Transition Learning and Development Statements
Early childhood teachers delivering a funded kindergarten program are required to prepare a Transition Learning and Development Statement for every child transitioning into school in the following year.
The Transition Learning and Development Statement is a tool for families and educators to share Information about a child's learning and development.
At the end of the kindergarten year, service providers must provide each family with a Transition Learning and Development Statement for their child and in the following year provide Information to the Department about the transition statement process in the kindergarten data collection process.
The statement's provisions
The statement provides valuable Information to parents about a child's learning and development in the early years. It also helps schools-particularly prep teachers:
- build relationships with the child and family
- identify the child's strengths, interests and abilities
- understand how the child can best be supported as they transition into school
- approved learning frameworks, including the Victorian Early Years Learning and Development Framework and the Early Years Learning Framework
- plan appropriate learning programs that meet their individual needs.
The statement links to other initiatives that support transitions, such as the Sharing Our Journey process for children with additional needs, to provide a cohesive approach to transition for all children moving into the first year of school. Visit the Transition to School page on the Department's website for Information to assist in completing Transition Learning and Development Statements or contact firstname.lastname@example.org
The Department provides Information and guidance to assist service providers to fulfil this requirement, including a Transition: A Positive Start to School Resource Kit which includes Information and advice to improve the development and planning of local transition to school processes and programs.
Developed by the Department in consultation with early childhood and school educators, The Strength-based approach: A guide to writing Transition Learning and Development Statements aims to further early childhood and school educators' understanding of the strength-based approach and its application to writing and interpreting Transition Learning and Development Statements. Early childhood teachers can use this resource to learn more about the strength-based approach and to assist in writing and interpreting Transition Learning and Development Statements.
Visit the Department's website for further details on the Information sharing and privacy requirements related to the Transition Learning and Development Statement.