Visible learning evidence
Families should be able to see the learning behind the day.
A photograph becomes more meaningful when it explains what a child tried, what an educator noticed, which capability was growing and what might happen next.
What this means in practice
Evidence connects observation with a thoughtful next step.
It is not about documenting every moment. It is about choosing meaningful moments that help educators plan and families understand.
We notice
Educators pay attention to actions, language, relationships, persistence, feelings and approaches to challenge.
We understand
The moment is connected to context, the child’s interests and one or more of BEL’s five capabilities.
We support
Educators consider the language, co-regulation, materials, routines or participation support the child may need.
We extend
A next experience or change to the environment invites the child to revisit, deepen or apply the learning.
We share clearly
Family communication explains the learning in plain language, not only the activity that occurred.
We protect privacy
Public examples and images must respect family permissions, children’s dignity and the centre’s privacy practices.
Capabilities children build
Growth that matters now—and through the transition to school.
Ask what the evidence changed.
A strong example should help answer: what did educators notice, what capability was growing and what did the team do next?