Learning domain elements and themes
- Learning culture – Transitions and continuity of learning
- Curriculum – Curriculum provision
- Assessment – Whole school monitoring of student learning
Reflection questions
As part of your evaluation of current transition practices you may wish to consider the questions below.
- How is continuity of learning prioritised in your current transition processes?
- How are diverse learner needs considered in transition processes? For example
- Aboriginal and/or Torres Strait Islander students
- high potential and gifted (HPG) students
- students learning English as an additional language or dialect (EAL/D)
- students with disability.
- What evidence of continuity of learning currently exists in your school’s transition processes?
- How do staff engage the school community in student learning?
- What evidence have you gathered from students, parents and the community to know if your transition processes are effective in supporting student learning from Stage 3 to Stage 4?
- How can student voice be used to inform effective transition practices from primary to high school in your context?
- How familiar are teachers with syllabuses that come before or after the stage they are teaching to inform lesson planning?
- How do teachers use the Stage 3 and Stage 4 English and Mathematics syllabus content to support continuity of learning?
- How is assessment data used systematically to evaluate student and cohort learning progress over time?