Transition booklet: My journey to Prep
A collaborative planning tool for my family and educators to support my
successful transition into Prep
Insert child’s photo
Child’s name:
Contents
Parent / Guardian Consent for Exchange of Information ................................................. 4
Parent and child section: All about me ............................................................................ 5
Introduction .................................................................................................................. 5
My ‘all about me’ statement ......................................................................................... 7
This is me .................................................................................................................... 7
All about me facts ........................................................................................................ 9
My individual profile ................................................................................................... 12
Parent aspirations ...................................................................................................... 12
The transition team........................................................................................................ 14
Introduction ................................................................................................................ 14
My transition team’s contact information.................................................................... 15
Educators Section ......................................................................................................... 17
Introduction ................................................................................................................ 17
My teacher’s statement about me .............................................................................. 18
Option 1 ................................................................................................................. 18
My teacher’s statement about me .............................................................................. 21
Option 2 ................................................................................................................. 21
Examples of my learning ........................................................................................... 26
Rationale ................................................................................................................ 26
My Learning Records and Portfolios ...................................................................... 26
Documenting any adjustments to teaching and assessment ................................. 27
My Intervention programs and reports ....................................................................... 29
My current programs and statements..................................................................... 29
My assessments and reports ................................................................................. 30
Collating my information after enrolment ................................................................ 31
Planning ........................................................................................................................ 32
My individual transition plan ....................................................................................... 32
Introduction ............................................................................................................ 32
My individual transition goals ................................................................................. 33
Points to consider when planning my transition activities ....................................... 35
My transition activities ............................................................................................ 37
All about Prep ............................................................................................................ 38
Information about my Prep environment ................................................................ 38
My transition timeline ................................................................................................. 41
Ensuring effective communication ............................................................................. 43
Introduction ............................................................................................................ 43
Keep in Touch (KIT) book - Template 1 ................................................................. 44
Communication book with goals - Template 2 ....................................................... 45
What did I do today? - Template 3 ......................................................................... 46
Reviewing my transition journey ................................................................................ 48
Introduction ............................................................................................................ 48
Reviewing my transition journey (template) ........................................................... 49
Parent / Guardian Consent for Exchange of Information
The Transition booklet: My journey to Prep is designed to support a successful
transition for your child to Prep. The information collected in this book will enable all
settings to support your child and your chosen school prepare for their Prep program.
Privacy Statement
The Department of Education, Training and Employment is collecting personal
information regarding your child or yourself in accordance with the Education (General
Provisions) Act 2006 to ensure the education program is responsive to your child’s
individual needs. Only personnel that you identify below will access the information. We
will not give your information to any other person or agency unless you have given us
permission or law requires us.
We ask that you please read the following statement and sign below so it is clear who is
able to access this information:
I give consent for the following stakeholder/s to add and view information in this
transition booklet for the purposes of gathering information about my child for
transition to Prep.
Stakeholder/setting
Name
Early Childhood Education and
Care Service (ECEC)
Intervention Program
Allied Health Professionals
School
Other
Parent/guardian name
Signature
Date
Parent and child section: All about me
Introduction
This section is an opportunity for my family to provide specific information about me,
including the aspirations you have for me. This information is important as you have
unique information about me that is valuable in ensuring my transition to Prep is
successful.
This section is for you to complete. You may ask others to assist you by providing
information, scribing or helping you choose and print only the parts relevant to you or by
organising interpreters or advocacy services.
People who may assist you to complete this section include:

my early childhood education and care (ECEC) educators (both those within
kindergarten services or long day care services and those in early intervention
settings)

other family members, friends or support persons

advocates

my new teachers or support staff at my new from school

anyone who knows me well, for example my babysitters, swim instructors and
neighbours.
In this section, the following templates are provided:

My ‘all about me’ statement
Children have extraordinary views and perspectives and it is important that my
voice be captured within my journey to Prep. The following My ‘all about me’
statement template is for me to complete to share information about myself. This
may be done via pictures or drawings, photographs, words, adult as scribe,
and/or video. (Please edit the leading sentences or add more boxes as relevant
for your child.)

