| K1 | <p>Demonstrate a deep understanding of health, wellbeing and safety and implications for and of nature learning</p> |
| K2 | <p>Articulate and demonstrate the role and value of nature pedagogy as a curricula approach and how the dynamic nature of teaching afforded through nature pedagogical approaches link to and support other pedagogies, socially inclusive teaching and assessment practices.</p> |
| K3 | <p>Demonstrate an understanding of content teaching areas, and how they be addressed using nature and play-based pedagogies</p> |
| K4 | <p>Outline legislative and curricula requirements as they relate to conducting nature programs</p> |
| K5 | <p>Demonstrate a deep understanding of the importance of parent/carer and community partnerships in developing and implementing nature programs that are environmentally sustainable and model a respect for the environment.</p> |
| K6 | <p>Demonstrate an understanding of how to select science experiences appropriate to young children</p> |
| S1 | <p>Analyse and critically reflect on nature pedagogy approaches</p> |
| S2 | <p>Plan engaging experiences for young children in prior to school settings, ensuring health, safety, curricula and regulatory requirements are addressed</p> |
| S3 | <p>Identify socially inclusive teaching and assessing strategies and use IT to record teaching and assessment in nature programs.</p> |
| S4 | <p>Differentiate strategies, content and concepts to address the needs of a full range of abilities, interests and dispositions</p> |
| S5 | <p>Explain why science and environmental education should be taught to young children and the role that the adult can play in assisting young children to explore science and their environment.</p> |
| S6 | <p>Describe the various ways in which science experiences and environmental education can contribute to children's development</p> |
| A1 | <p>Use their knowledge of nature to identify curricula content, in particular scientific content, attitudes and processes that can be addressed using nature approaches</p> |
| A2 | <p>Use their knowledge of child development and learning curricula and regulatory frameworks, to plan appropriate science and nature-based experiences that address the needs of a range of abilities and interests and sociocultural backgrounds in the early yearsprior to school settings</p> |
| A3 | <p>Critique and reflect on their own teaching practices to highlight professional learning goals and strategies for improving the teaching of science concepts</p> |
| A4 | <p>Using knowledge of nature approaches, socially inclusive practices, and curricula requirements, articulate the value of nature programs for the wellbeing of children and critique and reflect on their own teaching practices to highlight professional learning goals and strategies for improving teaching in nature programs</p> |
| A5 | <p>Distinguish possible changes to the environment in an early childhood context and discuss how changes could be implemented with active involvement of children, families and communities</p> |