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Welcome to Writing and using Transition Learning and Development Statements (TLDS) to support effective transition to school

We will turn off your camera and microphone to ensure minimal disruptions to connectivity. Presenters will check in ‘live’ 10 minutes prior to the start so you can test if you can see and hear them.

If not, go to the Communicate menu (in Webex Event bar at the top) and select Audio Connection. You will see if you are connected, or provide the option to join audio. If you are still having difficulties, log out and re-join.

There will be opportunities to contribute to discussions via the chat or via the ‘raise hand’ icons. Please send your comments to ‘all panellists’ –Webex Event has limited chat options available and unfortunately attendees cannot chat to ‘everyone’.

Writing and using Transition Learning and Development Statements (TLDS) to support effective transition to school

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Content for the workshop

• Key features of a positive transition to school

• Transition Learning and Development Statements (TLDS)

• Writing TLDS• Using a strength-based approach• Involving children and families• Using TLDS

• Planning for Term 1, 2022• The benefits of play-based and inquiry-

led learning.

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• Relationships are at the core

• Equity should be the focus in transitions

• Transitions need to be child centred

The importance of positive transition to school: what the research tells us

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Relationships are at the core

Child

Family

School and OSHC

ECEC Service

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Equity in transitions

• Children with a disability or health condition• 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• Children from Aboriginal and Torres Strait Islander

backgrounds

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Transitions need to be child centred

Children need to be active participants in their transition to school. • Giving children a voice • Listening to their feelings and concerns about school• Drawing on children’s strengths• Enabling children to make decisions about transitions

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School ReadinessWhat does ‘ready’ mean?

‘In the early years, literacy includes a range of modes of communication, including music, movement, dance, storytelling, visual arts, media and drama, as well as

talking, viewing, reading, drawing and writing’(VEYLDF, p. 36)

Ready children are children who display dispositions for learning (as opposed to academic and physical skills)

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School Readiness What does ‘ready’ mean?

Ready schools provide environments that -• Are flexible and adaptable• Are responsive to individual

children• Involve families • Connect respectfully with

ECEC and OSHC educators

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The Transition Learning and Development Statement (TLDS)

The Transition Statement is one of the effective transition tools or practices – not the only one! • Summarises a child’s learning and development. • Identifies their interests and approaches for learning.• Indicates how the child can be supported.

The TLDS is made up of multiple sections:• Section 1 – completed by educators • Section 2 – completed with the child by an adult• Section 3 – completed by the family.

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The TLDS is 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.

The Online TLDS

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TLDS are used by Foundation Teachers to:

• Get to know the children and their families

• Facilitate/support early conversations with families

• Allocate children to classes• Plan appropriate learning and

teaching programs• Establish warm, welcoming

environments • Actively support and accommodate

individual requirements to ensure continuity of learning

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The TLDS – Section 1Educator

Context of early years setting and specific information

• Capture COVID-19 information and Learning from Home up front. Use the:

• ‘Context of early years setting’ – to capture service program information and changes due to COVID-19

• ‘Specific information’ – to capture information impacting on the specific child’s continuity of learning (i.e. attendance, learning from home environment, etc)

• Remember to include other useful information on your service, etc.

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TLDS – Section 1.1: Learning and development outcomes and descriptors

• Select at least one learning and development outcome descriptor per Outcome

• Once selected, click ok, then you can edit the descriptor if you choose

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The VEYLDF learning and development outcomes and the Victorian Curriculum F–10 set out the learning and development goals for all Victorian children.

VEYLDF Vic. Curriculum F-10

pp 87-117 of Transition Resource Kit

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This section enables educators to input teaching strategies alongside the relevant learning and

development outcomes. • What have I observed that works well for the child? • What tools, activities or learning sequences bring out the

best in the child? • What has been or can be done to support the child’s

learning and development where there is a concern/challenge?

• What supports/external services are already in place?

TLDS – Section 1.1: Intentional teaching strategies

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TLDS – Section 1.1: Intentional teaching strategies

When writing at least one intentional teaching strategy for each learning and development outcome be:• specific• concise • strength-based

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TLDS – Section 1.1: Using a strength-based approach

The strength-based approach to writing a TLDS 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

This supports Foundation teachers to identify further strategies that match and extend upon a child’s abilities, skills and dispositions to learning.

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Strength-based practice is the opposite to a deficit-based approach and IS NOT• only about ‘positive’ things• a way of avoiding the truth• about accommodating bad behaviour• fixated on problems• about minimising concerns• one-sided• a tool to label individuals

See the Department’s Website for a helpful resource on strength-based approaches from the Transition to school resource kit:

https://www.education.vic.gov.au/childhood/professionals/learning/Pages/transitionstat.aspx#link17

TLDS – Section 1.1: Using a strength-based approach

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TLDS – Section 1.1: Using a strength-based approach

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Example Intentional teaching strategy

Example Outcome 3

Descriptor Zainab requires adult prompts and guidance to self regulate and manage her emotions in ways that reflects the feelings and needs of others.