All about me facts
This section provides an opportunity to share a snapshot about me and share
vital information with my transition team. Some suggestions have been provided
or you may choose to add your own information. Other people you may wish to
ask to contribute to this form or assist you include my ECEC educators, any
allied health professionals such as therapists, other family and friends and
anyone who knows me well.

My individual preferences
Identifying and documenting my individual preferences can assist in the success
of my transition to school. This information assists in identifying appropriate
strategies and transition activities that are individualised and specific to me. My
individual preferences can change over time, so it is important that this
information be updated regularly to ensure it is accurate and useful to my
transition journey.

Parent aspirations
When we begin the transition journey, it is often helpful to stop and consider what
you hope I will achieve during the transition process and in the early years of
school. Writing down your aspirations can help clarify your main goals, consider
whether these are realistic for me to achieve within the time frame, and helps the
staff working with me understand the priorities of our family.
The aspirations that you list below can be modified to become individual learning
goals for me when I am at school. Other people who may help you consider and
record your aspirations for me include my ECEC educators, other family
members, friends, and anyone who knows me well.
My ‘all about me’ statement
This is me
At (e.g.
Things that make me happy
Kindy/ECDP/ECEC/home/swim are:
lessons) I like to:
At school I am looking
forward to:
At school I might need help
with:
Something important I want
to tell my new teacher:
All about me facts
All about: (name)
Date of birth:
(Photo)
Preferred name:
Parent/carer name(s):
Sibling(s) and other
family members:
My family and home life
My family:
(family, special people)
At home:
(pets, friends, special
jobs or activities)
Medical information
Health issues or
specific
requirements:
(medication, allergies,
dietary requirements,
safety or well being
concerns)
Likes and dislikes
My favourite things
are:
I dislike or get
stressed by:
You can help me
calm down by:
Communication
I get my message
across to you by:
e.g.
Using sentences / Using phrases or three or four word sentences /
Using one word / Standing near you / Leading you to what I want /
Pointing or showing / Using signs / Using picture exchange
I understand
instructions and
information when:
e.g.
I have extra processing time / They are two or three step
instructions / You get my attention first / They are one step
instructions / When you include pictures or images / When you
show me what you want me to do / I watch someone else
Social interaction and play
Things I like to do
with other children
include:
List activities, interactions, games, books and toys.
When I separate
from my parents
and carers I might:
You might help me
in the playground
by:
e.g.
Helping me get started in an activity / Reminding me of the rules /
Giving me visual information / Letting me have a break / Organising
a buddy
How I learn
I learn best when:
e.g.
The room is quiet / There are only a few children working with me /
I know my routine / You show me first what I need to be doing / I
can have my favourite toy or object with me
Activities I might
enjoy at school
include:
e.g.
Construction / Outside activities / Indoor activities / Puzzles / Music
/ Books / Using the computer / Talking about: _____
You will know I am
enjoying the activity
because I might:
At school the types
of activities that I
might have difficulty
with include:
e.g.
Desk activities / Packing away / Group work / Waiting / Moving
between activities / Sitting on the mat / Messy activities / Noisy
activities
You will know I am
having difficulty
because I might:
At school I might
need help with:
e.g.
Following group instructions / Organising my belongings / Asking
for help / Sharing / Starting activities / Locating the toilet
When I need help I
usually:
Other information about me
My individual profile
My team members completing this form include:
Date completed/reviewed:
My likes/interests (e.g. motivators):
My dislikes (e.g. stress triggers):
My obsessions/habits (e.g. routines,
calming strategies):
My strengths (e.g. learning style,
skills/talents):
Parent aspirations
We are working on these skills now (e.g. greeting others in the morning, asking for a turn,
wearing hat):
Before you transition to Prep, I am hoping you will be able to (e.g. pull your pants up in the
toilet, wait for your turn, be able to find your hat at playtime, write your name):
Things you may need support within Prep (e.g. staying calm, having a go, being able to
use your PECS book at your new school, being able to use the toilet at your new school):
During Prep, I hope to see you (e.g. make a friend, play in the playground with the other
children, enjoy the day, be able to tell me what you did at school, stay with the group for an
activity):
By the end of Prep, I would like you to (e.g. write your name, be reading, be able to sit with
the group for story time, ask someone to play):
By the end of the early years of schooling, I hope to see you doing the following (e.g. write
a sentence, wear shoes with laces and be able to do them up, stay calm when the routine
changes, invite friends over on the weekend, be part of a group of children):
Comments:
Completed by:
Date:
The transition team
Introduction
My transition team may consist of the following members:

