A child's TLDS summarises their abilities as they start school and identifies their individual approaches to learning. It is passed on to the child's future school. The statement:
- summarises a child’s learning and development
- identifies their individual approaches to learning and their interests
- indicates how the child can be supported to continue learning.
The information in the TLDS helps prep teachers get to know the children entering their classes, and to plan appropriate learning and teaching programs. The statement is not a report card.
In 2018, transition learning and development statements will be completed online via the Insight Assessment Platform (IAP). Services will receive their login details for the IAP at the start of Term 3. For further information see: online TLDS
- It's a kindergarten funding requirement that every child transitioning to school has a TLDS.
- The final copy of the TLDS should be provided to the family and then be submitted via the Insight Assessment Platform (IAP) to the child's future school. The child's parent or guardian my choose to opt out of this process.
If the child is moving to a Catholic or independent school, services should send a printed copy electronically, via post or by hand.
- Funded kindergarten providers are required to report on the completion of the TLDS from the previous year through annual kindergarten data collection.
- Educators working in services not funded for kindergarten are encouraged to write a transition statement for any child in their care, as they make the transition to school.
Transition to school 2018 professional learning workshops
The Department is delivering free, half-day transition professional learning workshops in 18 locations across Victoria to support new prep teachers and early childhood (including OSHC) educatorsto:
- engage with the Transition: a positive start to school initiative and supporting resources
- understand how the transition learning and development statement supports continuity of learning to help settle children into school
- use the connection between the VEYLDF and the Victorian Curriculum F-10 to support shared language and pedagogical approaches
- value the importance of multi-disciplinary approaches and seek out professional network opportunities
To register select a location near you:
online TLDS will be released at the start of term 3.
Who coordinates the statement
Early childhood educators in funded kindergarten programs are best placed to coordinate the transition statement.
If a child is also attending other services like long day care, family day care or occasional care, the educators in those services may have information to contribute.
We also encourage working with families to discuss or arrange additional information from other services.
In 2018, outcome descriptors will appear as an automatic feature of the online TLDS.
Outcome descriptors provide examples that can be used in section 1.1 of the transition statement. Section 1.1 describes a child's progress against the five learning and development outcomes of the Victorian Early Years Learning and Development Framework (VEYLDF).
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.
For learning and development outcome descriptors, see:
Under each outcome there are sub-headings relating to different aspects of that outcome. These sub-headings are the lists where you can select editable learning and development descriptors that best describe the child's learning progress.
Each list contains three or more learning and development descriptors that you can select from and edit if required to describe the child's learning progress.
When completing section 1.1 of the TLDS, you must select at least one descriptor for each outcome. We recommend you select between two and five descriptors in total for each outcome.
You must write at least one intentional teaching strategy to support the child’s learning progress against each of the five VEYLDF outcomes. Individualised strategies are helpful to prep teachers as they begin to plan their teaching approaches and programs for the start of the school year. Strategies that reference the individual child's abilities, dispositions and interests are helpful to the receiving teacher and school.
Children with additional needs
The transition statement includes section 1.2, which is enhanced transitions for children with a disability or developmental delay. 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.
We recommend all educators complete section 1.2 to support children with a disability or developmental delay. A child does not need to have a clinical diagnosis. Before filling in this section, you should discuss with the family how the information could be most helpful to the future school.
A transition statement can be written earlier in the year for inclusion planning for children with a disability or developmental delay. It can help with early discussions with the family, the school and others involved in supporting the child’s transition to school. Although writing an early statement is not mandatory, it can be very helpful.
If a child is spending significant time in an early intervention program or with a support worker, you should discuss with the family who would be best to coordinate the transition statement. Even if the educator doesn't coordinate the statement, everyone who works with the child should still contribute.
Information to support families
To assist families in understanding the purpose of the Transition Learning and Development Statement, and their role in completing Section 3: The family, see:
Family Transition to School Resources.
2017 Revision of the TLDS
In 2017, the TLDS was 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 were 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.
The revised transition statement includes:
editable 'pick lists' 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)
- a section to write intentional teaching strategies (at least one per outcome area)
- an 'enhanced' transition section for documenting important information for children with disabilities or developmental delay
- a section for the child to complete
- 'prompt' questions for families to consider relating to their child starting school
- a section to record the family's awareness and acceptance of the intent to share their child's transition statement with the school or outside school hours care service (if applicable).
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