A note about the term “School Readiness” for the context of the presentation:

1. Transition: A Positive Start to School Professional Learning WorkshopIMPORTANT FACILITATOR INFORMATION A note about the term “School Readiness” for the context of the presentation: Ready families + Ready early childhood services + Ready communities + Ready schools = Ready children (Kagan & Rigby, 2003; Rhode Island KIDS COUNT, 2005). This workshop requires participants to bring their copy of the Department of Education Transition: A Positive Start to School Resource Kit. If required, copies can be ordered or downloaded at the website: Transition: A Positive Start to School Resource Kit Where the term early childhood professionals is used, it refers to all professionals working with children birth to eight years including school teachers, kindergarten teachers, early childhood educators and Outside School Hours and Care (OSHC) service educators. Timing provided on the slides are approximations only. You may need to spend more time than required on particular concepts to suit your audience. If you have any queries about the content, please email psts@edumail.vic.gov.au Last Updated October 2018

2. Transition: A Positive Start to School Professional Learning WorkshopGROUP ACTIVITY MATERIAL Slide 31: Case Studies for use in the small group work for this slide are available below (Slides 3-5) and should be printed out prior to the session. Slide 48: The video used in this group activity can be viewed via this URL: https://vimeo.com/28085935 If you don’t have wifi access at the training venue, the following link provides instruction about how to download a vimeo video to your computer: https://www.computerhope.com/issues/ch001626.htm Slide 49: The activity on this slide requires handouts of the Outcome Descriptors used on the Transition Learning and Development Statement “picklist”. You can access these at the following URL: https://www.education.vic.gov.au/childhood/professionals/learning/Pages/transitionstat.aspx#link44

3. Case Study: Cory Cory is a 4 year, 9 month old boy enrolled in the kindergarten group in a long day care service for 3 days per week however, he attends intermittently. Cory is an only child who lives with his mother Helen. Cory’s father left before he was born and has no contact with Cory or his mother. Helen has no contact with her parents or siblings and is quite isolated, although she has developed a trusting relationship with her family support worker. Helen is unemployed and has poor literacy skills. Helen needs to develop trust before she is comfortable talking to people about her difficulties with reading and writing. Case Study: Cory

4. Case Study: John John is 5 years, 11 months old. John attends sessional kindergarten and is in his second year of 4-year-old kindergarten attending 15 hours per week over 3 days. John is the youngest of three children and is enrolled to attend the same primary school as his siblings. John has a diagnosis of autism and a mild intellectual delay. He has regular support from a speech therapist, psychologist and occupational therapist who attend both the kindergarten and home environment. The kindergarten engaged an additional educator to support his learning for 8 hours per week while John was at kindergarten.

5. Case Study: Asim Asimis a 5 years, 10 month old boy attending a Long Day Care (LDC) service with a funded kindergarten program. Asim attends 15 hours in the kindergarten program and up to 20 hours per week in the 3-5 year old room of the LDC. Asim lives with his parents and grandmother who immigrated to Australia before he was born. Asim’s parents speak limited English and his grandmother speaks Dinka. Asim spends a substantial amount of time with his grandmother. Whilst Dinka is his home language, Asim also speaks English to the same average level as his peers. Asim will be attending the OSHC program 3 days a week, which is located on the school grounds. Phuong’s parents and grandmother will all share in drop-offs and pick-ups to and from school/OSHC.

6. TRANSITION: A POSITIVE START TO SCHOOL Professional Learning Workshops

7. ACKNOWLEDGEMENT OF COUNTRY The Department of Education and Training (Victoria) and the Victorian Curriculum and Assessment Authority respectfully acknowledge Aboriginal people as the Traditional Owners of the land and waters now known as Victoria. We acknowledge the Victorian Aboriginal Elders and recognise their central place as knowledge holders and teachers across early years learning communities. We honour this Acknowledgement throughout the Victorian Early Years Learning and Development Framework. We recognise and respect Aboriginal cultures and their unique place in Victoria’s past, present and future. Learning about Aboriginal cultures and valuing the place of Aboriginal people is essential to understanding and implementing the Victorian Early Years Learning and Development Framework, based on the principles of equity and human rights. (VEYLDF 2016 pg 2)

8. Housekeeping Make new local connections

9. Workshop Aims Engage with the Transition: A Positive Start to School initiative and supporting resources. Understand how the Transition Learning and Development Statement supports continuity of learning to help settle children into school. Use the connection between the VEYLDF and the Victorian Curriculum F-10 to support shared language and pedagogical approaches. Value the importance of multi-disciplinary approaches and seek out professional network opportunities.

10. Content for the workshop Introduction to Transition: A Positive Start to School Explore the key areas of focus: relationships equity in transitions continuity of learning - including the TLDS planning and evaluation.