my parent/s

family support personnel who know me or my family well

my new school staff

my ECEC educators: my kindy teachers and/or early intervention teachers

any other professionals involved with me.
A large team is useful in the data gathering stage. A wide variety of team members who
are able to observe or work with me in a variety of environments, situations or interactions,
may provide rich data.
A smaller team is useful in the transition planning stage. A representative from each subteam (family, sending, receiving and allied health) is necessary to develop individual
transition goals, ensuring that my individual needs are identified, recorded and an
appropriate plan of action is developed.
Contact details
During the transition process, it is important that relevant information be shared regularly
with all members of my transition team. Information may not be shared across team
members from different agencies without my parents/guardian giving written permission for
that to occur. Written information is easiest to share and therefore allows all members of
my team access to information that is relevant about me to assist my transition journey.
My transition team contact information template has been provided to record my transition
team contact details. (Please add or delete columns as required to individualise it to my
transition team).
My transition team’s contact information
Completed/reviewed:
My parent(s)
name(s)
Availability
Contact details
Phone:
Email:
Phone:
Email:
My parent(s) support
contact person(s)
(optional)
Position
Availability
Contact details
Phone:
Email:
Phone:
Email:
My Early Childhood
Education and Care
setting/placement
contact person(s)
Position
Case Manager
Availability
Contact details
Phone:
Email:
Phone:
Email:
Phone:
Email:
My allied health
contact person(s)
(optional)
Position
Availability
Contact details
Phone:
Email:
Phone:
Email:
Phone:
Email:
My school contact
person(s)
Position
Case Manager
Availability
Contact details
Phone:
Email:
Phone:
Email:
Educators Section
Introduction
This section of the booklet is designed to document, collate and share information relevant
about me, my family, my ECEC setting (if relevant) and my new school during my transition
journey.
My ECEC educators and my allied health team are primarily responsible initially for
completing this section of my booklet. My parents may be supported and encouraged to
provide information and or documentation for this section as relevant.
If I do not access an ECEC setting or allied health services such as therapy, my parents
may be supported or encouraged to complete this section of my transition booklet with staff
from my new school or themselves, if they wish.
Within the early stages of my transition journey, consideration of the support needs of my
parents and my family may assist with reducing their anxiety related to me starting school
and increase my family’s independence and capacity to support me.
Services may include assistance to print and complete relevant components of this
booklet, information regarding the transition process and procedures, literacy support,
interpreter services, advocacy services, parent support groups and community based
supports.
Some judgment is required when selecting the most relevant elements of this section to
include in my transition booklet. Irrelevant sections that do not apply to me can be deleted.
This section provides the following information:

My teacher’s statement about me: You may choose to use either of the transition
statements provided by the Queensland Studies Authority (QSA) or to use one of
the two templates provided (please delete irrelevant template/s)

