EYLF V2.0 (Belonging, Being and Becoming, 2022) replaced the original 2009 Early Years Learning Framework. The main changes: principles went from 5 to 8 (three new, two renamed), practices went from 8 to 7 (learning through play and intentional teaching became one practice, and cultural competence became cultural responsiveness), and the planning cycle was rewritten. The five learning outcomes did not change, because regulation 73 sets them. ACECQA lists the original framework as no longer approved for use under the NQF from February 2024.
This page compares the two versions side by side, using ACECQA’s published summary. For the outcomes and sub-outcomes themselves, see the EYLF outcomes guide.
The original EYLF began with the NQF in 2012. In April 2021, ACECQA engaged a consortium led by Macquarie University, Queensland University of Technology and Edith Cowan University, on behalf of all governments, to review it. The review included a literature review, national consultation on a discussion paper and a pilot of the proposed changes in 16 services. According to ACECQA’s summary, most changes clarify or expand the existing text. The bigger changes are the three new principles and the reworked practices.
V2.0 is dated 2022 and is the national approved learning framework for children from birth to 5 years. My Time, Our Place was updated to V2.0 at the same time for school-age care. ACECQA’s guiding documents list marks the original EYLF as superseded and not approved for use under the NQF from February 2024. A program built on the 2009 wording is now out of date.
| Original EYLF (2009) | EYLF V2.0 (2022) | Change |
|---|---|---|
| Secure, respectful and reciprocal relationships | Secure, respectful and reciprocal relationships | Kept; now includes relational pedagogy |
| Partnerships | Partnerships | Kept; now includes other professionals |
| High expectations and equity | Equity, inclusion and high expectations | Renamed and strengthened |
| Respect for diversity | Respect for diversity | Kept |
| Ongoing learning and reflective practice | Critical reflection and ongoing professional learning | Renamed and strengthened |
| — | Aboriginal and Torres Strait Islander perspectives | New |
| — | Sustainability | New |
| — | Collaborative leadership and teamwork | New |
The principles are also no longer numbered, to make clear they are not in order of priority.
| Original EYLF (2009) | EYLF V2.0 (2022) |
|---|---|
| Holistic approaches | Holistic, integrated and interconnected approaches (renamed) |
| Responsiveness to children | Responsiveness to children |
| Learning through play Intentional teaching | Play-based learning and intentionality (two practices combined) |
| Learning environments | Learning environments |
| Cultural competence | Cultural responsiveness (replaced) |
| Continuity of learning and transitions | Continuity of learning and transitions |
| Assessment for learning | Assessment and evaluation for learning, development and wellbeing (renamed) |
If your philosophy, policies or programming templates still say “intentional teaching” or “cultural competence” as practice headings, they use the 2009 structure.
The five outcomes are written into the law. Regulation 73(2) says a program must contribute to each child having a strong sense of identity, being connected with and contributing to their world, having a strong sense of wellbeing, being a confident and involved learner, and being an effective communicator. ACECQA’s summary says the outcomes were judged still fit for purpose, so V2.0 keeps them and updates the guidance and examples under each one.
V2.0 ties the planning cycle more closely to the framework’s vision and describes it in five stages: observe, listen and collect; assess, analyse and interpret learning; plan and design; implement and enact; evaluate and critically reflect. The EYLF planning cycle guide explains each stage and the documentation rules.
Assessors look at the program under Quality Area 1. Element 1.1.1 asks whether curriculum decision-making contributes to each child’s learning and development outcomes, so a program on the superseded framework is an easy finding to avoid.
EYLF V2.0 is dated 2022. ACECQA lists the original 2009 EYLF as not approved for use under the NQF from February 2024, so V2.0 is the version services must use.
Eight. Three are new (Aboriginal and Torres Strait Islander perspectives; Sustainability; Collaborative leadership and teamwork), two were renamed (Equity, inclusion and high expectations; Critical reflection and ongoing professional learning), and three were kept.
Seven. Learning through play and Intentional teaching were combined into Play-based learning and intentionality, and Cultural competence was replaced by Cultural responsiveness.
No. The five learning outcomes are set by regulation 73 of the National Regulations and stayed the same. V2.0 updated the guidance under each outcome.
Intentional teaching is now part of the practice called Play-based learning and intentionality, which combines it with the former Learning through play practice.
WIDEN Law answers National Quality Framework questions with inline citations to the National Law, the Regulations and the NQS, so you can check the source provision yourself.
14-day free trial, no card →This page is a research summary, not legal or compliance advice. It is written in our own words from the sources linked on the page; confirm the position with your regulatory authority before relying on it for a compliance decision.