Browse the collection of age-appropriate pedagogies professional learning materials designed to assist regions, school teams and teachers implement age-appropriate pedagogies in the early years of school.
Foundation paper—In 2015, the department funded Griffith University to prepare a foundation paper outlining key messages from a review of international research literature and to identify elements of effective teaching and learning in the early years of school.
Foundation paper summary
Age Appropriate Pedagogies Program Progress Report 2016—The Age-appropriate pedagogies program progress report 2016 outlines evidence of the effectiveness of age-appropriate pedagogies in schools participating in a pilot study in 2015.
Age Appropriate Pedagogies Implementation Report 2016—The Age-appropriate pedagogies implementation report 2016 outlines evidence of strong collaboration between schools, regions, central office and the university researchers, central to the successful implementation of age-appropriate pedagogies in 2016.
The characteristics of age-appropriate pedagogies represent a set of desirable qualities teachers can consider when working with children and colleagues so they are responsive to each individual child, context and purpose of learning. Use these professional learning materials to deepen your understanding of the characteristics.
Various teaching approaches may be considered age-appropriate for teaching the Australian Curriculum in the early years. Use these professional learning materials to deepen your understanding of the approaches.
Strengthening shared understandings about the components of age-appropriate pedagogies provides greater continuity of practice and builds a common language across teaching teams.
Examples of practices
These examples of practice illustrate alignment of curriculum, pedagogy and assessment in the early years of school. Use these professional learning materials to support teacher reflection or as a prompt for pedagogical decision-making.
The following case studies show how school teams implemented their age-appropriate pedagogies action plans in 2015.
The following practice snapshots give an insight into how teachers have aligned curriculum, age-appropriate pedagogies and assessment in their classroom practice.
Cannon Hill State School—Developing children's scientific oral language skills and higher order thinking.
Lower Tully State School—Enhancing children's engagement with mathematics through the use of a play-based approach.
Milton State School—Developing science inquiry skills, including questioning, participating in guided investigations, representing ideas and communicating ideas to others.
Seville Road State School—Using a shared celebratory event to engage in real life history and mathematics learning experiences.
These postcards may be used as a ready-reckoner for teachers keeping the characteristics and approaches on hand.
These posters may be used to build shared understandings across school teams and as a reference point for describing practice that is reflective of the characteristics and approaches.
These videos may be viewed to see teachers and school leaders discussing age-appropriate pedagogies as they move from research to practice.