3. “Transition from primary to secondary school is
seen as the biggest
step for moving from one stage to another of the
educational
process.”
Marshall, P. Transition and Continuity in the Educational Process
Why is this
the case?
Why is this
the case?
4. What activities are on offer here?
How does this compare to primary
school?
If you had to explain to primary school
teachers or students in year 6 about coming
to a grammar school what would you want
to mention?
Fill in the person with all your ideas!
What is the best preparation for
grammar school? Why?
Is there such thing as a ‘typical camp
hill boy’? Why? Why not?
What are lessons and
homework like at a grammar
school?
How does this compare to
primary school?
5.
6. Sample task 1Sample task 1
How are primary and
secondary school similar?
How are primary and
secondary school different?
What are you
looking forward
to? Why?
What might
help you?
How do you feel about
the differences?
What might be
difficult? Why?
7.
8.
9. • Classes may be larger
• Bigger school environment
• No personal desks and the use of lockers to
store belongings
• Subject specific teachers
• Moving between lessons
• Independent travel to school
• Homework – greater volume and expectation
• The need for greater organisational skills and
meeting deadlines.
• Uniform
• Reporting on progress and achievement
• Making new friends
• Greater quantity of ‘older students’
Biggest
challenge
that I see –
affecting the
largest
amount of
students
Biggest concern for
student and for
parents
10. What are the different stages of transition?
How can we prepare them for each stage?
What do
your primary
schools do?
11.
12.
13. Common concerns about starting Secondary school
Child
•Friendships
•Managing work load
•Relationships with teachers
•organisation
Parents/ guardians
•Bullying
•Work load
•Academic attainment
•‘Settling in’
Secondary school
•Getting them up to speed
•Homework and organisation
•Building a successful foundation
•Behaviour and learning support needs
Skills
Content Knowledge
Marshall (1988) who found the 5
main anxieties/issues during
transition to be:
Size and complex organisation
New forms of discipline
New work demands
Prospect of being bullied
Losing friends“
“ Results showed that bullying was a
major concern for all groups,
followed by fears of getting lost,
increased workload and peer
relationships, among others.”
Zeedek et al (2003) Negotiating the Transition from
Primary to Secondary School
14. Session 1 Session 2
Thinking about leaving – helping them get
here
•The process of transition
•Sample activities to support the transition
time line
•Sharing best practice
How to make a successful transition – helping
them thrive here
Skills and content knowledge
Sample activities and sharing best practice
15. Sample task 2: Thinking about leavingSample task 2: Thinking about leaving
Year 5 Year 6 Year 7
What was
different
between Year 5
and Year 6?
How did you
change between
Year 5 and Year 6?
What do you think
will be different
between Year 6
and 7?
How will you be
different?
How will school be
different?
16. Sample task 2: Taking it furtherSample task 2: Taking it further
If you have strong
links with your feeder
schools you could get
a previous student to
come in and speak to
the class to share
their experiences.
You could write to students who
have already made the transition to
see if they would write to students in
your class to share their top tips
You could attend open
days and get pictures of
the schools to show the
students
17. Sample task 3: Preparing for open daysSample task 3: Preparing for open days
Imagine that you were thinking about buying house.
You are only going to have an hour to look around,
what would you look out for? What is important to
you?
1.
2.
3.
4.
5.
Now imagine that you get to see another house, and
you have to choose which one to live in. How would
you make your choice? What might you consider?
1.
2.
3.
18. Schools are a bit like this. Imagine that you were going to look at
a secondary school; what questions would you ask people at the
school?
Who?
What?
Where?
How?
When?
What would you look for in the school? What would you
try and notice?
19. Sample task 3: Taking it furtherSample task 3: Taking it further
You could get
students to take
photos of the schools
and bring them in
Set them a homework to write about
the open day
Have a display with
pictures of the school(s)
and things students
noticed on open days
added on post it notes
Speak to parents about open days – communicate the dates that schools are
open and encourage them to attend
20. Induction day
All experiences will be different, but it is likely
that the secondary school will have tried to
make sure that…..