Examples of my learning

My intervention programs and reports.
My teacher’s statement about me
Option 1
The teacher statement template below is based upon the Early Years Curriculum
Guidelines (EYCG) early learning areas. An explanation of the recommended content for
each section of the form is included. The document is designed to complement any
Queensland Kindergarten Learning Guideline (QKLG) portfolio and act as a transition
statement.
My details
Name:
Date of birth:
Person completing this statement:
Date completed:
Relationship to the child or role:
ECEC service or activity name:
Description of program, service or activity:
Identity
Building a sense of security and
trust: seeking help from peers,
understanding the daily routine,
interacting with new people.
Acts with increasing independence
and perseverance: organising and
managing needs and activities,
managing classroom routines and
processes, make choices, selforganisation of personal
belongings, perseverance when
trying new and challenging tasks.
Building a confident self-identity:
engage in a variety of types of play
and learning experiences.
Days of attendance:
Connectedness
Building positive relationships with
others:
ways to connect with peers and people
(attending to, greeting, responding to, turn
taking, negotiating), initiating and
contributing to play (sharing, waiting,
requesting or choosing a turn or item),
skills for cooperating, skills for resolving
conflicts (asking for help or a break,
winning and losing, turn taking, active
engagement (play themes, use of toys
exploring the environment, cause and
effect, problem solving, predicting)
Wellbeing
Use of verbal (speech) or
nonverbal communication (key
word signs, symbols, photos,
objects or actions) for a range of
purposes. Use of a range of
sentence structures, skills for
listening for a range of purposes,
vocabulary for mathematical or
scientific learning, articulation,
ability to take turns in conversation
and group settings,
Awareness of texts, sound-letter
relationships, emergent literacy,
interest in drawing,
Interest in exploring mathematical
thinking and problem solving,
concept comprehension and use,
awareness and use of numbers in
environment, comparing objects,
sorting objects, matching objects.
Communicating
Use of verbal or nonverbal
communication for a range of
purposes. Use of a range of
sentence structures, skills for
listening for a range of purposes,
vocabulary for mathematical or
scientific learning, articulation,
ability to take turns in conversation
and group settings,
Awareness of texts, sound-letter
relationships, emergent literacy,
interest in drawing,
Interest in exploring mathematical
thinking and problem solving,
concept comprehension and use,
awareness and use of numbers in
environment, comparing objects,
sorting objects, matching objects.
Active learning
Thinking skills: hypothesising,
inferring, testing, evaluating,
learning through copying others in
language, actions and behaviours
(cause and effect, problem solving,
functional use of objects,
comparison). Ability to sustain
concentration, confidence to
engage in a range of learning
situations (attention, memory,
processing of routine and nonroutine instructions and
information, sequencing,
investigating the environment).
Other transition support suggestions and information:
My teacher’s statement about me
Option 2
The teacher statement template provides areas for information regarding my current level
of skill and learning needs grouped in developmental areas, similar to the characteristics
associated with Autism Spectrum Disorder (ASD). An explanation of the recommended
content for each section of the form is included. The document is designed to complement
my QKLG portfolio and act as a transition statement.
My details
Name:
Date of birth:
Person completing this statement:
Date completed:
Relationship to the child or role:
ECEC service or activity name:
Days of attendance:
Description of program, service or activity:
The child’s interests and strengths
(play, objects, people, environments, knowledge, topics, activities, routines, memory,
learning preferences, foods, sensations etc)
Communication
Expressive communication:
How the child requests preferred
items, a turn or help.
How the child gains another
person’s attention.
Number of items the child can
choose from and presentation of
the choice (object, image, symbol,
verbal choice etc).
Use of spoken language (approx.
sentence length, topics,
responding to peers, responding to
adults). How the child interacts