Intentional Teaching StrategyZainab can express herself verbally with ease, however she benefits from adult prompts and reminders when she is frustrated with her peers. Positive reinforcement is helping her to become more aware of other’s feelings and needs.

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• Think about a child you know well and identify an intentional teaching strategy that could be included in their TLDS

Activity/DiscussionPractise writing an intentional teaching strategy

• Share your intentional teaching strategy in the chat or raise your hand and unmuteyourself to speak.

Please send your chat to ‘all panellists’We will read out and discuss some of the examples, and paste some into the chat so you can see other participants’ strategies.

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This section:• captures information about other early childhood

professionals supporting the family and child

• lists reports or assessments that have been done and are available to support inclusion planning (e.g., Early ABLES).

TLDS – Section 1.2Supporting children with a disability or developmental delay

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Early ABLES is an online assessment for learning toolThe tool helps educators to: • observe and assess the child's progress in learning• develop appropriate learning goals• develop an appropriate individualised learning plan with teaching and

learning strategies that have been found to work• monitor progress along a likely progression of learning• better support the development of the individual child's learning

program using the Early Years Planning Cycle• improve transition processes through consistent information sharing

across services and schools.

TLDS – Section 1.2Supporting children with a disability or developmental delay

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TLDS – Section 1.2Disability Inclusion

• In 2021 schools in Bayside Peninsula, Barwon and Loddon Campaspe Areas are transitioning to Disability Inclusion.

• The Disability Inclusion Profile will commence in Term 4.

• Children transitioning to school with known high and complex needs may participate in the first profile meeting with their family, and their kindergarten teacher may also be invited to join the meeting.

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Involving children in contributing to the TLDS is a key part of ensuring children are active participants in the transition process.

TLDS – Section 2:The Child

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• Create opportunities for children to talk about school – how they feel, what they expect, any concerns they might have

• Record children’s views about school • Offer materials to draw, paint, create and express their feelings

and expectations• Provide dramatic play areas and props for children to role play

their experiences of school• Read and discuss stories about starting school • Connect with schools virtually or on-site in alignment with

current advice.

TLDS – Section 2: The Child Strategies to support children’s involvement in the transition process and TLDS

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Resources to support families on the DET website:• Family letter re transition• Introduction to transition

information sheet for families • Family letter re completing

TLDS• Guidelines to help families

complete TLDShttps://www.education.vic.gov.au/childhood/professionals/learning/Pages/transitionstat.aspx#link13All resources are in multiple languages.

TLDS – Section 3: The Family

• Engage with families and children to learn more about their ongoing learning and development

• Discuss intentional teaching strategies with families before adding them

• Encourage families’ contributions to sections 2 and 3 to capture their perspectives and insights

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Activity/Discussion The family

Think about the strategies you have used to engage with families:1. Share ways you have

successfully engaged with families to understand more about children's ongoing learning and development

2. What information have you received from families that could be used in the TLDS?

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How the TLDS assists in the early years of school

The TLDS: • assists children’s continuity of learning by sharing

successful teaching strategies• provides schools with children’s individual

outcomes • helps teachers and OSHC educators to make

curriculum decisions and plan appropriate learning and teaching programs

• assists school teachers to understand the child as an individual.

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Planning for Term 1, 2022The focus on transition in the VEYLDF• Continuity of learning• Children are supported to manage change• Educators can help children build social and

emotional skills and strategies

Integrated Teaching and Learning approaches“Play is central to the concept of integrated teaching and learning. Through

play, children learn to make sense of and construct ideas about the social and natural world – the people, places, objects and experiences they encounter

every day.” VEYLDF- Practice Principle Guide, Integrated Teaching and Learning Approaches, DET, p. 6, 2017

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Planning for Term 1, 2022 Play-Based Learning

Types of play-based learning (PBL):

• Self-directed play• Intrinsically motivated play• Play based on positive emotions • Process-oriented • Imaginative play

(Pasi Sahlberg, 2020)

Differentiated / Play Based Inquiry Learning in the Early Years of Schooling –Professional Learning Program • Delivered by DET in

partnership with Deakin University

• Optimises opportunities for play-based teaching and learning in the early years of school

• Develops and strengthens teachers' knowledge and understandings of the role of play and inquiry in children's lives and learning.

Myths about PBL

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Activity/Discussion Using the TLDS

• In what ways have you used the TLDS in previous years to plan for your foundation class?

• How will they be useful to you this year?

• For those of you who are new to this, how do you envisage you would use the TLDS?

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Post-event informationand thank you!

Slides /Survey / Certificates

Online TLDS Support and ResourcesState Library Victoria www.kindergarten.vic.gov.auDET Transition to school website www.education.vic.gov.au/transitiontoschoolDET Transition to school email psts@education.vic.gov.au

Disability Inclusionhttps://www.education.vic.gov.au/school/teachers/learningneeds/Pages/disability-inclusion.aspx

DET/Deakin Play Based Learning Professional Learning ProgramDifferentiated/Play-Based Inquiry Learning in the Early Years of Schooling (education.vic.gov.au)