# Source and mapping notes

**Checked:** 29 September 2026. **Status:** source-linked draft; local
Queensland kindergarten educator review pending. This pack paraphrases the
framework at a high level and does not reproduce its tables or artwork.
The original commentary on this page is © NeuroForgeIO Pty Ltd 2026,
[CC BY 4.0](https://creativecommons.org/licenses/by/4.0/); QKLG and EYLF
source rights remain with their respective authorities. See [rights](RIGHTS.md).

| Official source | What was checked | Use here |
| --- | --- | --- |
| [QCAA QKLG 2024](https://www.qcaa.qld.edu.au/kindergarten/qklg) | The current QKLG landing page identifies the 2024 guideline and its five learning and development areas. | Overall kindergarten framework and version. |
| [QCAA learning and development areas](https://www.qcaa.qld.edu.au/kindergarten/qklg/learning-development-areas) | Identity, Connectedness, Wellbeing, Active learning and Communicating; the page says teachers plan holistic learning across them. | One leading area per starter, as a planning aid. |
| [QCAA alignment of QKLG with EYLF V2.0](https://www.qcaa.qld.edu.au/kindergarten/qklg/purpose/alignment-qklg-eylf) | The official table aligns QKLG's five areas with the EYLF's five broad outcomes. | Outcome numbers 1–5 in the overview and cards. |
| [QCAA assessing children's learning](https://www.qcaa.qld.edu.au/kindergarten/qklg/practices/assessing-childrens-learning) | QCAA describes observation and documentation within everyday play and responsive planning, with children participating and multiple ways to show learning. | “Notice” prompts, without scores. |
| [QCAA parent information](https://www.qcaa.qld.edu.au/parents-families/kindergarten) | Queensland kindergarten is the year before Prep, and parents/carers are recognised as children's first educators. | Parent-facing use and pre-Prep boundary. |
| [ACECQA EYLF V2.0 outcomes information](https://www.acecqa.gov.au/information-sheet-eylf-practices-outcomes) | The five outcomes are broad, observable and relevant across birth to five, with varied pace and ways of learning. | Flexible participation and no milestone claim. |

## Mapping boundary

The QCAA's high-level correspondence is:

| QKLG 2024 area | EYLF V2.0 broad outcome |
| --- | --- |
| Identity | Outcome 1: strong sense of identity |
| Connectedness | Outcome 2: connected with and contributing to their world |
| Wellbeing | Outcome 3: strong sense of wellbeing |
| Active learning | Outcome 4: confident and involved learners |
| Communicating | Outcome 5: effective communicators |

These are framework names and broad outcome labels, not verbatim activity
requirements. The proposed card-to-area links are SubjectNest editorial
judgments. They require review by an early childhood educator. Do not claim
that using a card completes an outcome or predicts school readiness. The
activities are for kindergarten before Prep; the Australian Curriculum's
Foundation content descriptions are not preschool targets.

## Language and cultural review

The cards are written in English. They invite children and families to use
their own languages and communication modes, but contain no machine-translated
instructions. Any translated edition needs a fluent human reviewer familiar
with local usage. Activities should be adapted with families and local
educators; do not add First Nations stories, symbols or cultural practices
without appropriate relationships, permission and attribution.