with others, uses language for a
range of purposes.
Use of alternative means of
communicating (Augmentative and
Alternative Communication AAC
system; Picture Exchange, Key
Word signing, speech generating
device etc.
Reading, viewing, and interest in
text, books, letters, multimodal
applications and images.
Receptive communication:
The number of steps able to be
completed in routine instructions.
The number of steps able to be
completed in new instructions or
environments.
Usual processing time (5-10
seconds) for information.
Comprehension of stories,
discussions, peers
Strategies to support
understanding (visual supports,
choice boards, real object cue,
key word sign etc)
Understanding of text, letters,
patterns, sequences and order in
language.
Reading, viewing, understanding
and interest in text, books, letters,
multimodal applications and
images.
Self-care tasks
Toileting
Eating and drinking
Dressing, including shoes and
socks and clothing preferences or
dislikes.
Hygiene such as hand washing,
use of sun cream, and nose
blowing.
Organising equipment such as
back pack, lunch box, drink bottle,
equipment for tasks,
Sleeping patterns.
Independence with routine tasks
and activities.
Knowledge and understanding of
rules, danger and safety.
Motor Skills.
Social interaction and play
Activities the child chooses to
engage in.
Activities that may be used to
motivate or engage the child.
Play, toys, objects and interactive
games the child enjoys.
Interactions and specific people
(adults and children) the child
enjoys being or working with.
Routines and activities the child is
comfortable with.
Supports or prompts that assist the
child to attend.
Supports that assist the child to
join peers play.
Phrases or routines the child is
learning to support play and
interactions.
Activities, interactions or items that
help the child to calm and settle.
Play preferences (topics, routines,
materials, toys, partners, inside or
outside etc)
Strategies to support attending and
responding during group activities.
Peers, interactions and models the
child will copy.
Playground supports and
information.
Group size and group composition
to support engagement.
Routines and structure
Routines the child has learnt.
Work systems and sequences the
child uses independently.
Strategies used to support routines
such as sitting, lining up and
waiting.
Choice making skills.
Responses to change including
strategies or supports that help the
child understand change.
Responses to rules and routines in
games and activities with peers.
Props, preferences, use of
manipulative materials, objects and
scaffolds in play.
Learning strengths (visual,
kinaesthetic, use of technology,
colour, images, group size,
memory, use of model etc.)
Preferences for materials to use
during construction, writing,
drawing, creating and designing.
Behaviour
Stress triggers and responses to
stress.
Knowledge and understanding of
rules, danger and safety.
Any behaviour plans such as an
IBP or positive behaviour support
plan.
Environments, textures or
sensations that the child finds
challenging.
Environments, textures or
sensations that the child enjoys.
Use of visual supports and other
assistive technology.
Preferred activities, environments,
interactions or routines.
Gross motor challenges.
Fine motor challenges.
Sleeping, self-care and dietary
patterns that may affect behaviour
and attention.
Break areas.
Strategies to assist the child to settle in a new environment
Access to breaks during the
session or day.
Break area preferences
(sensations, materials, boundaries,
time, rules etc.).
Use of reward or behaviour charts.
Scheduled reinforcements.
Use of visual supports including
schedules, story interventions,
photos, and technology based
tasks to support understanding.
Items, toys, books or activities that
calm the child.
Sensations the child enjoys
(swings, water, sand, textures,
movement, touch etc).
Interactions and people the child
knows and enjoys.
Other transition support suggestions and information:
Examples of my learning
Rationale
Sharing my work samples, portfolios and any documented observations provides
information that is useful when determining any curriculum access needs I may have.
My learning records and portfolios can be enhanced with the provision of specific
information regarding any strategies that have been helpful for me, and my family.
My Learning Records and Portfolios
My portfolio and transition statement from my ECEC setting include ():
learning story/stories
learning statement(s)
collected work sample(s)
