Transition Learning and Development Statement Fact Sheet
About the assessment tool
Brief
description
The Transition Learning and Development Statement is a tool to assist the consistent sharing and transfer
of information about a child’s learning and development between early childhood services, parents/carers
and schools. It measures each of the five Victorian Early Years Learning and Development Framework
(VEYLDF) Outcomes: Identity, Community, Wellbeing, Learning, and Communication.
The Statement supports the transition process that children, families and educators are involved in during
the year before school and the first and future years of schooling.
What does
the
assessment
tell you
about the
child?
The Transition Learning and Development Statement is a strength based summary of the child’s abilities,
achievements and interests, and captures the child’s self-reflections about starting school and what they
would like their prep teacher to know about them. It also provides information from the child’s
parent/carer. The Transition Learning and Development Statement is used by teachers in schools to inform
curriculum decisions, guide differentiation of learning and teaching, encourages parental engagement and
guides discussion.
What are the
components
of the tool?
Coversheet:
Demographic information about the child, family and early childhood service.
A consent form for parents to release information from the early childhood service and permission for the
service to directly discuss their child’s Transition Learning and Development Statement with the chosen
school.
Part 1:
Section A: the Family - completed by the parents, question style to capture qualitative information about
their child
Section B: the Child - completed with the child to capture the child’s voice and self-reflection about
starting school
Section C: Additional needs/requirements - optional section completed by the parents if there is a concern
for the child’s future learning and developmental
Part 2: the Educator - Embedded in the National Quality Framework and a requirement of the funding
agreement, this part is completed by the qualified early childhood teacher with information regarding the
service philosophy, description of program delivery and attendance history of the child. Contains specific
information section to inform the school of strategies to assist transition. A summary of learning and
development against each of the five Victorian Early Years Learning and Development Framework
(VEYLDF) outcomes gives a strength based qualitative analysis of learning and development.
What is the
style of
assessment?
Summary of observational assessments taken by the educators and reflections from the parents and child
throughout the year preceding the commencement of schooling. The average time for an assessment is
approximately 30 to 60 minutes.
What are the
limitations of
the tool?
There may be a preference for some parents to have a printed section A rather than completing the
information electronically which may take additional time, however the benefits to transition process are
maximised when all sections are completed. To assist services printed copies of sections of the template
are available upon request by emailing: psts@edumail.vic.gov.au.
Children who enrol into a kindergarten program in term four may have limited assessment data for
teachers to report.
Are there
FAQs about
the
assessment?
Frequently Asked Questions- FAQs
http://www.education.vic.gov.au/childhood/professionals/learning/Pages/transfaqs.aspx
Background to the assessment tool
How was the
assessment
tool
developed?
Consultation and pilot program with the early childhood and school sector, and in line with the
development of the national Early Years Learning Framework and the Victorian Early Years Learning and
Development Framework.
Thirty pilots were funded though the Transition: A Positive Start to School Initiative. The pilots trialled, or
extended, a range of transition approaches in a diverse range of Victorian communities. The pilots ran
from October 2008 to May 2009.
The University of Melbourne’s Centre for Program Evaluation (CPE) was commissioned to conduct an
independent evaluation of the 30 transition to school pilots. A theory-based evaluation approach was used
to inform the collection of a range of data on the perceptions and experience of implementing the pilots.
http://www.education.vic.gov.au/about/research/Pages/transres.aspx
How long
has the tool
been used?
The Transition Initiative was launched in 2009.
The end of 2013 represents the fifth year early childhood professionals have completed the Statements.
Relevant
research
underpinning
tool
http://www.education.vic.gov.au/about/research/Pages/transres.aspx
Validation
process and
data for the
tool
Pilot program and Evaluation of Transition Initiative in 2010 and 2011
http://www.education.vic.gov.au/about/research/Pages/transres.aspx
Further support
Link to the
assessment
tool
User guide
http://www.education.vic.gov.au/childhood/professionals/learning/Pages/statementel.aspx
Training
support
materials
http://www.education.vic.gov.au/childhood/professionals/learning/Pages/transitionstat.aspx
http://www.education.vic.gov.au/childhood/professionals/profdev/Pages/transitions.aspx
Help desk
psts@edumail.vic.gov.au
http://www.education.vic.gov.au/childhood/professionals/learning/Pages/transkit.aspx
Supporting Information for the assessment tool