CESA Continuity & Transition Project 2017-2018 - Day #3

When
25 May 2018
9:00 AM - 4:00 PM
Location
Catholic Education Office, Room 7, 116 George Street, Thebarton
Spaces left
23

Registration

Catholic Education Members ($25.00)

Registration is closed

Continuity & Transition Project 2017/2018

Day #3

Starting school is a major event in the life of children and their families.

This term we continue to explore how children can flourish as they experience the multiple challenges and opportunities brought about by their transition to school. In doing that we will be reflecting on the strong influence of the context and practices of the school community.

For this next day of our series of project days, we will explore the challenges and opportunities for children’s learning, growth and development in the processes of starting school by:

Ongoing reflection on our progress to date (please bring the ‘Transition to School Rubric’ with you);
Considering the concept of school readiness: what does that mean for children, families, the early learning environment and the school?
How we prepare a learning environment which welcomes and includes all children;
Michael Cimarosti and Fran Nicholls from St Francis de Sales; their story of continuity and transition. How children continue to flourish as they experience the multiple challenges and opportunities brought about by the transition to school, will be strongly influenced by the context and practices of the school community.

Register for Day 3 by Monday 21 May 2018

Cost - $25.00

Please keep a copy of your registration confirmation for your professional portfolio.

Day 4 - Term 3 2018 - 20 August 2018

For further information contact Barbara Murray:

Phone: 8301 6101
Email: barbara.murray@cesa.catholic.edu.au

The Continuity & Transition Project supports Reception teachers and early childhood educators, primary teachers, principals and Catholic Education consultants to:

Engage in a research project with other interested and committed colleagues;
Explore the perceptions and expectations of all those involved in supporting young children’s transitions to school;
Develop new ways of approaching transitions practice;
Enhance continuity of learning and development in the first years of school; and
Document this research as a means of making learning visible to educators, children and families.

AITSL National Professional Standards for Teachers include:
3.2, 3.6, 3.7, 4.1, 4.4, 6.3 and 7.4.