documented observation(s)
documented conversations
video and other recordings
multimodal applications or interactive books
image(s)
other
.
Documenting any adjustments to teaching and assessment
If adjustments to the teaching and assessment have been made to support me, they can
be documented in the five areas below.
My ECEC educators and any of my allied health team can add adjustment information to
the table. My parents may also add specific information, particularly if I do not attend any
ECEC setting or therapy sessions.
Adjustments to teaching and assessment unique to me
Area
Type of adjustment
Specific example of
adjustment and any
supporting documents,
video or images
(Specific support, method of
presenting
information/instructions,
application, strategy,
schedule, work system etc)
1. Adjustments
to
presentation:
use of visual supports
use of ICT to present information
use of Augmentative and
Alternative Communication (AAC)
supports such as picture exchange
number of steps instructions
key word instructions
key word signs
use of model/visual example
use of peer as tutor/support
use of routine to present new
information
how schedule is presented (next
activity photo/whole session/with
reward)
prior learning of concepts or
2. Adjustments
to response:
3. Adjustments
to setting:
4. Adjustments
to timing:
5. Adjustments
to scheduling:
language
adjustments to verbal responses
drawing
use of ICT to respond
choosing or sequencing
photos/images/objects
use of peer as recorder or
presenter
use of model making or objects
to respond
use of speech generating device
use of mime, demonstration or
role play
observed in play, interaction or
routine
use of video or recording to
respond
group size
adult support ratios augmented
use of peer support
use of alternate work space or
area
break or calming area
adjustments to sensory
environment
seating
use of separate room or area
use of visually clear boundaries
use of visual cues to support
understanding of where to sit,
stand, wait
usual processing time for routine
instructions is
seconds
usual processing time for new
instructions is
seconds
extended time to complete tasks
number of tasks student usually
completes each session
time of day task is done
planned breaks each session
preferred/motivating tasks:
number of tasks completed
before requiring access to preferred
or motivating tasks
number of activities able to
transition through calmly
supports for transitioning through
tasks
adjustments to group tasks or
rotations
use of predictable sequence
My Intervention programs and reports
Sharing information, goals, and achievements from my ECEC setting(s) or allied health
team (such as therapists) will help provide a background of what has previously been a
focus or learning area for me or my family and will enable school staff to clearly see the
progress I have made with my learning and how this learning was supported.
My ECEC educators and any of my allied health staff can provide details of any of my
programs, interventions, reports or plans relevant to me once my parents’ consent is
obtained. My parents may also choose to complete the information if relevant. Staff from
my new school may also assist with this section if required.
My current programs and statements
Any of my current programs and statements, including any Individual Education Plans
(IEP), Individual Support Plans (ISP) or Individual Behaviour Plans (ISB) or Positive
Behaviour Plans (PBS) and documents, therapy plans, or interventions developed by my
ECEC educators and or allied health team members can be included in the table below.
Please note that this information is additional to my transition statement or portfolios.
Title
Case
Manager/author
Date
Program or
statement
shared?
Start:
Yes
No
Yes
No
Yes
No
Yes
No
(IEP/ISP, IBP, PBS / therapy or
intervention program)
1.
Finish:
2.
Start:
Finish:
3.
Start:
Finish:
4.
Start:
Finish:
My assessments and reports
Assessments and reports which have been developed by my by allied health team, such
as therapists or medical specialists, can be included in this table. My early intervention
providers may also provide reports and or assessments if appropriate.
Title
Author
Date
Report
shared?
(Progress report/Attainment
Statement/therapist’s report/Medical
reports or tests)
1.
Yes
No
2.
Yes
No
3.
Yes
No
4.
Yes
No
Collating my information after enrolment
Once I have enrolled at my new school, this information may be managed and collated by
my new Prep school staff in a variety of ways dependent upon the individual school:

