The Difference Between Te Whāriki and the Australian Early Years Framework
A guide for Kiwi teachers moving to Victoria
If you’re a New Zealand early childhood teacher planning to work in Victoria, you’ve probably heard about the Australian Early Years Learning Framework (EYLF). It’s the foundation for all early learning services across Australia, but it can look and feel quite different from what you’re used to under Te Whāriki.
The good news is, while the language and structure may change, the heart of your teaching practice won’t. Both frameworks are built on respect for children, relationships, and learning through play. The main difference is how those ideas are organised, documented, and assessed.
Let’s break it down.
Understanding the Two Frameworks
In New Zealand, Te Whāriki is our guiding document. It’s a beautifully flexible framework that weaves together the strands of wellbeing, belonging, contribution, communication, and exploration. It’s grounded in Te Tiriti o Waitangi, celebrates biculturalism, and gives teachers the freedom to shape learning based on the unique context of each child, whānau, and community.
Australia’s EYLF, on the other hand, is more structured. It’s built around three key ideas — Belonging, Being, and Becoming — and includes specific learning outcomes that educators use to plan, document, and assess children’s learning. It’s part of a larger national system called the National Quality Framework (NQF), which regulates and rates early learning services.
So while Te Whāriki is an open mat that you weave together, the EYLF provides a clearer roadmap to follow. It still values play, relationships, and holistic development, but it also asks you to show how children’s progress connects to the five defined learning outcomes.
Is the EYLF More Prescriptive?
A common question Kiwi teachers ask is: “Will I lose my freedom as a teacher under the EYLF?”
The short answer is no, but it will feel more guided. The EYLF doesn’t tell you what to teach — it tells you how to think about learning. You’ll still observe, reflect, and respond to children’s interests, but you’ll also link your observations to outcomes such as “Children have a strong sense of identity” or “Children are confident and involved learners.”
That can feel like a shift at first, especially if you’re used to Te Whāriki’s open-ended approach. The EYLF uses more formal language and expects evidence of intentional teaching — meaning you plan with purpose, reflect on your decisions, and document how they support children’s learning.
Think of it less as a loss of freedom and more as learning a new professional language. Once you understand the terminology, the philosophy behind it will feel very familiar.
Planning and Documentation
Under Te Whāriki, many of us use learning stories to document progress, focusing on children’s strengths, dispositions, and relationships. In Australia, learning stories are still common, but they often include clearer links to learning outcomes and educator reflections.
Most Victorian services will ask for:
Program plans that outline experiences linked to the five EYLF outcomes.
Observations that identify what children are learning and how it connects to the framework.
Reflection notes that show how you evaluate and plan for future learning.
Evidence of family input, child voice, and intentional teaching.
It can feel like more paperwork at first, but once you’re familiar with the framework, it becomes second nature. Many educators use digital platforms like Storypark, Xplor, or Kinderloop to simplify the process.
The Victorian Framework
In Victoria, you’ll also hear about the Victorian Early Years Learning and Development Framework (VEYLDF). This sits alongside the EYLF and adds a state-based focus on continuity of learning from birth to eight years old.
If you work in a Victorian kindergarten, your planning and assessment will usually reference both frameworks. The good news is they align closely, so you don’t have to plan two separate programs — just understand how they connect.
The VEYLDF highlights the importance of partnerships with families, high expectations for every child, and reflective practice — ideas that will feel familiar to any teacher grounded in Te Whāriki.
Cultural Perspectives
Coming from New Zealand, you’ll bring a strong understanding of bicultural practice and the importance of identity, language, and belonging. That’s a real strength in Australia, where services are increasingly focused on cultural inclusion and connection with Aboriginal and Torres Strait Islander communities.
In Victoria, it’s common to see Acknowledgements of Country, local Aboriginal language incorporated into daily practice, and efforts to build partnerships with community organisations. While it’s not built on a Treaty foundation like in Aotearoa, there’s genuine progress toward reconciliation and respect for Indigenous perspectives.
Your awareness of cultural responsiveness and inclusion will serve you well — it’s one of the most valued skills you can bring as a Kiwi teacher.
Working Under the National Quality Framework
One of the biggest differences you’ll encounter in Victoria is the National Quality Framework (NQF). It governs everything from ratios to policies to how services are assessed and rated.
Every service is evaluated under seven Quality Areas, including educational program and practice, relationships with children, physical environment, and governance. Your program planning and documentation are part of how your service demonstrates quality to regulators.
It can sound a bit intense at first, but it’s simply a more formalised system of quality assurance. Most employers will give you training on how it works, and your existing professionalism and reflection skills will translate beautifully.
Common Questions from Kiwi Teachers
Do I have to change my teaching style?
Not really. You’ll still focus on relationships, play, and meaningful learning experiences. You’ll just need to express and document them in the language of the EYLF.
How long does it take to get used to the EYLF?
Most teachers say it takes a couple of months to feel confident. Once you’ve had a chance to observe how other educators document and plan, it starts to click.
Can I still write learning stories?
Yes, absolutely. Many Australian centres still use learning stories, especially those with Kiwi educators. You’ll just need to add links to outcomes and reflections.
Is there support available?
Yes, many employers offer mentoring for new overseas teachers. There are also support networks and online groups for Kiwi teachers in Australia who share advice, tips, and moral support.
Final Thoughts
Moving from Te Whāriki to the EYLF isn’t about changing who you are as a teacher. It’s about learning a new framework that still values everything you already know — relationships, reflection, and play-based learning.
Both systems share the same heart. They just express it differently. With time, you’ll find your feet and start blending the best of both worlds — the warmth and flexibility of Te Whāriki with the structure and clarity of the EYLF.
If you’re planning to teach in Victoria or simply want to understand what’s involved, we’d love to help you figure it out.
