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Planning and support

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Transition planning is the process of helping to prepare students with the knowledge, skills and confidence to participate effectively in the community and the economy.

The transition planning process can provide students with direction and purpose and help to shape the decisions they make about their future.

Early planning helps students consider their options, work towards achieving their goals and enhance their post-school outcomes. Transition planning discussions begin early in junior secondary and no later than Year 10.

Students with disability may have more complex transition requirements resulting in the need for more focused or intensive planning and support to ensure they are empowered and on a pathway towards successful post-school options.

Effective transition planning is a process that brings together comprehensive information about the student, capturing their goals, hopes and aspirations. This process includes:

  • determining the student's interests and abilities
  • developing positive social skills
  • determining the skills, knowledge and understanding required to access preferred pathways
  • developing independent living skills
  • identifying leisure and recreational activities
  • identifying possible university, higher education, vocational training and community access programs available
  • accessing financial supports
  • identifying transport and mobility requirements.

Early planning - junior secondary

Transitioning into secondary school brings with it new expectations, new peers and new subjects in often a larger and more complex environment. It is also a significant step towards deciding on pathways through senior secondary schooling and what students want to do in the future.

This can also be a time when students are at the greatest risk of disengagement from schooling. Effective transitions between primary and secondary schools are an important aspect of ensuring student engagement through to senior secondary years. Focusing on engaging individual students to promote learning can have a significant impact on student outcomes.

Embedded throughout the content of the learning areas within the Australian Curriculum are seven general capabilities. These are designed to equip young Australians with the skills to live and work successfully in the twenty first century. Highlighting these capabilities assists young people to make the link between what they are learning in junior secondary and their goals for the future.

Trying out a range of subjects also helps students get to know what they are good at and where their interest areas lie. Junior secondary provides an opportunity for students to try new things and consider their interests, abilities and aspirations. Schools can begin career education programs early in the junior secondary years.

Getting involved in extra curricula activities, volunteering and thinking about what careers might be available in areas of interest is a good way to start engaging in early transition planning. It is during this time that planning and preparation for life after school should begin for students in collaboration with parents and school personnel.

Consideration should be given to:

  • occupations and career pathways
  • the education and training requirements needed to achieve selected goals, such as subject prerequisites
  • the full range of learning opportunities available
  • tertiary entrance procedures.

Year 9 is also a good time for students to start preparing for independent living if this has not already occurred. This includes learning how to use public transport, managing money and budgeting, cooking and self-care.

Transition planning - Year 10

Senior Education and Training (SET) plans

As part of planning for the transition to post school options, Queensland students complete a Senior Education and Training (SET) plan. SET Plans are completed with all students during Year 10.

Through the SET planning process, young people have an opportunity to plan their educational and training pathways through the senior phase of learning. The process supports young people to set goals, and to work towards those goals in a broad range of settings, including school, work, vocational and community settings.

The SET plan is designed to:

  • work as a 'road map' to help students achieve learning goals during the senior phase of learning
  • include flexible and coordinated pathway options
  • assist students to examine further options across education, training and employment sectors
  • help students communicate with parents/carers or personnel from their school/learning provider.

Schools may choose to individualise SET plans to provide a more focused or intensive approach to meet the needs of their student population.

Schools use the functionality in OneSchool to record the SET plans for all students. Schools that choose to develop an individualised SET plan to document the more targeted and intensive transition strategies and support that are in place for students with disability, save these documents as attachments in OneSchool under Support Provisions.

Schools can access the OneSchool Education Plan (SET P) Guide via the help tab for the most up-to-date information.

My Future: My Life is an initiative designed to help students with disability achieve the goals they have set for themselves in their SET plans. This early intervention strategy has been developed to provide practical assistance to young people with disability in their final years of school to begin their transition from school.

If eligibility criteria are met, young people have the opportunity to apply for up to $1,000 in year 11 and up to $2,000 in year 12. The resources requested must have a direct and tangible link to the goals identified in the young person's SET plan.

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Last updated 28 September 2018