OneSchool (Education Queensland Schools only)

other electronic management and or reporting systems used by individual schools
student portfolios and files

individual planning meetings, notes and plans.
Planning
My individual transition plan
Introduction
Transition planning supports the development of clear, relevant, and achievable goals that
are relevant to me and all stakeholders involved in my transition process. This is
completed through a process of collaborative planning where ideas, thoughts and opinions
are shared in order to reach consensus.
More information for educators regarding transition planning may be found in the Transition
information for educators section of this resource.
The collaborative development of an individualised transition plan can be done in
conjunction with planning specific transition activities or events that may be documented in
an individual transition timeline.
My individual transition plan section aims to document:

the goals and aspirations of my transition team

my transition activities

information I need to know about my Prep environment

my transition timeline.
Remember you can incorporate, or adjust as appropriate, the Adjustments to teaching and
assessment unique to me template included in the Examples of my learning (educators
section) of this booklet by including them as specific strategies and supports.
My individual transition plan may be reviewed at any time with consent from my parents
and other transition team members. A template has been provided. Please complete, edit,
copy and delete irrelevant sections of the template.
My individual transition goals
Skill 1 that I am working towards (e.g. asking for help, waiting, changing activities, self-care
tasks, following three step schedule):
Baseline:
(State my current status/ability and assessment tools used where appropriate)
Goal:
(what the student
aims to do)
Condition:
(where and under
what
circumstances)
Criterion:
(how often or to
what extent)
Specific strategies and supports (e.g. routines, visual supports,
prompts, adjustments to the teaching and learning process which will
help me develop the skill):
Team
responsibility:
Evaluation (state how progress is to be measured, who by, and how often):
Review details
Date
Changes are
required
Emerging
Achieved
Signature
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Skill 2 I am working towards (e.g. asking for help, waiting, changing activities, self care
tasks, following schedule):
Baseline (State my current status/ability and assessment tools used where appropriate):
Goal:
(what the student
aims to do)
Condition:
(where and under
what
circumstances)
Criterion:
(how often or to
what extent)
Specific strategies and supports (e.g. routines, visual supports,
prompts, adjustments to the teaching and learning process which will
help me develop the skill):
Team
responsibility:
Evaluation (state how progress is to be measured, who by, and how often):
Review details
Date
Changes are
required
Emerging
Achieved
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Signature
Points to consider when planning my transition activities
When planning for my transition activities, it is important to consider the following: (please
delete or add as relevant)

I prefer warning of upcoming events, particularly if they are new events for me.

I prefer to know exactly when events will occur. You can do this by linking unfamiliar
events with known or more familiar event (such as on Fridays after lunch, when Mum
gets home from work).

My experiences of new environments are more positive if consideration is given to the
sensory and social demands of the environment. Plan for me to arrive when it is not
busy, noisy or overwhelming if possible and ensure I have a designated person to
report to.

Please include some familiar activities, interests, people or peers in my transition
activities to help keep me calm such as
.

I enjoy looking at photos, video and images and these help me understand what will
happen next when they are used on a schedule.

To help me stay calm, I may like to take something familiar to hold when visiting a new
place. I might bring:
.

Other:
.
My transition activities
My transition activities template outlines what transition activities need to occur and who is responsible for them. The transition
activities can be completed either sequentially and ticked off as completed (e.g. Tips for sequencing transition activities) outlines a
range of suggested transition activities for you to choose from), as a brain storming activity and planning tool for the activities to be
recorded in My transition timeline or a combination.
Role/task of sending
educator
Role/task of receiving
educator
Role/task of parent
Task of child
All about Prep
Information about my Prep environment
Information about my Prep classroom and routine/s can be provided by my Prep teacher
and/or case manager for this section. This can be done through photos, video, images and
or written information.
Please complete my table below by adding photos, images, information or linking to video
footage or where video footage is located. You can edit and delete irrelevant sections.
Completed/reviewed on:
Routine or activity
Where I wait before and after school (include OSHC routines if necessary):
Where I put my bag, lunch and drink bottle:
The drink bubblers and access rules or routines I need to know:
My closest toilets and toilet routines or rules:
Where I eat my lunch with my class:
Where I play with my class:
Routines I follow when the bell rings:
My classroom teacher, including support staff (names and photos):
Any relevant staff job share arrangements:
My specialist lesson staff (names and photos):
My class timetable outlining weekly specialist lessons, teacher and support staff and
general routines:
My class wiki or website address:
Special events, excursions, incursions or special days:
Additional routines I need to know (not already documented previously):
My uniform, including any uniform variations for Prep students (such as a difference
coloured hat):
Other:
My transition timeline
Below is a template for my transition team to complete to capture the transition activities that need to occur to support my transition
journey to Prep. This can be updated as required at the transition meeting and can be used as a tracking document to ensure
everyone on my transition team knows what is happening and when.
Date/time
Location
Transition activity/procedure
Team member
responsible
Achieved/completed
Recurring?
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Ensuring effective communication
Introduction
It is very important that once my transition activities and timeline have been developed that
there is clear communication occurring between everyone about how I am going. The
following templates have been provided to make it easier for my parents and the school to
communicate with each other about me. Each template can be adjusted to ensure they are
easy to complete to provide the relevant information between home and school. (Please
delete irrelevant templates)
I might also like to share information between my family, my ECEC setting and my Prep
teacher myself. Template 3 can be individualised to me by considering what information is
important for me, how much information should be on my template, and how I can be
supported to share this information. You might:

