Transition Learning and Development Statement

A child’s transition learning and development statement summarises their abilities as they start school and identifies their individual approaches to learning.

The information in the transition statement helps prep teachers get to know the children entering their classes, and to plan appropriate learning and teaching programs.

Requirements

It is a kindergarten funding requirement that every child transitioning to school has a transition statement.

Once completed the transition statement should be shared with the family and providing the child’s parent/guardian does not choose to ‘opt out’, the transition statement should be then passed on to the child’s future school, either electronically or in hard copy.

Funded kindergarten providers are required to report on the completion of the transition statements from the previous year through annual kindergarten data collection.

Electronic transition statement

The electronic transition statement is a word document that can be downloaded and completed by early childhood services and families. It includes outcome descriptor pick list functionality to help educators describe a child's learning and development against the five outcomes of the VEYLDF.

The electronic transition statement should be completed on a computer rather than on an iPad or other device.

On Windows desktop, you can use the full functionality in Office Word 2016, Office Word 2010, Office Word 2007. If you are using an earlier version of Microsoft Word, some functionality may not work (such as pick lists and date selectors). Instead, use the 'reduced functionality' version of the electronic statement below. 

On Mac OS desktop, you can use the full functionality document in Office Word 2016 or newer, provided the version of Word is 15.33 or higher. To see what version you have, open Word 2016, and select 'About Word' from the Word menu. The version should be listed there. If you are using an earlier version of Microsoft Word, some functionality may not work (such as pick lists and date selectors). Instead use the 'reduced functionality' version of the electronic statement below.     

Once you have saved a copy of the Statement to your computer, go to 'View' and 'Edit document' to start completing the form.

A step-by-step guide to completing the electronic Transition Statement is provided to help services work through the document and includes information about password protecting the document to share with families.

Families are also able to complete Section 2: The Child and Section 3: The family electronically if they prefer.

IT support for completing the electronic transition statement

State Library Victoria has been engaged to provide IT support to kindergartens completing the Electronic Transition Statement. IT support can be accessed via:

Phone: 03 8664 7001    Toll free: 1800 629 835     Email: support@kindergarten.vic.gov.au

Paper-based transition statement

For early childhood services that prefer hand-written statements, these can be ordered in sets of 20 as follows:

  • Section 2: The child
  • Section 3: The family
  • Information sheet for families – 2017
  • Guidelines to help families complete the Transition Statement
  • Transition Statement - IN FULL (includes Sections 1, 1.1, 1.2, 2, 3 and 4)

To order copies, see: Transition to School Resources Order Form

These sections can also be printed:

Transition statement outcome descriptors

Outcome descriptors provide examples that can be used in Section 1.1 of the transition statement.

This section describes a child's progress against the five learning and development outcomes of the Victorian Early Years Learning and Development Framework. The descriptors are aligned with the VEYLDF and the first three levels of the Victorian Curriculum (Levels F-10). The descriptors are not exhaustive and can be edited to suit the individual child.

In 2017, outcome descriptors are included in the electronic transition statement, or can be copied and pasted into that document, and for services using the paper-based statements, the outcome descriptors can be downloaded as a reference and guide.

In 2018, outcome descriptors will appear as an automatic feature of the Online TLDS.

For learning and development outcome descriptors, see:

Outcome 1 – Identity (docx - 48.67kb) Outcome 1 – Identity (pdf - 265.21kb)

Outcome 2 – Community (docx - 48.7kb) Outcome 2 – Community (pdf - 267.22kb)

Outcome 3 – Wellbeing (docx - 52.08kb) Outcome 3 – Wellbeing (pdf - 272.98kb)

Outcome 4 – Learning (docx - 52.72kb) Outcome 4 – Learning (pdf - 279.93kb)

Outcome 5 – Communication (docx - 53.38kb) Outcome 5 – Communication (pdf - 278.97kb)

Outcome Descriptors – Full list (docx - 60.91kb) Outcome Descriptors – Full list (pdf - 318.42kb)

Under each outcome you will see a number of sub-headings relating to different aspects of that outcome. These sub-headings are the pick lists from which you will select learning and development descriptors that best describe the child's learning progress. Each pick list contains three or more learning and development descriptors that you can select from to describe the child's learning progress.

When completing Section 1.1 of the transition statement, you must select at least one descriptor for each outcome. You should only select one descriptor per pick list (under each sub-heading), but you do not need to select a descriptor under every pick list. It is recommended that you select between 2 and 5 descriptors in total for each outcome.

Revised transition statement in 2017

The transition statement has been improved to make it easier for early childhood educators and families to complete, and more useful for prep teachers in the early years of school. These improvements have been made in collaboration with transition to school experts and educators from a range of early childhood services, outside school hours care services and schools, and with input from families.

New features include:

  • editable 'pick list' of outcome descriptors taken from the Victorian Early Years Learning and Development Framework (VEYLDF) and the first three levels of the Victorian Curriculum (F-10)
  • section to document at least one intentional teaching strategy per outcome area
  • 'enhanced' transition section for documenting important information for children with disabilities or developmental delay
  • 'prompt' questions for families to consider relating to their child starting school
  • 'opt out' certification for educators to indicate if the parent/guardian has chosen to opt out of the opportunity for the early childhood service to share their child's Transition Statement with the school or outside school hours care program (if applicable)

The new Transition Statement is available electronically and in hard copy. A summary of these changes is available in the fact sheet:

More information about the Transition Statement is available in Section 6.3 of the Transition to School Resource Kit. For more information, see: Transition to School Resource Kit

Background

A child’s transition learning and development statement summarises their abilities as they start school and identifies their individual approaches to learning. It also identifies potential teaching strategies that have worked well for the child. This information is shared to progress the child’s learning alongside their interests and indicates how they can be supported to continue on their learning journey. It provides a tool for the consistent transfer of information across educational settings. It reflects the learning outcomes identified for children in the Victorian Early Years Learning and Development Framework, as well as the first three levels of the Victorian Curriculum F–10.

The information in the Transition Statement helps prep teachers get to know the children entering their classes, and to plan appropriate learning and teaching programs. It provides an opportunity for children, their families and all the professionals who work with them to support a child’s transition to school. It also helps Outside School Hours Care (OSHC) educators to plan for children’s learning continuity between settings.

Transition to school is a process, not a point in time. It is an individual experience for everyone involved. Sharing information between the child, the family, early childhood education and care services and the school in the Transition Statement is only one part of this process.

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