Queensland kindergarten transition statement

Child details

Child’s name:	[Enter full name]
Preferred name:	[Enter child’s preferred name]
Date of birth:	[DD/MM/YYYY]

Kindergarten program details

Kindergarten service name:	[Enter service name]
Program enrolment start date:	[Enter month started] [Enter current year]
Number of days enrolled:	[Enter total number of days enrolled in 40 week kindergarten program]
Number of full days absent:	[Enter number of full days absent]
Kindergarten teacher’s name:	[Enter full name]
Service email:	[Enter service’s email address]

Transition statement details

Information provided:	This statement summarises [Child’s name]’s learning on the Queensland kindergarten learning guideline (QKLG) continua of learning and development in the five learning and development areas. This is a point in time reflection of learning that has occurred over time, in a range of learning situations supported by the intentional teaching strategies of the kindergarten teacher.
Date completed:	[DD/MM/YYYY]
Parent/carer consent:	Consent [choose an item based on consent form 2] been provided for the kindergarten teacher, Prep teacher and/or school leaders with responsibility for transition to Prep to discuss the information in this transition statement.

Parent, carer and child perspectives

[Enter parent, carer and child perspectives (1–8 sentences, up to 600 characters).

Parents and carers may want to communicate strengths they have noticed, hopes they have for their child starting school, what they think will help their child settle into school, or what they would like the school to know about their child.

Children may want to share something they feel good at, may need help with, look forward to at school, or would like their new teacher to know about them.]

[Child’s name]’s strengths, interests and engagement in kindergarten

[Enter your description of the child as a learner in kindergarten (1–8 sentences, up to 600 characters).

This may include the child’s strengths, dispositions and motivations for learning; information about social, cultural or community connections that have been significant for the child; and achievements and progress over time.]

[Child’s name]’s learning and development

Identity

[Child’s name] demonstrates a sense of security and trust by [choose an item]. [He/she/they act/s] with independence by [choose an item]. [Child’s name] shows perseverance by [choose an item]. [He/she/they express/es] a confident sense of self‑identity by [choose an item] and [choose an item].
Suggestions to support continuity of Identity learning: [Suggestion 1 (up to 200 characters) Describe how the child was building their sense of identity, including strategies that may be continued into Prep to support their ongoing learning. Consider describing intentional teaching strategies, levels and frequency of intentional support, learning situations, and possible next steps for learning. Provide at least one suggestion (1–2 sentences per suggestion, up to 200 characters each). Suggestion 2 (up to 200 characters) Suggestion 3 (up to 200 characters)]

Connectedness

[Child’s name] builds positive relationships by [choose an item], and [choose an item]. [Child’s name] [choose an item], and [choose an item]. [He/she/they show/s] respect for diversity by [choose an item]. [Child’s name] [choose an item]. [He/she/they demonstrate/s] respect for environments by [choose an item] and [choose an item].
Suggestions to support continuity of Connectedness learning: [Suggestion 1 (up to 200 characters) Describe how the child was connecting with and contributing to their world, including strategies that may be continued into Prep to support their ongoing learning. Consider describing intentional teaching strategies, levels and frequency of intentional support, learning situations, and possible next steps for learning. Provide at least one suggestion (1–2 sentences per suggestion, up to 200 characters each). Suggestion 2 (up to 200 characters) Suggestion 3 (up to 200 characters)]

Wellbeing

[Child’s name] displays increasing autonomy and resilience by [choose an item]. [Child’s name] [choose an item]. [He/she/they engage/s] with ways to be healthy and safe by [choose an item]. [Child’s name] [choose an item]. [He/she/they] [choose an item]. [Child’s name] shows physical wellbeing by [choose an item] and [choose an item].
Suggestions to support continuity of Wellbeing learning: [Suggestion 1 (up to 200 characters) Describe how the child was developing a strong sense of wellbeing, including strategies that may be continued into Prep to support their ongoing learning. Consider describing intentional teaching strategies, levels and frequency of intentional support, learning situations, and possible next steps for learning. Provide at least one suggestion (1–2 sentences per suggestion, up to 200 characters each). Suggestion 2 (up to 200 characters) Suggestion 3 (up to 200 characters)]

Active learning

[Child’s name] demonstrates positive dispositions toward learning by [choose an item]. [Child’s name] [choose an item]. [He/she/they show/s] confidence and involvement in learning by [choose an item]. [Child’s name] [choose an item] and [choose an item]. [Child’s name] [choose an item]. [He/she/they engage/s] with technologies for learning and communication by [choose an item].
Suggestions to support continuity of Active learning: [Suggestion 1 (up to 200 characters) Describe how the child was becoming a confident and involved learner, including strategies that may be continued into Prep to support their ongoing learning. Consider describing intentional teaching strategies, levels and frequency of intentional support, learning situations, and possible next steps for learning. Provide at least one suggestion (1–2 sentences per suggestion, up to 200 characters each). Suggestion 2 (up to 200 characters) Suggestion 3 (up to 200 characters)]

Communicating

[Child’s name] engages with and expands language by [choose an item]. [He shows his / she shows her / they show their] developing literacy capabilities by [choose an item]. [Child’s name] [choose an item] and [choose an item]. [Child’s name] [choose an item]. [He demonstrates his / she demonstrates her / they demonstrate their] developing numeracy capabilities by [choose an item]. [Child’s name] [choose an item]. [He/she/they] [choose an item]. [Child’s name] [choose an item].
Suggestions to support continuity of Communicating learning: [Suggestion 1 (up to 200 characters) Describe how the child was becoming an effective communicator, including strategies that may be continued into Prep to support their ongoing learning. Consider describing intentional teaching strategies, levels and frequency of intentional support, learning situations, and possible next steps for learning. Provide at least one suggestion (1–2 sentences per suggestion, up to 200 characters each). Suggestion 2 (up to 200 characters) Suggestion 3 (up to 200 characters)]