1.Students have fun and feel safe
2.There are ice-breaking activities to make
friends
3.They meet the Head Teacher, their Head of
Year and Form Tutor
4.They try out a lesson or sample activities
5.They meet key people like learning support or
House Masters
6.They meet current students
7.They get to see the whole school
8.They get some information to help them start
in September.
Prepare students
for the day
Review the day
with them
21. Sample task 4: Taster days: Preparing for the daySample task 4: Taster days: Preparing for the day
My new school.
Name:
Name of secondary school:
What do you know
already?
Research task:
-What is the name of the new Head Teacher?
-What is the address of the school?
-What sort of activities to people do at the school?
What questions do you have about your new school?
22. Sample task 3: Taking it furtherSample task 3: Taking it further
Questions and
concerns… a worry
wall that you then
discuss with them
Role play how to talk to new people
and make friends
Make a list of things
to find out about
their new schools
What should
I do if….?
23. Sample task 4: Reviewing the taster daySample task 4: Reviewing the taster day
My new school is
called………..
My Form Tutor is..
I think that they are…
Three people I met in my Form are…
I think that they are…
My favourite part of the
day was….
I will be in a form called….
I will be in a House called….
Yesterday I went to my new school I did …..
1
2
3
4
5
I am a bit worried about…
If I problem there I need to
speak to..
26. Session 1 Session 2
Thinking about leaving – helping them get
here
•The process of transition
•Sample activities to support the transition
time line
•Sharing best practice
How to make a successful transition – helping
them thrive here
Skills and content knowledge
Sample activities and sharing best practice
27.
28.
29. Common concerns about starting Secondary school
Child
•Friendships
•Managing work load
•Relationships with teachers
•organisation
Parents/ guardians
•Bullying
•Work load
•Academic attainment
•‘Settling in’
Secondary school
•Getting them up to speed
•Homework and organisation
•Building a successful foundation
•Behaviour and learning support needs
Skills
Content Knowledge
Marshall (1988) who found the 5
main anxieties/issues during
transition to be:
Size and complex organisation
New forms of discipline
New work demands
Prospect of being bullied
Losing friends“
“ Results showed that bullying was a
major concern for all groups,
followed by fears of getting lost,
increased workload and peer
relationships, among others.”
Zeedek et al (2003) Negotiating the Transition from
Primary to Secondary School
30.
31. Content Knowledge
Core Subjects: English, Maths and Science
•Within the first few weeks students will be base line tested
•This, in addition to Fisher Family Trust Data makes
predictions about expected progress and also performance
at GCSE
•National Curriculum gives some indicators of expected
ability and level of attainment
•BUT, Academy secondary schools are under no obligation to
follow it – worth checking with the school.
The Department for Education is aiming for the 2016 start of their new framework ‘Secondary
Ready’ to replace KS2 tests.
This will be a national standard, and the DfE proposes to share the following information with
parents, suggesting it’s more transparent than levels:
•a scaled score, which will show whether the pupil has met the expected standard and is
secondary ready
•ranking in the national cohort
•the rate of progress from a baseline
32. Other subjects :
•Will probably assume a ‘start from
scratch’ mentality
•Will baseline test in the same way as
core subjects
•The school might provide
recommended reading or sample
activities as part of the taster days.
34. Social
-Making and keeping friends
-Different social scenarios
-Bullying
Social
-Making and keeping friends
-Different social scenarios
-Bullying
At Secondary school
this is then discussed
again in Form Time
activities and in PSHE
http://www.tes.co.uk/t
eaching-
resource/Name-calling-
6084601
http://www.bbc.co.uk/cbbc/articles/bugbears-advice-about-bullying
36. Safety
-What do I do if?
-Travelling to school
-E-safety
Safety
-What do I do if?
-Travelling to school
-E-safety
A maths activity could audit how people will
be travelling to school using different forms
of transport
A literacy activity could look at ways to
respond to problems on the bus
A problem solving activity could involve
reading timetables to find different routes
A homework could be to do a practice run
with parents/ guardians, followed up by
planning an option B !
39. Be involved in your child’s online life.
Watch Thinkuknow films to learn more.
