Supporting Effective Transitions to School and School Age Care



National Quality Standard
QA4Staffing arrangements
QA5Relationships with children
QA6Collaborative partnerships with families and communities
Australian Professional Standards for Teachers
1Know students and how they learn
2Know the content and how to teach it
3Plan for and implement effective teaching and learning
6Engage in professional learning
7Engage professionally with colleagues, parents/carers and the community


Prof Sue Dockett
Professor Sue Dockett is Professor, Early Childhood Education, at Charles Sturt University. She has a long-standing research interest in educational transitions, particularly the transition to school, and has published widely in this area.


Starting school is one of the major transitions individuals make throughout their lives. While the transition to school can be a time of excitement and eagerness, it can also be tinged with anxiety and concern. Join academic and author Sue Dockett for a webinar all about transition to school. A great collaborative learning opportunity for school age care staff and educators in prior-to-school settings and schools.

his webinar draws on the new resource Continuity of Learning: A resource to support effective transition to school and school age care. The publication, by Professors Sue Dockett and Bob Perry, provides an overview of the research base underpinning the importance of effective transitions and provides some examples of what this might look like in practice.

The webinar will explore:

  • recent research about the importance of effective transitions to school and school age care
  • using the principles of the Early Years Learning Framework and My Time, Our Place to support effective transitions;
  • the Transition to School: Position Statement and effective transitions
  • Reflecting the National Quality Standard in effective transitions practice.

Examples from the resource will be shared and participants will be encouraged to reflect on their own practice, share experiences of effective practice and raise questions about the nature of transitions.