best to utilise Kindy uplift funding involves accounting for a number of considerations. This guide aims to support kindergartens and advisors by providing:
- descriptions of professional learning and practice supports
- alignment to the Queensland kindergarten learning guideline (QKLG)
- implementation considerations
- delivery modes and costs.
Each professional learning or practice support has been aligned to one or more Kindy uplift priority areas below.
Participating services will be required to spend most of their funding on professional learning and practice supports that align with the decision-making guide. Services can use a maximum of 20% of their total annual funding allocation to professional learning and practice supports not outlined in the Kindy uplift decision-making guide or internally, as part of a network or under the auspice of an organisation (e.g. central governing body).
Services are responsible for ensuring the purchased supports respond to the learning priorities of the kindergarten cohort and align with the identified priority area/s.
Social and emotional capability
Children feel safe, secure and confident in themselves and the learning environment, enabling them to take risks and make decisions. Children have the skills to sustain engagement in learning, manage emotions and connect positively with peers and significant adults. Professional learning and practice supports that align with this priority area include:
Children demonstrate coordination, strength, gross and fine motor skills in a range of learning situations. Children are confident to make use of the learning environment to support their physical wellbeing. Professional learning and practice supports that align with this priority area include:
Thinking and responding
Children take in verbal and non-verbal stimuli and process this information to make meaning linked to their current knowledge and experience. Children demonstrate their understanding and respond in a variety of culturally appropriate ways. Professional learning and practice supports that align with this priority area include:
Oral language and communication
Children express their thoughts, feelings and emotions for a range of purposes and can make themselves understood through verbal, non-verbal or augmentative technologies. Children seek to understand and listen to others and make meaning by exploring texts. Professional learning and practice supports that align with this priority area include:
Access and inclusion
The service and educators are ready to support all children and families so they feel welcome, engaged and culturally safe. Inclusive practices are embedded in the service and support all children’s active participation in the kindergarten program. The service and other partners provide supportive and responsive transition pathways for children and families across early years settings and work collaboratively to support all children’s learning, wellbeing and development. Professional learning and practice supports that align with this priority area include: