Transition audit
Insert month 200X
Insert school name
Audit committee
Insert names and positions
Insert names and positions
Your school’s strengths
Does your school:
•
Yes
Somewhat
No
already have a transition plan? When was it evaluated and
revised?
Insert information about location of documents
•
have a core of staff, parents and other community members
who are committed to easing the transition from primary to
secondary education for all students?
Identify key players
•
•
have a staff that is open to professional development
opportunities regarding the continuity of curriculum,
pedagogy and management of learning?
have peer interaction and social support programs already
in place? When were these evaluated and revised?
Insert a description
•
have activities for students and caregivers for orientation
and induction? When were these activities evaluated and
revised?
Insert a description
•
exchange records when students transfer and make use of
these records?
Insert a list of records exhanged or a description
•
use the Quality Teaching discussion paper?
•
provide students with opportunities to foster the
development of student knowledge and skills about the
management of learning?
•
have in place a structure that enables primary–secondary
curriculum discussion?
Insert a description
•
provide students and their parents with essential and timely
information about your school? Does your school have a
prospectus or information leaflet for potential students?
Insert a list or description of information mechanisms
•
provide essential information in languages other than
English?
Insert a list of languages or a description
•
have an informative, well-designed and current web site?
Insert an outline of the types of information provided and the mechanism
for keeping the site up-to-date
Insert any additional information about strengths
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Potential weaknesses
Does your school:
•
Yes
Somewhat
No
have a clear understanding of the nature and extent of
transition programs between your school and other
local schools?
Insert a description
•
consider all phases of transition – preparation, transfer,
induction and consolidation? What programs exist?
When were these evaluated and revised?
List activities related to each phase
•
have transition initiatives that address all five areas of
action for transition – administrative, social and
personal, curriculum, pedagogy and management of
learning?
List activities related to each area of action
•
have effective links with other local schools? Do these
links involve students, parents, school executive and
other teachers?
List existing relationships and established interchanges
•
provide academic support for transitional students? Is
provision made for gifted and talented students as well
as for students requiring learning assistance? For a
secondary school, is there recognition of prior learning
of transitional students?
List initiatives that provide academic support; describe how prior
knowledge is recognised
•
provide welfare support for transition students, in
particular students at risk and students with
disabilities?
List initiatives that provide welfare support
Insert any additional information about weaknesses
Opportunities
Does your school:
•
Yes
Somewhat
No
have distinctive characteristics that make your school
unique and inturn require specific preparation of transition
students? For example, these could relate to the school’s
values and attitudes or to its physical or academic factors,
or to the special needs or cultural, ethnic or socioeconomic
background of students.
Insert particular examples or challenges
•
have individual students whose needs, aspirations and
aptitudes could be met through transitional activities with
collaborating local schools?
Insert particular examples or challenges
•
provide opportunities for parental involvement in transition
activities?
Insert particular examples or opportunities
•
have opportunities for communication between and shared
professional development of primary and secondary school
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staffs?
Insert particular examples or opportunities
•
have curriculum-related consultations with associated
schools? Do programming in primary and secondary
schools reflect the curriculum continuity of Board of Studies
syllabuses?
Insert particular examples or opportunities
•
have continuity of teaching styles with associated schools?
Insert particular examples or opportunities
•
have information about transition activities at local schools
that could be adopted or extended to your school?
Insert particular examples or opportunities
•
and the local community have a general interest in or
support for middle schooling initiatives?
Insert particular examples or opportunities
Insert any additional information about opportunities
Potential threats
Does your school:
•
Yes
Somewhat
No
have appropriate resources, in time, equipment and
enthusiasm, to extend and maintain effective transition
initiatives?
Identify resources that would be needed
•
need to curtail existing programs if resources are directed
into transition initiatives?
Identify any existing programs that may be affected
•
have a climate that supports responsiveness, client service
and openness to change?
•
provide staff with professional learning opportunities to
maximise the effectiveness of the transition of students to
secondary school?
operate in an environment where the attitudes or practices
of local schools are likely to limit your school’s ability to
establish and extend transition initiatives?
•
Identify issues that may impinge on your transition program
Insert any additional information about potential threats
Other information
Insert any additional information
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