Intentional teaching and mathematics
Children enjoy playing with mathematical ideas, and use numeracy in their everyday lives, even from when they are very young. The VCAA‘s Early Years Twilight Seminar held on Wednesday 3 May 2017 explored intentional teaching to build on the informal mathematics knowledge that children have, and how quality interactions can support learning. Given that the quality of teaching and learning opportunities in the early years sets the pattern for later learning, it is important for early childhood professionals to make the most of these opportunities, and assess young children and support them to learn, so that each of those children is working within their zone of proximal development. A video of the Early Years Twilight Seminar is available on the Early Years’
past professional learning webpage.
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Revised Transition Learning and Development Statement
The revised Transition Learning and Development Statement is now available on the Department of Education and Training website.
The new and improved statement makes it easier for early childhood educators and families to complete, and is more useful for prep teachers and outside school hours care (OSHC) educators to support every child’s continuity of learning.
The revised statement was developed with input from experts and academics, families, experienced early childhood and OSHC educators and F–2 primary school teachers. New features include:
- The electronic statement can either be emailed to families and schools, printed out, or mail delivered if preferred. Note: Hard copies are also available to order.
- A drop-down, selectable list of learning and development outcome descriptors taken from the Victorian Early Years Learning and Development Framework (VEYLDF) and Victorian Curriculum F–2. Educators can edit the descriptors, choose to write their own, or simply select relevant descriptors that best describe the child’s learning and development.
- An intentional teaching strategies section enables educators to input teaching strategies alongside the relevant learning and development outcome. This provides helpful information for the prep teacher and OSHC educator and provides continuity for the child.
- For children with a disability or developmental delay, the enhanced transition section improves information sharing to support effective transition outcomes.
- A list of prompt questions has been included to assist families in considering what they might like to share with their child’s new school. Families may choose to complete as much as they like in this section. New resources to support family involvement in completing the Transition Statement are available on the DET website. Translated resources are also available.
- Parents/guardians can choose to opt out of the opportunity for the early childhood service to share their child’s Transition Statement directly with the school or OSHC program (if applicable).
State Library Victoria (SLV) is available to provide IT support to ECEC services to complete the electronic Transition Statement, and this support will continue in 2018.
Transition to School page to access user guides, videos, the Transition to School Resource Kit and other useful information.
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