11. Section 1: Introduction Relationships are at the core of positive transition to school experiences. Positive transitions are context dependent. Transitions need to be child centred and responsive to the individual. Recognition of diversity – including the individual child, family, and community level – underpins effective approaches to transition to school. Children experiencing disadvantage may experience a more unsettled transition to school. The importance of effective transition to school: What the research tells us

12. Section 1: Introduction The importance of effective transition to school: What the research tells us

13. Section 1: Introduction The Contents of the Transition: A Positive Start to School Resource Kit (the Kit) Section 1 Overview of transition to school. Section 2 Relationships to support transitions. Section 3 Equity and diversity. Section 4 Continuity of learning and development. Section 5 Transition planning and evaluation. Section 6 Useful tools to support effective transition.

14. Section 1: Introduction The Transition Learning and Development Statement (TLDS) The TLDS has been designed to assist families and educators to share information and specific strategies to support each child’s learning and development. It helps to connect Early Childhood Education and Care (ECEC) services, schools, Outside School Hours Care (OSHC) services and families all working together to support transition into school and the continuity of learning for each child.

15. Section 1: Introduction Transition Contexts Bronfenbrenner’s Ecological model of child development

16. Section 2: Relationships VEYLDF Practice Principles Reflective practice. Partnerships with families. High expectations for every child. Respectful relationships and responsive engagement. Equity and diversity. Assessment for learning and development. Integrated teaching and learning approaches. Partnerships with professionals.

17. Section 2: Relationships VEYLDF Practice Principles The VEYLDF practice principles that are most applicable to relationships in transitions are: respectful relationships and responsive engagement partnerships with families partnerships with professionals.

18. Section 2: Relationships Relationships as protective factors Warm and respectful relationships with adults nurture, regulate and provide protective factors to support children’s wellbeing, resilience and learning capabilities. Protective factors provide a secure base and act as a buffer to help children feel safe and confident enough to try new things and learn new skills and concepts.

19. Section 2: Relationships Relationships and “school readiness” All children have different skills, attributes, knowledge and dispositions and different rates of individual progress. Children need to feel confident that school will be a positive experience and that they will feel supported by positive relationships. Children need opportunities to talk about what school will be like and given realistic information.

20. Section 2: Relationships Learning from children’s perspectives Read pages 17-20 of the Kit and discuss strategies for: involving children responding to children

21. Section 2: Relationships Partnerships with families Families are the primary influence on children’s learning and development. They have a long-standing relationship with and unique perspective on their child including valuable information about their child’s: strengths abilities interests challenges Take a few minutes to share something you learned from a family that was a very helpful insight into their child

22. Section 2: Relationships Partnerships with families The Kit includes: ways that early childhood professionals can work in partnership with families what constitutes a family? building relationships with families experiencing hardship discussing sensitive issues family perspectives on transition strategies to support families during transition

23. Section 2: Relationships Partnerships with families Sharing relevant knowledge that families have about their child with ECEC services and schools can help the transition to school. Families who support their children during transition to school, and who have positive relationships with staff, are likely to continue their and their child’s positive engagement with school.

24. Section 2: Relationships Partnerships with families Families’ own level of confidence in managing the transition to school affects their child’s subsequent engagement with school. Read the section about how early childhood professionals enact the VEYLDF Practice Principle: Partnerships with Families on p. 20 of the Kit. Discuss some of the strategies you use to put this into practice.

25. Section 2: Relationships Partnerships with professionals Along with partnerships with families, partnerships between early childhood professionals involved in the transition to school are an essential factor that can influence transition experiences and outcomes for children and families. Which early childhood professionals might be important to include in the transition process? How might you begin to establish relationships with these professionals?

26. Section 2: Relationships Partnerships with professionals Other ECEC services Maternal and child health services Family support workers Pre-school field officers Primary school nurses Early childhood intervention workers Play therapists Student support services Child Protection or Child FIRST Aboriginal Community Controlled Organisations

27. Section 2: Relationships Partnerships with professionals Why is there an emphasis on connecting with the Outside School Hours Care (OSHC) service?

28. Section 3. Equity and Diversity VEYLDF Practice Principles Reflective practice Partnerships with families High expectations for every child Respectful relationships and responsive engagement Equity and diversity Assessment for learning and development Integrated teaching and learning approaches Partnerships with professionals

29. Section 3: Equity and Diversity Equity Equity refers to the qualities of fairness and justice. The rights of the child to participate are honoured. All children have the opportunity to succeed. Some children will require additional support to reach their potential.

30. Section 3: Equity and Diversity Equity vs Equality

31. Section 3: Equity and Diversity Equity in transitions Barriers to engagement, participation and achievement are consciously addressed within a strength-based approach, in consultation with children, families and communities.

