Transforming transitions to school: Using funds of knowledge and identity

This resource describes a project where ten Western Australian Independent Schools embraced a way of viewing children and their family’s transition to school. Participating teachers came together as a community of practice and engaged in different ways of thinking and investigating accepted practice.Transition practices were affirmed or challenged as teachers were mentored through design-based thinking. Transition ideas were explored focussing on children’s funds of knowledge and identity. This resource outlines why transitions are important, considers transitions through a funds of knowledge and identity lens, and describes each school’s journey as they re-imagined transitions in this project. Finally, the ideas and strategies that supported the adoption of new practices to affirm a child-centred approach to transition are described.