Supporting successful transition newsletters distributed to state schools, support planning and implementing strategies aligned to the Supporting successful transitions: School decision-making tool.
Action area: Effective use of data
2015 Supporting successful transitions newsletter focuses on community-level and child-level data.
Data in action in Far North Queensland is a case study on how schools and regions can utilise data to lead the region towards a more desirable future.
Effective use of data details how schools can gather and analyse information about their local community context, school data, Australian Early Development Census (AEDC) outcomes, families and children to inform transition planning.
Action area: Reciprocal relationships
2015 Supporting successful transitions edition 2 newsletter focuses on communicating with early childhood services, involving families and children, and community partners.
Why relationships matter: North Coast Region is a case study discussing why a focus on relationships is valued and prioritised in regions.
Reciprocal relationships is an information sheet for schools identifying and establishing effective support networks and partners, and strategies for connecting and building on these relationships.
Conversation starters provides a starting point for principals to establish and build on connections with partners involved in supporting children's transition to school, specifically when beginning to build relationships with early childhood services.
Action area: Effective pedagogy and practice
Effective pedagogy and practice 2016 newsletter focuses on communicating with early childhood services, involving families and children, and community partners.
Effective pedagogy and practice from a regional perspective is a case study identifying how supporting the continuity of learning and transition to school positively influences a child's early learning and development, and the trajectory of their future success.
Conversation starters provides a starting point for principals when communicating effective pedagogy and practice strategies within their community.
Age-appropriate pedagogies a foundation paper summary of the Age-appropriate pedagogies for the early years of schooling: Foundation paper.
Action area: Respect for diversity
Respect for diversity 2016 newsletter focuses on knowing the community, and knowing and responding to children.
Perspectives on diversity in the South East an interview with Sharyn Donald, Regional Director, about how the South East Region respects diversity in their transition-to-school practices.
Case study Kerri Giebel, Early Childhood Education and Care Director, North Queensland Region reviews practical examples of how three schools respect diversity, particularly in relation to transition-to-school strategies.
Respect for diversity is an information sheet for schools providing current research and highlights the importance of considering both diversity and inclusive practices in developing transition-to-school strategies, as well as strategies for schools to use in collaboration with other key community partners to support children's position transition and long-term outcomes in school.
Mindful reflective conversation starters provides a starting point for principals and teachers to reflect on their professional and personal values in relation to diversity and transition to school.
Action area: Responsive environments
The Responsive Environments newsletter Edition 2017 focuses on the responsive environments action area, as well as children's perspectives on their environments, information about relevant policy, research and frameworks influencing the transition to school and responsive environments
Transition talk: Children's voices on environments includes information on the collaborative project run by the Metropolitan region and Griffith University, 200 Children's Voices, which is a platform for children's perspectives in their learning environments.
Case study: Responsive environments – Physical, temporal, social and procedural is a case study identifying how physical, temporal, social and procedural environments in schools and early years services support the continuity of learning for young children.
Information for schools – Responsive environments highlights the importance of high quality, responsive environments and the role they play in supporting a child's successful transition to school.