How the Victorian ECE Curriculum Compares to the NZ ECE Curriculum
If you're a New Zealand early childhood teacher considering a move to Victoria, Australia, one of your biggest questions will likely be:
“How different is the ECE curriculum over there, really?”
We get it. You’ve trained and worked with Te Whāriki, and it’s more than a curriculum – it’s a philosophy. Shifting to a new country’s education system can feel daunting, especially when you’re passionate about your practice and want to stay true to what you believe works for children.
Here’s what you need to know about the Victorian Early Years Learning and Development Framework (VEYLDF), how it compares to Te Whāriki, and what to expect when stepping into an Aussie early learning setting.
Let’s start with the basics: What is VEYLDF?
The Victorian Early Years Learning and Development Framework (VEYLDF) is Victoria’s guiding curriculum for children from birth to 8 years. It’s built around five key outcomes, similar in feel to Te Whāriki’s strands.
These outcomes are:
Children have a strong sense of identity
Children are connected with and contribute to their world
Children have a strong sense of wellbeing
Children are confident and involved learners
Children are effective communicators
Sound familiar? That’s because it is. These are also the five outcomes of the national Early Years Learning Framework (EYLF) used across Australia, but VEYLDF expands on it to more specifically support children from birth to 8 years in the Victorian context.
How is VEYLDF different from Te Whāriki?
Here’s a quick breakdown of the key similarities and differences:
Philosophy and Approach
Te Whāriki: Emphasises a bicultural framework rooted in te ao Māori, with a strong focus on relationships, holistic development, and the child as a capable learner.
VEYLDF: Takes a developmental and rights-based approach, aligning with the UN Convention on the Rights of the Child. It draws from socio-cultural theory, but leans more into developmental learning goals.
What this means for you:
Both frameworks value children as active participants in their own learning. But where Te Whāriki gives you broad principles to interpret locally, VEYLDF can feel more structured and outcomes-focused, especially when it comes to assessment and planning.
Planning and Documentation
NZ: Planning is often child-led and emergent, supported by learning stories and reflective documentation.
VIC: Centres often follow a weekly or fortnightly program cycle. Planning and documentation expectations can be more formal, especially in long day care settings. Educators are expected to show clear links between observations, planning, implementation, and evaluation.
Heads up:
You may need to adjust to more rigid or templated documentation styles. While there's still room for creativity and reflection, centre compliance pressures can shape how much flexibility educators have day to day.
Assessment and Reporting
Te Whāriki: Doesn’t prescribe formal assessments, allowing for narrative assessment through learning stories and professional judgement.
VEYLDF: Assessment is more structured. For example, the Transition Learning and Development Statement (TLDS) is completed when children head to school, which includes a summary of learning against the five outcomes.
You’ll need to get comfortable with linking your observations to the outcomes and demonstrating learning progress in a more explicit way.
A common question Kiwi teachers ask:
“Do I need to completely change how I teach?”
Not at all. Your values and the way you build relationships, observe children, and support learning are still incredibly relevant. Many centres value the strengths Kiwi teachers bring – especially our focus on relationships, child voice, and holistic learning.
That said, being open to learning the VEYLDF language and expectations is key. You’ll likely need to adjust how you present your planning, and how you link learning outcomes to everyday activities.
What about cultural identity and bicultural practice?
This is an area where the two frameworks take different approaches.
Te Whāriki embeds biculturalism throughout, with a foundational commitment to te reo Māori me ōna tikanga.
VEYLDF recognises Aboriginal and Torres Strait Islander cultures, and centres are encouraged to build culturally safe and inclusive environments.
In practice:
You may find less daily integration of Indigenous perspectives than you're used to, depending on the service. However, Victoria is increasing its focus on reconciliation and cultural responsiveness. Your understanding of bicultural practice will still be highly valued, and you might even help lead the way.
Does it differ by setting?
Yes, absolutely.
Kindergarten (preschool) programs are more aligned with school-readiness goals and usually follow VEYLDF closely.
Long day care centres (what we might call ECE centres in NZ) vary widely in approach, depending on ownership, leadership, and staff.
School-based prep and early years follow VEYLDF as well, particularly in the first year (Prep), but will also align with the Victorian Curriculum as children progress.
Tip: If you’re applying to jobs, ask what curriculum the centre uses, how they plan and document learning, and how VEYLDF is embedded in daily practice.
What professional development is available?
Many services offer internal training or support for new educators, especially those arriving from overseas. But it's a good idea to:
Familiarise yourself with the VEYLDF document (you can find it on the VIC Department of Education website)
Complete any orientation modules your centre provides
Attend free or subsidised local PD (often available through local councils or organisations like Gowrie Victoria)
Do I need to register with anyone to teach ECE in Victoria?
Yes. To work as an early childhood teacher in Victoria, you’ll need to:
Register with the Victorian Institute of Teaching (VIT) if you hold a recognised teaching qualification
Or, if you’re working as a diploma-qualified educator, hold at least a Certificate III or Diploma of Early Childhood Education and Care, and be employed under ACECQA's framework
If you have a NZ Bachelor of Teaching (ECE):
It’s likely you’ll be eligible for VIT registration, but it may take several weeks or months to process. Be prepared for documentation requests and possible bridging requirements depending on your experience.
What’s the pay and workload like?
This varies quite a bit.
Pay: Qualified early childhood teachers in Victoria earn between AUD $65,000 and $95,000, depending on experience and whether they work in a funded kindergarten or private centre.
Workload: Documentation and compliance can be higher than in NZ. Ratios differ too – for example, Victoria has a 1:11 ratio for 3–5 year olds, which may differ from what you're used to.
Reality check: The cost of living, especially in Melbourne, can be higher than in many parts of NZ. However, regional areas often offer incentives for teachers, and housing is usually more affordable outside major cities.
Final thoughts: What’s it really like?
Moving across the ditch to teach early childhood in Victoria can be a big transition – but it’s also an exciting opportunity. While the frameworks and systems may differ, your core skills, values, and relationships with children remain at the heart of your work.
It’s normal to feel a bit out of your depth at first. Give yourself time to adjust, ask questions, and connect with other Kiwis who’ve made the move.
