The QCAA provides resources based on current research, for school staff to make informed professional decisions to support continuity of curriculum and pedagogies for children’s successful transition to school.
Teachers have a leadership role in supporting successful transitions and building on children’s prior learning. This process is multifaceted and requires professional decisions for each child and their learning.
Successful transition to school for all children requires:
- partners in transition to define transition approaches
- continuity of curriculum and pedagogies across educational contexts.
One school's actions for continuity of curriculum and pedagogies
Children will arrive in Prep with a range of learning experiences, which should be considered when making decisions about continuity of curriculum and pedagogies.
The following resource identifies considerations for early years teachers when making decisions about Prep learners, planning, curriculum and pedagogies.
Professional and collaborative decision-making
Characteristics of learners in the early years
Learners in the early years share characteristics that should be considered when making decisions about their learning. The following resources provide opportunities for teachers to reflect on these characteristics as part of their planning, professional conversations and classroom practices.
Reflecting on practices
This resource provides a tool for teachers and curriculum leaders to focus on the characteristics of early years learners when making decisions about teaching, learning and assessment in their school and classroom contexts.
This resource provides a tool for teachers and curriculum leaders to consider reflective questions about the characteristics of early years learners. They can be used as prompts for professional reflection and conversations.
These posters provide a classroom display resource as a prompt for teachers for discussion with colleagues and parents. These posters can be printed on A3 or A4.
It is important that teachers know and understand children’s different learning experiences prior to Prep.
The following video examples show curriculum connections between Kindergarten and Prep:
Age-appropriate pedagogies for the early years
In the early years, teachers use a range and balance of age-appropriate pedagogies, which share some common features, including:
- Updated High-quality verbal interactions
- Updated Sustained shared thinking
- Updated Scaffolding
- Updated Feedback
- Updated Higher-order thinking
The following resources provide information about three age-appropriate pedagogies that teachers can embed in their practice.