Continuity of Early Learning
AudienceTeacherEducational support staffEarly childhood professional
FeesDET Fully Subsidised
Strengthen early learning partnerships to help children experiencing vulnerability or disadvantage transition to school.
Continuity of Early Learning focuses on strengthening the partnerships with the biggest impact on children’s transition to school – those between schools, early childhood services and parents.
With an emphasis on supporting children and families experiencing vulnerability and/or disadvantage, the course explores:
- evidence-based practices for leading continuity of learning and development
- how teams can implement these practices in their context
- strategies to work together to achieve the best possible outcomes.
Continuity of Early Learning supports the 'Community engagement in learning' priority of the Victorian Education State Framework for Improving Student Outcomes (FISO).
Continuity of Early Learning is designed for teams of staff from primary schools, outside-school-hours care, early childhood services and support services – particularly those supporting transitions to school and across early childhood settings.
Schools are encouraged to contact their local early childhood services (and vice versa) and establish a team before applying. Small schools can submit individual applications, or partner with another school in their region to apply as a team.
Preference will be given to applications from teams that include both school and early childhood professionals. Recommended team size is 3-6 people (though exceptions may be made).
Facilitators for Continuity of Early Learning are highly respected and experienced practitioners with both academic and practical expertise.
Semann & Slattery is committed to providing clients with solid evidence to help fix organisational dilemmas, societal issues or community challenges. They undertake social policy research and consulting for a wide range of clients about communities, children, young people, families, the organisations who work with them and the projects they provide.
Over 3 months, your team is expected to actively engage in and contribute to:
- virtual workshops (3 days)
- self-directed learning
- an applied research project
- workplace mentoring (as required or agreed with your mentor).
Define vulnerability and disadvantage and explore current practices related to continuity of early learning.
Understand data and evidence-based practices; concepts of continuity and how to collaborate with families.
Explore how to form effective partnerships through a multidisciplinary approach and enhance student outcomes.
Self-directed learning activities between workshop days (approximately 3 hours) include:
- pre-workshop readings
- online contributions to discussion boards
- joining online meetings to support learning between workshops.
In this applied research project, you will be asked to design and implement a project that relates to a topic of interest about how best to support continuity of early learning in your own context.
You will identify a workplace mentor who will support you by advising on your applied project, offering resources e.g. timing, sharing their ideas and providing feedback, and acting as a critical friend.
You'll gain knowledge and understanding of:
- the definitions of vulnerability and disadvantage and their impact on pedagogical practices
- current theories and research of learning and teaching
- a range of relevant information and data sources available to contextualise improvement approaches
- how to foster ongoing collaborative relationships with families and carers to support positive outcomes
- the importance of a multi-disciplinary approach to continuity
- your own leadership disposition.
You’ll develop the skills to:
- use data and evidence to lead continuity of learning and development
- apply evidence-based best practice to your context
- effectively engage in, establish and lead multidisciplinary teams
- develop change strategies to support continuity of learning and development
- self-analyse your leadership disposition and the impact it has on supporting an effective team.
This course is fully subsidised by the Department of Education and Training for approved Victorian early childhood education and care services and Victorian government schools.
Government school participants can claim CRT funding and backfill is available for early childhood educator and care service providers.
Other services (for example allied health providers or family support services) and non-government schools may register to participate as part of a team, however, no financial support or subsidies will be provided.
For more information, visit Fees and financial support.
Acceptance into Continuity of Early Learning is dependent on a selection process.
Each team member must complete an application form and include their agreed-upon team name.
Only 1 team member needs to respond to the key selection criteria on behalf of the team.