COVID-19 update for Bastow participants

Continuity of Early Learning

  • Audience
    Educational support staff
    Early childhood professional
  • Next Intake
    Not scheduled
  • Location
  • Duration
    3 months
  • Mode
  • Fees
    DET Fully Subsidised

Strengthen early learning partnerships to help children experiencing 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 schools 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.


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.

Learn more about why Victorian educators choose Bastow for their leadership professional learning at Why Bastow?

Over 3 months, your team is expected to actively engage in and contribute to:

  • face-to-face workshops (3 days)
  • self-directed learning, including online activities and teleconferencing (3 hours per workshop)
  • an applied project 
  • workplace mentoring (as required or agreed with your mentor)
  • a site visit (1 day).


Face-to-face workshops are delivered across 3 days.

Workshop 1

Define vulnerability and disadvantage and explore current practices related to continuity of early learning.

Workshop 2

Understand data and evidence-based practices; concepts of continuity and how to collaborate with families. 

Workshop 3

Explore how to form effective partnerships through a multidisciplinary approach and enhance student outcomes. 

Self-directed learning

Self-directed learning activities in your own time (approximately 3 hours per workshop) include:

  • pre-workshop readings
  • online contributions to discussion boards
  • joining teleconferences to support learning between workshops.

Applied project

In this 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.

Workplace mentoring

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.

Site visit

The full-day site visit is an opportunity to see how a school has implemented innovative approaches to supporting children and their families who have experienced or are at risk of experiencing vulnerability or disadvantage.

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.

Fully subsidised by the Department of Education and Training. 

Government school participants can claim CRT funding. Travel and accommodation subsidies are available for eligible schools.

Backfill is also available for early childhood educators who are employed by Victorian early childhood services with a funded kindergarten program.

See Fees and financial support for more information. 

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. 

Briony Barnard
Course Coordinator
03 9084 8725

Expression of interest