DECS CONTINUITY OF LEARNING AND TRANSITION PROJECT

1. Sue Emmett Curriculum Manager First Years of School DECS CONTINUITY OF LEARNING AND TRANSITION PROJECT

2. Australian Curriculum Why ……. Why Now? National Reform Agenda Universal Access…. EYLF…National Quality Standard Melbourne Declaration …..Australian Curriculum…National Assessment…My School…. Single intake

3. How do our (transition) practices honour each child and support them to attain their full potential?

4. About the project • 10 partnership of sites: prior to school and school • Range of service types • Range of settings and complexities • Educator release - short time frame

5. Project Aims • Educators in both settings • Become familiar with both Belonging, Being and Becoming and Australian Curriculum/TfEL • Build on understandings of pedagogical connections between prior-to-school and reception • Consider the impact of both curricula on continuity of learning for children • Provide advice about support for educators in using new curricula

6. “Transitions……are about movement, change , continuity or discontinuity. Transitions are points of vulnerability and possibility. They can be stressful or calming, points for positive growth or for setbacks. If children …..are to feel secure, it is essential that transitions are given careful consideration in order for them to be positive.” Educational Leadership…Rethinking Transition To School

7. 10%-20% of children experience significant concerns, adjustment difficulties & distress • “Adjustment to the first year of school and the patterns of behaviour & achievement that are established….have important implications for future academic & social success.”

8. “…The growing interest ….is based on the idea that transition may cause social and emotional turmoil as well as discontinuities for children.” Griebel & Nielsen 2003 Successful transition is important for children’s wellbeing and their cognitive development

9. What does research tell us? In the past……. Focus on school practices - • raising entry age, • transition classes, • retention in preschool • compensatory school programs • Events at the end of preschool or beginning of year to orientate children & families to new context - Transition Programs

10. Today… What does research tell us? Transition is viewed more as an extended complex process involving: • Continuity of children’s experience • Partnerships with stakeholders • System coherence Petriwsky, Thorpe, & Tayler

11. Major sources of discontinuity • differences between curriculum & teaching approaches Margetts 2002 • “…nothing magical happens to children's brains – so there is a strong case for seeking greater alignment between early years services and school curricula with a more gradual introduction to structured learning” Walker 2007 in Kauerz 2007

12. Major sources of discontinuity • Communication – often based on different expectations - E.g. “school readiness” seen as a quality in the child. - Assumes it is the responsibility of the prior to school setting to prepare children for school rather than the collective responsibility of families, early years services, communities and schools to be ready

13. Major sources of discontinuity • Lack of positive reciprocal relationships across the early childhood / school divide • Effective transition depends on how well the school culture is understood by children, parents and family

14. What does research tell us? Effective Transition to school programs • Establish positive relationships • Facilitate each child’s development • Differentiate between “orientation” and “transition” • Supported by dedicated resources • Involve a range of stakeholders • Are well planned & evaluated • Are flexible & responsive • Are based on mutual respect • Involve reciprocal communication • Take into account contextual aspects of community individual families & children within the community Dockett & Perry 2001a

15. Discussion Talk about these elements of effective transition to school programs in relation to your site/s. And….. What is working well – who does it work for? What data do you have? What might need rethinking? FRAMING QUESTIONS TO THINK ABOUT Who decides? What connections are made? What information is sought/ shared? What resources? Flexibility/Responsiveness? Evaluation?

16. What impacts on practice? Participants often had shared philosophy as to best practice to support young learners • “Formal” education begins on entry to school • Parent and community expectations • Physical environment • Relationships…family & setting • Opportunities for children to follow interests/make choices

17. Supports for Continuity • Ongoing relationships • More than single events/orientation • Working in partnership with families/children • Regular exchange of relevant information

18. Challenges to Continuity • Transition to school not being a priority • Achieving genuine partnerships with families • Recognising, understanding & valuing children’s prior experience • Difference in learning environments • Access to & relationships with adults

19. Emerging Themes The importance of • Relationships • Communication • Play based pedagogy • Ongoing reflection on continuity of learning and transition practices

20. Advice We have anopportunity to refocus: • Opportunities to engage in joint professional learning - more than content • Strengthen understandings of pedagogical practice • Continuity of Learning & Transition system/regional / site priority • Resources allocated • Flexibility

21. Phase two 3 partnerships • Pedagogy & play • Literacy • Children with additional needs Will develop resources to share