MTOP Outcome 5: Children and young people are effective communicators

Understanding Outcome 5

Support communication for varied purposes through language, gesture, movement, texts, symbols, pattern, media and digital technologies.

MTOP outcomes are broad and observable. Educators contribute by shaping relationships, environments, routines and experiences, then noticing and responding to what children and young people actually do. A themed activity cannot guarantee an outcome, and a completed worksheet is not sufficient evidence by itself.

Read Outcome 5 in the official My Time, Our Place V2.0 framework and use ACECQA’s approved learning frameworks guidance when planning.

Five educator practices that can contribute

• Provide several ways to explain an idea: talk, draw, model, gesture, perform or write.
• Use visual cues alongside spoken instructions and check meaning through action.
• Invite children to create texts for real audiences and purposes.
• Explore symbols, maps, sequences, rhythm and pattern as communication systems.
• Use digital tools deliberately, safely and only when they add a useful mode of inquiry or representation.

Plan from the child and the context

Begin with current knowledge: what children have said, chosen, avoided, continued, questioned or changed. Select one possible opportunity connected with Outcome 5, but keep the activity direction flexible. Decide what educators will do—not only what children will be given.

During the experience:

1. Make the entry point and available choices clear.
2. Observe before assuming what a response means.
3. Use a prompt, material or environmental change only when it helps extend participation or thinking.
4. Record exact words, actions, representations or decisions where appropriate.
5. Revisit the observation and decide what the program should offer next.

What educators might observe

Possible evidence includes children adapting a message for another person, interpreting texts or symbols, co-creating media, explaining patterns and selecting a communication mode that fits their purpose. Interpret this evidence with knowledge of the child, family, culture, community and program context. One observation may connect with several outcomes and practices; it does not need to be forced into a single box.

Themes that create useful contexts

• Puppet Theatre
• Coding Without Screens

Use the themes as menus. Choose a small number of experiences, retain child direction and adapt materials, movement, communication and group size.

Downloads to support the invitation

• Puppet Theatre colouring pack
• Human Robot Commands printable game

The printable is a tool, not the outcome. Look beyond completion to choices, questions, strategies, communication, relationships and revisions.

Document, respond and revisit

Write a brief sequence: observation → interpretation → educator response → what happened next. For example, name the child’s decision or strategy, why it may connect with Outcome 5, what changed in the environment or program, and whether that response opened a useful next step. Avoid copying outcome wording as if it were the observation.

Critical reflection

• Which communication modes were valued?
• Could a child understand the cue without reading?
• Who was the real audience for the text or performance?

Use the answers to choose one change to the environment, interaction, routine or next experience. Review whether the change contributed to richer participation and learning rather than simply producing more documentation.