The Total Capture Of The Australian Early Learning Frameworks
who or what is really guiding your children’s education?
If you have kids at school in Australia, you might reasonably think that the school is something like a 'neutral caretaker and educator of your child' and that their role ends there. You would naturally assume that they simply teach your kids how to read, write, keep them fit, socially engaged, and that's where their influence ends. Public schools are not teaching kids about spiritual beliefs, gender theory, or adult sexuality, right?
They certainly aren't teaching Critical Race Theory, Fourth Wave Feminism, or Queer Theory. Don't be ridiculous. And even if they were teaching this stuff, it wouldn't be happening in preschool, that'd be deeply inappropriate, harmful even.
You may think of the Australian education system in this way because that is the image that has been sold to the public, while, without any vote or public announcement, the underlying educational framework has been totally captured by left leaning activists pushing 'progressive' theories and totally eliminating any traditional worldviews from schools right from preschool age. This is not just an optional way of approaching education out of many possibilities, these teachings form the entire backbone of the Australian education system and it is mandatory.
The EYLF, or Early Years Learning Framework, is a nationally agreed upon compulsory framework for early education providers for children from ages 0 to 5 (however in practice is used until age 8) and this document is the required basis for all teacher-student interactions. It not only includes but recommends teaching everything from 'post-colonial theory' to gender fluidity for every child from babies to teenagers. The school is not required to notify you about these theories being used to teach to your kids at any point, nor can you opt your child out of any of the teachings that the framework legally requires.
Here are just a few of the mandatory core teaching practices from the EYLF that are raising your preschool age child right now:
"feminist and post-structuralist theories that offer insights into issues of power, equity and social justice in early childhood settings"
"critical theories that invite educators to challenge assumptions about curriculum, and consider how their decisions may affect children differently"
"ancestral knowledges are ways of knowing and understanding shared through history and culture, in the written, oral and spiritual traditions of Aboriginal and Torres Strait Islander peoples"
The best thing you can do if you are just discovering this information is to read the documents in full and become aware of what is really going on in your child's school.
Below is the EYLF that applies to all 0–5-year-olds in preschools (but often used up until age 8):
For those not in the know about what this vague language really means, here is a simple breakdown.
The first point is an instruction to raise babies and toddlers using Fourth Wave Feminism as a core principle, the most extreme form of feminism to date. How do you think this will apply to the boys in the class, or the girls' opinion of the boys in their class?
Do you think this teaches girls to value boys and boys to feel like they are equally valued in class? The educational outcomes of boys have been declining for the past decade or more, coincidentally since around the time this framework was implemented.
The term 'critical theories' refers to Critical Race Theory, which at the root posits all non-white or minority groups as disadvantaged by nature and all whites and major institutions as oppressors. This is being taught to little kids before they are even cognitively aware of racial differences in others, and in some cases before they can even speak, due to the lack of any age restrictions on this framework.
Children are learning about race for the first time in a context where they are taught that they are either oppressed or an oppressor, and neither concept should be on any child's mind at preschool, ever, and there is no sane argument that can claim otherwise.
Then we come to the ‘ancestral knowledge’ and ‘ways of knowing’ which explicitly include Aboriginal spiritual teachings and political perspectives. Most parents would likely agree that babies should not be taught about the Stolen Generation, colonisation, or the current political push to make every person in Australia who is not Aboriginal constantly apologise for being here, or being born here, at every opportunity.
Here is a quote from a 4-year-old from an Inner West preschool after NAIDOC week when asked what he learned:
“I’m sorry to Aboriginal people.”
How are children ever going to grow up feeling like they belong in their own country of birth, if 'Sorry Day' and NAIDOC week and the many yearly events keep telling them they are oppressors who stole another people's land and children. Australian schools are conditioning little kids from birth onwards to feel guilt for perceived historical injustices that they did not participate in.
Likewise, many Australian parents are either Christian, Muslim, Hindu, Buddhist, Atheist, or any number of religions that object to their kids participating in smoking ceremonies or ancestral rituals that call upon spirits in a school environment with no option to withdraw their child. This is mandated religious instruction plain and simple and should require permission from every parent of an attending child in every instance it occurs on school grounds.
This also fosters resentment because parents are pressured into their kids participating in these ceremonies against their better judgement and this leads to further tension between groups.
The existing data shows that racial tension has only increased since these policies were implemented.