32. Section 3: Equity and Diversity Diversity of families What does a family look like in 21st century Australian society? Is this the same across all cultures? Or indeed is this the same within cultures?

33. Section 3: Equity and Diversity High expectations for every child High expectations act as an important protective factor in achieving better outcomes for all children, including those who encounter more risk and fewer protective factors within their everyday lives.

34. Section 3: Equity and Diversity Supporting all children and families Considerations in relation to gender Children from Aboriginal and Torres Strait Islander backgrounds Children with a disability or developmental delay. Children with health conditions Children and families from culturally and linguistically diverse backgrounds Families who have difficulties with literacy Children who are gifted and talented Children and their families experiencing vulnerability

35. Section 3: Equity and Diversity Supporting all children and families Using Section 3 of the Kit as guidance, consider the Case Study you have been provided to respond to these questions: Who should be involved the Transition to school process? What considerations or approaches need to be considered to ensure an effective transition for the child and their family?

36. Break

37. Section 4: Continuity of learning and development VEYLDF Practice Principles Reflective practice Partnerships with families High expectations for every child Respectful relationships and responsive engagement Equity and diversity Assessment for learning and development Integrated teaching and learning approaches Partnerships with professionals

38. Section 4: Continuity of learning and development VEYLDF Practice Principles Integrated teaching and learning approaches Assessment for learning and development Partnerships with families Partnerships with professionals

39. Section 4: Continuity of learning and development Children’s prior learning experience Children’s learning typically builds on their previous knowledge and experience. Consistency between the settings and environments in which children learn is important. Please share some of the ways that you seek information about each child.

40. Section 4: Continuity of learning and development VEYLDF Vic. Curriculum F-10 The VEYLDF learning and development outcomes and the Victorian Curriculum F–10 set out the learning and development goals for all Victorian children. Illustrative maps

41. Section 4: Continuity of learning and development VEYLDF Vic. Curriculum F-10 - Illustrative Maps In groups: using the ‘Illustrative maps’ in the Kit (from page 91) identify connections and progression between the VEYLDF and F-2 levels of the Vic Curriculum consider how this might support the identification of strategies to support continuity of learning.

42. Section 4: Continuity of learning and development Integrated teaching and learning approaches Children learn more deeply and perform better when they have the opportunity to engage in ‘authentic learning.’ For example, inquiry-based learning (also called discovery learning or project learning). Play based approaches to learning in schools support transition.

43. Section 4: Continuity of learning and development Assessment for learning and development Assessment of children’s knowledge, understandings, skills and capabilities is an essential ingredient of planning for and promoting new learning and development. VEYLDF p.13 Assessment is designed to discover what children know, understand, and can do. VEYLDF p.13 As children transition to school, early childhood professionals work together and with families to determine best ‘next steps’ in promoting a child’s learning and development. VEYLDF p. 13

44. Section 4: Continuity of learning and development The Transition Learning and Development Statement The Transition Learning and Development Statement (TLDS) is one of the transition tools or practices – not the only tool! It is a tool for sharing information and facilitating communication between early childhood professionals, children and families, but does not replace partnerships and collaboration.

45. Section 4: Continuity of learning and development Online TLDS via the Insight Assessment Platform The TLDS is now completed and shared via the Insight Assessment Platform (IAP). The Online TLDS will be held within a child’s IAP profile along with other assessments of learning that are undertaken as the child progresses through school.

46. Section 4: Continuity of learning and development The Transition Learning and Development Statement Editable “pick list” A drop down, selectable list of learning and development outcome descriptors taken from the VEYLDF and Victorian Curriculum F-2 is provided. Educators can edit the descriptors, choose to write their own, or simply select relevant descriptors that best describe the child’s learning and development.

47. Section 4: Continuity of learning and development The Transition Learning and Development Statement Intentional teaching strategies section This section enables educators to input teaching strategy/ies alongside the relevant learning and development outcome. This provides helpful information for the prep teacher and OSHC educator and provides continuity for the child.

48. Section 4: Continuity of learning and development The Transition Learning and Development Statement Understanding strength based practice The strength based approach ISabout assisting people (educators, children and families) to build a picture of what a child’s learning and development is currently, and consider the most appropriate strategies and actions to intentionally scaffold the child’s learning.

49. Section 4: Continuity of learning and development The Transition Learning and Development Statement The strength-based approach to writing a TLDS (or when discussing a child’s progress) encourages educators to look for: what a child can already do what a child can do when provided with pedagogical support what a child will be able to do next

50. Section 4: Continuity of learning and development The Transition Learning and Development Statement Strength-based practice IS NOT Only about ‘positive’ things. A way of avoiding the truth. About accommodating unacceptable behaviour. Fixated on problems. About minimising concerns. One-sided. A tool to label individuals.