The Transition Learning and Development Statement
About the Transition Statement
The Transition Learning and Development Statement (‘the Statement’) supports the consistent transfer of information, irrespective of the school a child is going to. It provides an opportunity for children, their families and the professionals working with them to contribute and have their views reflected in it.
The information in the Statement:
- summarises the strengths of a child’s learning and development as they enter school
- identifies their individual approaches to learning and interests
- indicates how the child can be supported to continue learning.
The Statement provides, for the first time, information to families about children’s learning and development in early childhood.
The information in the Statement helps Prep teachers to get to know the children entering their classes before they start; and to plan for each child’s learning and development when they start school.
Transition Learning and Development Statement templates
The Statement has two parts, one for the family (Part 1) and one for the early childhood educator (Part 2). For families of children with a disability or developmental delay, there is an additional page (Part 1A) to record information on the additional services involved or any other important information the school should know.
The Statement can be completed electronically (in a Microsoft Word document) or in hard copy. To download and complete the statement see:
- Transition Learning and Development Statement - Electronic
- Transition Learning and Development Statement - Hard Copy / Paper
How to complete the Transition Learning and Development Statement
There may be a number of people contributing to the information included in the Transition Learning and Development Statement. Early childhood educators are best placed to coordinate the Statement, as they are the main point of contact and support for the child and the family while the Transition Learning and Development Statement is prepared.
Where a child’s school enrolment is not confirmed, the family becomes responsible for forwarding the Transition Learning and Development Statement to the school the child attends.
A detailed process map has been developed outlining the main steps involved in completing the Statement.
Guidelines for families have also been developed to help complete the Transition Learning and Development Statement.
Further information and guidance on the Transition Statement and information sharing and privacy requirements see the Transition Statement Privacy Process
Early Childhood Professionals will be provided with professional development to help them write and interpret the Statement. Information on the current professional development sessions available from Term 3 2009 can be accessed at Victorian Curriculum and Assessment Authority (VCAA) - Early Years
A good understanding of the Victorian Early Years Learning and Development Framework (The Victorian Framework) is required by both early childhood educators and Prep teachers in order to write and interpret the information in the Statements. For more information see the VCAA Victorian Early Learning and Development Framework (VEYLDF) 0-8
Resources for Families from Culturally and Linguistically Diverse (CALD) Backgrounds
Further advice and support is available for families from culturally and linguistically diverse (CALD) backgrounds.
See: Resources for Families from Culturally and Linguistically Diverse (CALD) Backgrounds