add images, photos or symbols for me to circle or choose

help me to capture via camera or choose images from the internet to prompt me to
share information

help me to draw, write or edit words or images

delete some parts of the template or add more information if this suits me.
These include:

Keep in Touch (KIT) book (template 1) for general information

Communication book with goals (template 2) to communicate my achievements
against my goals

What did I do today (template 3) to provide specific day to day information about my
activities
Keep in Touch (KIT) book - Template 1
Keep In Touch (KIT) book template
Name:
Term:
Week:
Monday
Tuesday
Wednesday
Thursday
Friday
Weekend
Date:
Date:
Date:
Date:
Date:
Date:
Setting:
Setting:
Setting:
Setting:
Setting:
Setting:
Author:
Author:
Author:
Author:
Author:
Author:
Communication book with goals - Template 2
Communication book template with goals
Name:
My goals:
1.
2.
3.
4.
Other
information:
Term:
Week:
Monday
Tuesday
Wednesday
Thursday
Friday
Weekend
Setting:
Setting:
Setting:
Setting:
Setting:
Setting:
What did I do today? - Template 3
Today is:
Monday
Tuesday
Wednesday
Thursday
Friday
Weekend
Date:
(Add symbols or images to represent the days of the week or important events that tell me what day it is (I
might only need one day on my page.)
(Add symbols, words or photos to represent the different activities I participate in, what I enjoyed, the adults and children I played or
worked with and what I might do tomorrow. Remember to think about how many activities I can choose from – do I need more or
less on my template?)
Today I went to:
Kindy
School
Today I:
Might include
activities, routines,
tasks, games, how I
felt as well as what I
did.
I really enjoyed:
singing, painting, the
playground, the slide, a
book about animals, the
computer, my lunch,
playing chase etc.
Therapy
Stayed home
Other
I played or worked
with this person
today:
Tomorrow I will:
Alternatively, other
important
information to be
shared.
Reviewing my transition journey
Introduction
Evaluating the effectiveness of my transition journey is an important element of the
transition process. Further information regarding reviewing the transition process is
available in Reviewing the transition journey.
The following template has been provided to assist you with reviewing my transition
journey.
Reviewing my transition journey (template)
This is to be completed by my transition team, including my family, me (where possible), my ECEC educator/s and new Prep
teacher and my allied health team.
What worked:
School selection (information
gathering, choosing a school,
learning about individual
schools, enrolment
procedures):
Getting to know me (visits to
school, ECEC setting, home,
my profiles and planning
tools):
Collating information from my
parents, professionals and
ECEC setting:
What didn’t work so well:
Future suggestions:
What worked:
Preparing my new Prep school
staff (information, support,
mentor, professional
development):
Whole school support
(information, playground,
classroom, case manager
role):
Collaborative planning and the
development of individual
supports, resources and plans:
Engagement and coping
strategies developed for me
(break and support options,
challenges, stress triggers):
What didn’t work so well:
Future suggestions:
What worked:
Relationship development and
communication procedures
(me, peers, family, ECEC
educators, whole school staff,
transition team, others):
Other:
What didn’t work so well:
Future suggestions: