Teachers at ELTHAM are proactive when planning and providing effective transition strategies at all points in the educational journey. Our transition model is based around each individual child understanding their own competence and ability to be an active participant in identifying their feelings, and understanding their needs to create a sense of wellbeing.
Teachers are supported by the wellbeing team and plan targeted sessions to ensure a mutli- layered approach incorporating whole community, small group and individual approach. Underpinning all aspects of the academic programs is the teaching for knowledge, skills and disposition for our young people growing into resilient, confident people who, as a result and outcome of their schooling, are world ready
Each transition stage provides new challenges, and while transition for young people is given sensitive attention it can also be a challenge for parents, so we provide opportunities for teachers and parents to work together. In fact, our open knowledge network, myELTHAM, and our secure, personalised reporting system quickly establishes ongoing feedback for families and enables regular communication and information sharing.
Early learning for three and four year-olds provides the foundations for future success as a learner.They are at a stage where they are excited, but also settling into new environments and establishing new relationships with teachers and other children. By exchanging information with parents, our teachers begin to develop rapport with children and families, and gain an understanding of each child’s personality and interests. Programs commence with a gentle rhythm and are very responsive to the needs of young children.
Prep is an extension of early learning. It presents new challenges, but thanks to the information teachers are able to access from the children’s early learning experience, they can quickly relate to each child. In addition our unique and highly successful Home Visit Program means Prep teachers visit the children at home and get to know them and the family. Children start the first day with excitement and confidence, having already met their teacher in their own home.
Years 1-4 continue to focus on exchange of information between parent and teacher, and teacher and teacher. At every stage teachers monitor students to ensure they feel confident and engaged socially and emotionally. Wellbeing workshop lessons target skill development and the use of fun games and role play to grow prosocial skills, building awareness of ourselves and others about our role in building community.
Years 5-6 Our use of specialists throughout the early and junior years accustoms young people to having different teachers and moving more widely into specialist activities. For new students, Learning Advisors meet with each young person, plan activities and meet with families so that there is a relationship and a knowledge base before the new year commences.
Year 7 is both an entry point to the College and a natural continuation for those in Year 6 at ELTHAM. New students are invited to spend a day at school and attend orientation activities. Learning Advisors meet with young people and their parents at the end of Year 6 and visit the young person’s primary school. By the time school commences new relationships have already been built between students and teachers. Early in the new year students and parents can get to know each other at a family BBQ hosted by ECCA, our parent association.
Year 9 is in the CBD. Year 8 students and their parents visit for an information evening and Staff begin work very early on the transition to a City environment. New students are taken under the wing of a Learning Advisor and a range of ‘buddies’ to ensure that the new experience is a ‘comfortable’ challenge.
Senior Years At ELTHAM College a three year VCE program is encouraged, and study choices are flexible and not automatically restricted by the particular year level of a student. There is a ten day ‘early start’ program at the end of Year 9 so by the time Year 10 starts, students are pretty comfortable with the ‘university style environment’ of the senior campus, the challenging demands of VCE studies, and relationships with students and teachers.