Register for Day 3 by Friday 23 August 2019

Cost - $25.00 (includes morning tea and lunch)

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

This is the third of our project days where we explore the challenges and opportunities for children’s learning, growth and development in the processes of starting school. In doing that we will be reflecting on the strong influence of the context and practices of the school community.  This includes:

• 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;
• Jane Lemon from our Early Years team will join us to explain the role of SPiCE in schools' continuity and transition journey.

Transforming our pedagogy:

• How we undertake ‘Continuity & Transition’ practice through the lens of children’s development and learning, the EYLF, the Australian Curriculum Foundation Stage.
• Consider documentation and assessment of children’s learning as an aspect of continuity and transition.

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

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.