This practice actually creates and perpetuates racial tension, there is simply no way it cannot lead to it.
Every metric available says that what we are doing in this area is not working but worse than that failure is that we are corrupting our children with these ideologies while attempting to solve an issue that they were not a part of. They should not pay for our mistakes.
My Time, Our Place: The bones behind the curriculum
The second document titled My Time, Our Place, covers children from ages 5 to 12, and extends the objectives of the EYLF to the end of primary school. Both documents contain the same recommendations for the concepts mentioned above, with almost no meaningful alterations being made for the vastly different developmental needs of a toddler in contrast to a 12-year-old.
All the way from birth until your child's 13th birthday, these two documents are raising your children to believe what the government has decided your children should believe about the world, themselves, and others. Not the parents. Not Mum. Not Dad. Not you.
Some of the My Time, Our Place framework's recommended professional practice methods are:
socio-cultural theories and ecological theories that emphasize the central role that families and cultural groups play in children and young people’s wellbeing and learning, the importance of respectful relationships and provide insight into social and cultural contexts of play and leisure
developmental theories that focus on describing and understanding the influences on, and processes of children’s learning, development and wellbeing over time
ancestral knowledges as ways of knowing and understanding shared through history and culture, in the written, oral and spiritual traditions of Aboriginal and Torres Strait Islander peoples
critical theories that invite educators to challenge assumptions about curriculum and pedagogy, and consider how their decisions may affect children differently
post-structuralist, post-colonial and feminist theories that offer insights into issues of power, equity and social justice in school age education and care setting
The last point, which builds upon the previous framework’s language, contains a cluster of radical theories that, in effect, encourage children (this is from age ZERO) to view men as perpetrators, white people as oppressors, and every non-white group as oppressed by nature. It encourages them to question the established traditions and ways of thinking that have carried Western civilization for the entirety of modern history and beyond before they have learned anything positive about the world.
Children are effectively taught to assess the social status and value of others by race, or minority group status, while at the same time teachers claim to be promoting inclusion and diversity.
In effect, they are creating the problem that they claim to be solving, while most children begin to notice racial differences at preschool age they do not form hierarchical opinions about other races unless those are imposed upon them, which is ironically being done at school through these cultural programs and 'post-colonial' theories.
This has all been buried in these two all-encompassing documents that guide the education of every 0–13-year-old in Australia, in both private and public schools, and there is no escape from it.
The My Time, Our Place framework document states that all of these elements, and more, are:
1). All elements are fundamental to pedagogy, and curriculum and program decision-making
in school age care. A school age care curriculum encompasses all the interactions, experiences,
routines and events, planned and unplanned, which occur in an environment designed to support
and foster children and young people’s wellbeing, learning and development
Yes that's right, these teachings are FUNDAMENTAL to pedagogy (the education of children) in every single context within a school.
Did you sign your child up for that?
These frameworks contain no mention of traditional moral values, Western values, conservative values, or even classical educational theories. These concepts are simply not even listed as options for any Australian education provider to use in their daily operations of a preschool, or primary school despite huge portions of the population operating on these sets of values at home and in their everyday lives.
It's fair to say that most Australian parents assume that the curriculum is at the core of their children's education, but in fact, it is not. It's not even close.
Teachers are then instructed to:
provide materials, texts and resources that provide opportunities to analyse and challenge stereotypes associated with age, gender, ability, race and family and community background
As you may have suspected by now, none of this is limited to verbal education and if you have not checked the book section of your local preschool or primary school lately, you will likely find some very concerning ideological content being used to funnel these theories into your kids' heads on a daily basis. Much of this content never leaves the school and the school library is often off limits to parents, so they never see the books that their children are being exposed to during school hours.
You can find the framework document in full below, if you have children in primary school this is the one to focus on:
He/she/they, who will you be today?
Perhaps even more concerning, neither document contains the word biology or biological sex and never refers to children as having an inherent biological sex at any point in either framework document. This is just the beginning, as the documents go on to list many sensitive topics that parents may want to shield their children from at a young age and frames them as essential educational outcomes regardless of the child's age and developmental needs, their culture or religious views, or their familial values system.
