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J J Cahill Memorial High School

J J Cahill Memorial High School

Honour - Excellence - Responsibility - Opportunity

Telephone02 9669 5118


Transition Planning

 The movement from school to adult life is one of the most critical transition periods for all students, especially those with special needs.

Research has indicated that students with special needs require greater support in their transition to adult life than their peers. This is especially the case in relation to vocational outcomes, which includes obtaining and maintaining work.

The Special Education Faculty at J J Cahill MHS recognises the need for effective planning and support of secondary-aged students with special needs and therefore supports the transition planning process through a range of programs including individual and group-based work experience, community access initiatives and vocational studies. Supporting students and their families to access meaningful vocational, educational and community living opportunities. 

Planning and Progress

  • Transition planning is student-centred. It focuses on student and family goals and what supports are necessary for students to successfully and smoothly transition from school to adult life.
  • Students, parents, teachers, community agencies, community services and government
    departments all work together to bring about the best possible outcomes for students whether it be for them to get a job if they have the appropriate skills or to access a program that caters to their individual needs once they have left school, fostering lifelong learners.
  • The Support Unit at J J Cahill MHS works closely with the Department of Education Regional staff as well as such organisations as National Disability Insurance Agency, Disability Services Australia, Fighting Chance, Windgap, NOVA and Centrelink, to ensure that all students are placed in appropriate and meaningful post-school training and employment.

Year 7 and 8

Transition outcomes are incorporated into IEP planning for each student. Students are involved in:

  • Academic programs which teach functional reading, number, money, time and writing skills.
  • Programs which enable students to recognise supermarket items they use regularly and to use communication and money skills functionally and recreational facilities on a regular basis.
  • Students learn to travel safely and independently within the community and learn essential skills such as walking in a group and road safety. Students visit the local bowling alley, parks, gymnasiums and cinemas.
  • Travel training programs which teach students to travel independently to and from school or class travel programs which allow students to access the local area.

Years 9, 10, 11 and 12

In years 9, 10, 11 and 12, students study Life Skills courses as prescribed by the NSW Education Standards Authority. This leads to attainment of the ROSA and Higher School Certificate. The Special Education Faculty at J J Cahill MHS is currently retaining all students to Higher School Certificate level.

From Year 9 to Year 12, Individual Transition Planning meetings are held with students, parents, teacher and Support Teacher Transition. The purpose of these meetings is to ensure that every student is well prepared for the transition from school to work.

Transition planning addresses:

  • The personal management of each student
  • Developing social skills and a social network
  • Personal and interpersonal skills
  • Personal care
  • Skills around the home
  • Recreation and leisure
  • Community participation
  • Vocational training and employment options
  • Developing skills to achieve work goals
  • Small group supported work experience programs. (Work experience in a supported employment site. Usually 3-4 students in Year 10 working half days and building to full days fully supported by school staff including a "Job Coach" employed as an addition to teaching staff)
  • Open employment options. (Students in Year 11 & 12 participate in whole school work experience programs and participate independently in employment)
  • Independent work experience options. (Students are independently travel trained to a supported Employment site for 1 day per week)
  • Financial support of families and students with disabilities
  • Welfare, advocacy, Legal and residential services

The Special Education Faculty at J J Cahill MHS believes that working in partnership ensures that students who have differentiated learning needs will be given the best possible opportunities to succeed.

Through collaborative planning, we hope that we can successfully move students from school to post-school activities, including post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, independent living and or community participation.

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