Conducting a transition audit
A comprehensive transition audit is very helpful when you are developing a new transition program or
modifying an existing one. To be of most use, an audit should be undertaken with consideration of:
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the aims and values of the school itself and those of its collaborating schools
the values of the local community
the Department’s requirements regarding transfer of student information
the goals and outcomes of any new/revised transition program
evaluations related to transition that may have been undertaken within your own school, within
collaborating schools or across clusters of local schools.
The audit should take account of all the key issues involved in the transition process. For example, a
SWOT (strengths, weaknesses, opportunities and threats) analysis could be completed.
Download sample SWOT (MS Word 94kb)
An audit might consider factors such as:
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your school's strengths
potential weaknesses
opportunities
potential threats.
Your school's strengths
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Does your school already have a transition plan? When was it evaluated and revised?
Is there a core of staff, parents and other community members who are committed to easing the
transition from primary to secondary education for all students?
To what extent is the staff open to professional learning opportunities regarding the continuity of
curriculum, development of pedagogy and management of learning?
What peer interaction and social support programs are already in place in your school? When
were these evaluated and revised?
What activities are provided to students and parents for orientation and induction? When were
these activities evaluated and revised?
What records are provided at transfer and how are they used? What additional information would
be desirable?
To what extent are your teachers engaging in improving their teaching practice? How are they
using the Quality Teaching discussion paper?
Do you already have in place activities to foster the development of student knowledge and skills
about the management of learning?
Do you already have in place a structure that enables primary–secondary curriculum discussion?
Are students and their parents provided with essential and timely information about your school?
Does your school have a prospectus or information leaflet for potential students?
Is essential information available in languages other than English?
Is your school web site informative, well-designed and current?
Potential weaknesses
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Does the staff have a clear understanding of the nature and extent of transition programs
between your school and other local schools?
Are all phases of transition – preparation, transfer, induction and consolidation – considered by
your school? What programs exist? When were these evaluated and revised?
To what extent do transition initiatives at your school address all five areas of action for transition
– administrative, social and personal, curriculum, pedagogy and management of learning?
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Do effective links exist with other local schools? Do these links involve students, parents, school
executive and other teachers?
What academic support is provided for students during transition? 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, primary school learning of students?
What welfare support is provided for students during transition? Are structures in place to support
students at risk and students with disabilities in your school? Does every teacher accept
responsibility to support each student's social and personal needs as well as academic needs?
Opportunities
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What are the distinctive characteristics of your school that make it unique and therefore
appealing, and what specific preparation does this imply for students during transition? For
example, implications could relate to school values and attitudes or to physical or academic
factors, or to the special needs or cultural, ethnic or socioeconomic backgrounds of students.
Are there students whose needs, aspirations and aptitudes could be met through transition
activities with collaborating local schools?
What additional opportunities might be provided for parental involvement?
What opportunities exist for communication and shared professional development between
primary and secondary school staffs?
Are there curriculum-related consultations across associated schools? Does programming in
primary and secondary schools reflect the curriculum continuity of Board of Studies syllabuses?
Is there continuity of teaching styles across associated schools?
Do other local schools operate transition activities that could be adopted, adapted or extended to
your school?
Is there a general interest or support base in your school and community for middle schooling
initiatives?
Potential threats
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Does your school have appropriate resources to extend and maintain effective transition
initiatives?
Will your school need to curtail other programs if resources are directed into transition initiatives?
Does your school have a climate that supports responsiveness, client service and openness to
change?
What professional learning opportunities might your staff require to maximise the effectiveness of
the transition of students to secondary school?
Are the attitudes or practices of local schools likely to limit your school’s ability to establish and
extend transition initiatives?