Transition To School Program
Our globally acknowledged school transition program is thorough, encompassing elements designed for both families and children.
One of Lower Bucca Community Preschool’s responsibilities is facilitating a seamless transition to primary school for both children and their families.
Throughout our typical preschool day, the activities provided for the children are strategically planned within our curriculum framework. These activities leverage the children’s existing strengths while fostering the development of their skills, positive attitudes, and dispositions, contributing to a seamless transition to primary school.
About our Internationally recognised program
Transition to School for Children
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Promote social skills through the PALS (Playing and Learning to Socialise) program, conducted over six weeks during Term 1, for all four-year-old children.
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Build connections through Networking Morning Teas, where children attending the same school in 2019 are introduced during events held at the preschool.
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Photographs are captured of children who attend the same school and are included in each child’s journal.
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Children who will be attending school the following year will engage in activities in the music room and courtyard daily from 11 am to 12:15 pm during Terms 3 and 4.
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Foster relationships through Photo Links. Display photos of former preschoolers in their school environment to assist children in understanding school activities and recognize familiar faces in that setting.
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Enhancing Understanding Through School Visits. In small groups of approximately 10 children, accompanied by their families, we will visit Keiraville Primary School for a morning to deepen the children’s comprehension of the transition to “Big School.”
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Children and educators will engage in discussions about the school visits and collaboratively craft stories inspired by those experiences.
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Orientation Support. Educators will participate in Orientation Days at schools our children will attend, offering assistance for the child, the family, and the school.
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Orientation Memory: A photo page is crafted to capture the child’s orientation day, highlighting various aspects of the school and the children’s experiences.
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Shared Transition Experience – A Picnic in the Park: A photo album is compiled to share the event with all children, and those who attended are provided with a social story that relates to the experience.
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Support for Preschoolers with Additional Needs – A Social Stories album is created for children requiring extra support or having additional needs. This album includes photos of the child’s school, teachers, and appropriate school behavior.
Transition to School for Families
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Family Feedback through Survey – Families express their priorities, thoughts, feelings, and needs in the school transition process by participating in a survey.
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Partnership Development – Information is continuously exchanged between families and designated educators to cultivate the development of partnerships in the school transition process.
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Information Expo – Local primary school principals from both the Department of Education and Catholic systems are invited to address families regarding their respective school systems and the transition to school process.
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Networking Morning Teas – Families and children who will be attending the same school are introduced during morning teas at the preschool to facilitate relationship-building. A parent mentor, representing a family already associated with the school, joins the morning tea to offer firsthand information to new families.
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Transition to School (TTS) Sharing Form – This document contains information for schools, contributed by families, educators, and the child. Families are encouraged to actively contribute to this statement.
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Keep families updated on transition events organized by the Wollongong Transition to School (TTS) network through expos, School Starters Picnic, and the website.
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Offer continuous information to families by regularly including ideas to support the transition to school, focusing on children’s learning and correct writing style in the newsletter.
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Conduct an exit survey with families to gather feedback on the transition program and gather ideas for improvements.
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Journal Sharing – Families are encouraged to share their child’s journal with their Kindergarten teacher, fostering a deeper understanding of the child and their background experiences.
Transition to School – Links with Schools
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Letters are sent to schools detailing the KCPS Transition Program and extending an invitation for a collaborative partnership approach.
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Information Expo – In collaboration with local primary school principals from both the Department of Education and Catholic systems, an evening event is organized to discuss the transition to school process.
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Assistance for Lower Bucca Community Preschool’s Transition Program.
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Educators participate in local transition events, such as the Picnic in the Park for school starters.
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Coordinating with schools regarding children with additional needs or requiring extra support.
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Developmental reports are prepared to aid schools in the transition to school process for children with additional needs or requiring extra support.
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Transition to School (TTS) Statement Sharing Form – A two-page statement has been created, offering concise information for schools from families, educators, and the child. A feedback and evaluation form is included to help KCPS enhance information sharing.
Incorporating the transition to school process within the regular preschool curriculum.
Lower Bucca Community Preschool recognizes early childhood as a significant stage of life, valuable in its own right and not merely a stepping stone to formal education.
Preserving the child’s capacity for joy, curiosity, and love of learning today is crucial, ensuring that preparation for tomorrow does not compromise these essential qualities.
The integration of “Transition to School” into a comprehensive play-based curriculum honors children’s rights to “Being” as well as “Becoming.”
Throughout our regular preschool day, experiences for the children are thoughtfully planned, aligning with the Early Years Learning Framework (EYLF). These activities leverage the children’s existing strengths and contribute to a seamless transition to “Big School.” Our goal is to foster the development of children’s skills, positive attitudes, and dispositions.
Development of skills include such things as;
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Fostering self-reliance and proficiency in personal care.Toileting, dressing, caring for belongings, managing lunch and snacks, and wearing hats.
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ListeningAdhering to instructions, listening for specific elements such as rhyming words, comprehension, for enjoyment, to peers, and environmental sounds.
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SpeakingCommunicating with adults, relaying messages, interacting with peers, participating in group discussions, and patiently waiting for a turn to speak.
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Group participationRespecting the rights of others, displaying appropriate behavior in a group, taking turns, engaging in physical games, participating in board-type games, and having the confidence to join activities.
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Social skillsGetting along in a group, following directions, demonstrating appropriate behavior, asking for help when needed, resolving conflicts, making friends, coping with discipline, and accessing play opportunities.
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Task orientationMaintaining focused attention, completing tasks, demonstrating problem-solving skills, and exhibiting persistence.
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Literacy and NumeracyDeveloping skills in writing, recognizing letters and numbers, understanding that print conveys meaning, learning book conventions, exploring authorship of stories, discovering sight words, creating story maps, and retelling stories through sequencing. Daily sign-in sheets facilitate confidence and competence with educator and family support. Library borrowing helps educators assist with pencil grip, name writing, and letter and number writing.
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Creative / ExpressiveEngaging in cutting, crafting, creating artwork, drawing, moving, dramatizing responses to music and stories, exploring puppetry, and participating in role play activities.
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MusicExploring musical concepts such as beat, rhythm, pitch, tempo, etc., creating music, and responding to musical stimuli.
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PhysicalDeveloping fine motor skills including pencil grip, cutting, threading, buttoning, etc., and fundamental movement skills such as coordination, balance, strength, throwing, kicking, hitting a ball, running, leaping, jumping, and catching.
Develop positive attitudes to themselves:
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as capable people
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as problem solvers
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as capable learners
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as good friends
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as caring, responsible people
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to school
Develop positive dispositions such as:
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persistence or not giving up
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willingness to have a go or to try
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cooperation
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creativity
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curiosity
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commitment
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confidence
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enthusiasm
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imagination
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questioning
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flexibility