We can see clearly stated gender ideology baked right into the framework which encourages children to 'explore' their gender before they are even verbal, rather than reinforcing their birth sex to establish a sense of objective identity. Children from birth are encouraged to question their gender, a practice outlined in these terms on Page 35 of the My Time, Our Place framework, under:
Outcome 1 — Children and Young People Have a Strong Sense of Identity:
"refer to children and young people with the pronouns they would like to be identified by"
And from the same page, children should:
"feel safe to participate in all activities regardless of gender"
And educators should:
"provide books and other resources that depict diverse gender roles and identities respectfully"
"support diverse genders and cultures to share spaces and resources safely and equitably"
This sits directly under the outcome of building a strong sense of identity, while simultaneously defining that identity as having nothing to do with biological sex.
These framework documents have not been produced for inspection or approved for use in shaping their children's thoughts and values, by the vast majority of Australian parents at any point in their children's education.
Yet they are mandatory and are quietly dictating the moral, spiritual, sexual, and psychological formation of your children, all without any option to opt-out of this content, and certainly with no informed consent.
This Is Pretty Controversial But It Can’t Be In The Curriculum, Right?
We are of course referring to the many 'controversial issues' that are being introduced to children in a classroom environment outside of the curriculum through social interactions with teachers, staff, external providers, and school programs or events. These frameworks encourage topics such as gender ideology, sexual education from LGBTQAI+ providers, political activism, ideological content, Aboriginal spiritual teachings including tribal religious rituals and worldviews, New Atheism style 'ethics' classes, and yes, even drag shows from 'Respectful Relationships' style groups in some cases for small children, many of which have not even learned to speak.
Wait, but there's a public curriculum and anyone can read it, you might say, and it all sounds pretty neutral to me. It's true, the standard published curriculum outline covers the basic modules taught in class, including literacy, numeracy, PDHPE, and so forth. However, most parents are not aware that the 'guidance' in these overarching frameworks underpins the entire school environment and explicitly shape your child's world view, psychology, spirituality, and political views far more than the published curriculum does.
These frameworks operate invisibly in every classroom interaction that teachers have with your children, and dictate how they refer to certain beliefs and ideologies in class, how they answer the children's questions about every topic, how they refer to their gender, sexuality, beliefs in God, politics, familial roles, and extends into every part of their education.
That's a minimum of 30 hours per week that your preschool or primary school child is being implicitly taught these concepts.
All of this occurs before children learn any positive foundational beliefs or values about the world and themselves and importantly, this is encouraged well before the critical thinking function in a child's brain is even developed (see the widely accepted foundational works of Jean Piaget in child development). In effect, this means that children never learn traditional values, or a sense of their objective identity, because those are taught to be irrelevant, harmful, or outdated concepts that are to be questioned before children even learn how to speak.
This is equivalent to building a house with no foundation and expecting it to weather the effects of time. In effect, children are never presented and taught the established and proven foundational ways of being, knowing, and moving through the world that create internal psychological and emotional stability.
This system, in effect, works to create psychologically and emotionally fragile children who view the world in terms of oppression groups and gender-based power scales, if they know which gender they are at all, starting right from preschool age. These are kids who will have no foundational worldview, and no real solidified identity to hold them together in difficult times.
This can be linked to the wave of mental health issues in modern adolescents, who struggle to anchor themselves in any objective reality, causing internal turmoil and instability. Since the introduction of these frameworks in 2009 and 2011 respectively, mental health in school aged children has steadily declined by almost every metric and the HCF study in 2024 stated that 53% of primary school parents reported mental health challenges in their child compared to 13.9% in a survey from 2013-2014.
Could this concerning trend be due to our children never being taught a foundational worldview or stable identity in schools? Could it be because they are taught to question everything from their gender, the societal value of their men or women, their supposed role in historical events that they took no part in, to question their sexuality even as children, to dismiss the value of starting a family and getting married, and ultimately to question the value of life itself?
The questions then become this.
Who wants to live in the world that this framework describes? A world with seemingly omnipresent oppression in every category of life. What kind of human being does this educational system create you might wonder. If you're still reading this then deep down, you know the answer.
The bottom line is that parents were never consulted, most are not even aware of these frameworks, and if they do have concerns, they cannot opt their child out of these teachings.
It seems clear to us that this framework and its mandates are leading to severe mental health and identity issues in a rising number of children, as shown by the latest survey data on school aged youth in Australia, and it all starts in your kid's preschool with the EYLF and My Time, Our Place frameworks being delivered daily.
These are just some of the many concerning practices outlined in the frameworks and our question to you is simply this...
You didn't agree to it.
You can't opt out of it.
Are you ok with that?