Examining curriculum alignment and curriculum coherence to support continuity of learning in the early years

Continuous engagement in quality education is one of the significant factors that enhances young people’s life opportunities. Beyond the chronological stages and structures of education from birth to Year 12, continuous engagement and continuity of learning can be reflected through curriculum design and curricular coherence across the whole educational experience. The introduction of the Early Years Learning Framework (EYLF) in 2009 and the Australian Curriculum in 2014 endorsed by the Council of Australian Governments (COAG) marked the first national curriculum documents from Birth to Year 10. The EYLF in particular provided formal recognition of the importance of early childhood education and care as providing the critical foundations for learning and development in education. The OECD (2017) raised the issue of curriculum and pedagogy continuity and alignment stating that “continuity in curricula and transition practices between early childhood education and care (ECEC) and primary school has a positive impact on children’s later academic and social success” (OECD 2017, p. 147). While the significance of transitions for children has been supported through various local level initiatives, evidence shows that aligning curriculum between early childhood and primary can lead to improved literacy and numeracy skills as children progress through the early years of schooling (Ahtola et al., 2011). However, continuity of learning does not reflect a moment in time during key transition periods. Continuity of learning is a multifaceted process that begins at birth leading to more formalised school structures. A key mechanism for ensuring continuity of learning is the implementations of curriculum frameworks and standards that can have a significant influence in how a young person experiences education from birth to Year 12. Strong curriculum alignment supports continuity of learning through connecting knowledge and skills in a continuous trajectory of learning and development (Johnson et al., 2020). Promoting continuity of learning through curricula processes ensures that there is logical learning progression from one curriculum document to another. This also impacts on issues of vertical transitions throughout the system, from one year to another (Cantley et al., 2021), and developmental continuities that contribute to children’s ‘ongoing wellbeing, learning and development (Boyle, 2018). Similarly, horizontal transitions between environments, for example, children attending two services concurrently or relocating from one setting to another, can impact continuity of learning. Research shows that when a new curriculum is released, there is a negative effect on alignment (Fenwick, 2018). However, much of the alignment research has been conducted in Asia and America in primary and secondary settings, with a considerable gap of research from birth to Year 12 and in the Australian context (Johnson, 2020). Furthermore, the implications of curriculum alignment as a key lever to support continuity of learning in the education system has the potential to be transformative, enabling coherence for learners at all developmental stages of the learning journey. This project addresses the research question: How does content and cognitive demand in the intended curriculum align in the early years foster continuity of learning? This paper draws on the Continuity of Learning Framework (Birth to Year 12) project co-designed with the Northern Territory Department of Education, Australia, that reflected education in the rich cultural, geographic and linguistic diversity across communities and contexts. Alignment of mathematics and science content and cognitive demand was examined using Bloom’s Taxonomy and analysing the Abecedarian Approach Australia (3a) NT Learning Games for ages 0–3, NT preschool curriculum, and the Australian Curriculum. The analysis confirmed the utility of Bloom’s Taxonomy for analysing cognitive demand in preschool documents. The NT Learning Games embedded foundational mathematics and science concepts in the form of play-based experiences for young children from birth-3. The results showed evidence of core mathematics and science concepts in the NT preschool curriculum, with an emphasis on language development and the use of specific terminology, which are cognitive skills associated with ‘remembering’ and ‘understanding’. Furthermore, there was strong alignment between the cognitive demands identified in the preschool curriculum and the first year of school. This is important as it demonstrates the potential for depth of learning associated with foundational mathematics and science in play-based early childhood environments. Throughout the project, and in response to different perspectives presented, the conceptualisation of continuity of learning was progressively developed. The findings highlight considerations that can promote or impede continuity of learning, curriculum alignment and coherence within the knowledge, language and cultural systems present in diverse communities. 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