The primary function of the transition program is finding appropriate schools and programs for students with backgrounds of disrupted Program schooling, typically Description refugees and humanitarian entrants. This would include negotiating school choice and enrolment procedures with students and their families. The transition officers would manage a detailed Participants All primary and transition report to secondary new arrivals at schools and parents as the end of intensive well as coordinating English language school orientation visits. program Location All DEECD English They also follow up language schools and students in their new centres (ELS/Cs) schools collaborating with teachers on appropriate curriculum Budget/funding: $500K in and 2007 classroom strategies if required. Staffing: 0.5 EFT primary Resource Transition officers need teacher and 0.5 EFT to secondary familiarise teacher themselves in Requirements with programs in local each of the four ELSs and mainstream schools and pro rata in the ELCs liaise with other pathway Partnership/collaboration: providers such as AMES, Collaboration with ESL YAMEC and TAFE coordinators and colleges to ensure teachers in mainstream appropriate schools, other placement. pathway providers such as AMES, NMIT and other TAFEs.
Program Description The primary function of the transition program is finding appropriate schools and programs for students with backgrounds of disrupted schooling, typically refugees and humanitarian entrants. This would include negotiating school choice and enrolment procedures with students and their families. The transition officers would manage a detailed transition report to schools and parents as well as coordinating school orientation visits. They also follow up students in their new schools collaborating with teachers on appropriate curriculum and classroom strategies if required. Transition officers need to familiarise themselves with programs in local mainstream schools and liaise with other pathway providers such as AMES, YAMEC and TAFE colleges to ensure appropriate placement. Participants All primary and secondary new arrivals at the end of intensive English language program Location All DEECD English language schools and centres (ELS/Cs) Resource Requirements Budget/funding: $500K in 2007 Staffing: 0.5 EFT primary teacher and 0.5 EFT secondary teacher in each of the four ELSs and pro rata in the ELCs Partnership/collaboration: Collaboration with ESL coordinators and teachers in mainstream schools, other pathway providers such as AMES, NMIT and other TAFEs.
pathways-transitions-2008_accessd.docx