Keep up-to-date with your child’s development online.
Set boundaries in the online world just as you would in
the real world.
Know what connects to the internet and how.
Consider the use of parental controls on devices that
link to the internet, such as the TV, laptops, computers,
games consoles and mobile phones.
Emphasise that not everyone is who they say they are.
Know what to do if something goes wrong
40. Organisation
-Managing a timetable
-Having different books
-Homework
-prioritisation
Organisation
-Managing a timetable
-Having different books
-Homework
-prioritisation
What are the lessons like at
secondary school?
How is this different to primary school?
Who will teach you at
secondary school?
How is this different to primary school?
Where will your books and
equipment be in secondary
school?
How is this different to primary school?
How might staying organised be difficult?
41. Colour code books
with post it notes or
dividers
Play memory games to facilitate a
discussion about packing your bags
Swap classrooms for
an afternoon –then
discuss the
challenges of
working somewhere
new
Encourage
students to
start using
pencil cases
42. Which one best sums up your feelings when your alarm clock goes
off….
Errr…. What day
is it? What
lessons do I
have? What is
going on?
Errr…. What day
is it? What
lessons do I
have? What is
going on?
I am so
organised – My
bag is packed,
my homework is
done and I am
ready to get to
school and learn
I am so
organised – My
bag is packed,
my homework is
done and I am
ready to get to
school and learn
I know I have
remembered my
homework but
there is
something else… I
can’t remember
what I have
forgotten!!
I know I have
remembered my
homework but
there is
something else… I
can’t remember
what I have
forgotten!!
Which one would you rather be?Which one would you rather be?
43. 1.Have a calendar
2.Have his bag packed
before bed
3.Check his planner in
the morning and at
night
4.Have a routine
5.Set a reminder on his
phone
6.Write a note before
he goes to sleep
44. Day Date Work set Due
date
Priority
Monday 22nd
History – find out three facts about Nero
French- learn words about your family for a test
Tuesday 23rd
Music – find out what appegio, allegro, and pianissmo mean
English – finish draft of poem
Wednesd
ay
24th
Biology – label the human heart
Maths – complete exercise 2.3
Chemistry – write up the experiment in your exercise book
Thursday 25th
RS – ask 5 people their views about God and record their
answers in your book
Geography – label the map
Friday 26th
Computing – finish the online questionnaire
This student has forgotten to write down when their work is due, can you help
them?
•French is always set on Monday and handed in on Wednesday
•History is always due in a week later
•Biology and Maths are due on the same day
•Music is due in on Friday
•They have 2 days to do their Chemistry homework
•Maths is due on Friday
•They have a week to do their RS
•Computing takes 4 days to do (including the weekend)
This student is really worried about homework .
Imagine they are looking at their planner on
Monday night, in what order should they do the
tasks set?
45. Session 1 Session 2
Thinking about leaving – helping them get
here
•The process of transition
•Sample activities to support the transition
time line
•Sharing best practice
How to make a successful transition – helping
them thrive here
Skills and content knowledge
Sample activities and sharing best practice
46. “Let’s say you drop a pass in touch football, and that smart-mouth kid Kevin who’s always bothering
you says something sarcastic like, ‘Hey, good hands!’
Now, you could get mad and scream at him or take a swing at him, but that’s not going to win you any
friends or make the other kids want to play with you.
Instead, why not disarm Kevin with humour, by poking fun at yourself: ‘Yeah, I coat my hands with axle
grease before every game.’
“Or you could return the insult, but with a smile on your face: ‘Gee, thanks so much for pointing that
out, Kev. Love you too, dude.’
“Or you could ignore him. You really want to look cool? Keep your mind on the game and try to catch
the next pass. That would be the sweetest revenge of all.
“Once you stop reacting to teasing, you take all the fun out of it. After a while, you probably won’t get
teased as much.”
47. Activities I do
Mystrengthsare
I’m really proud of...
ThingsIneedtoworkon
Friends I have
m
ade
My long term hopes for life
At CHB….
This year I would like to....
What keeps
me going
48. Tips for Transition – Suggestions for Primary Schools
Teach the students how to read school timetables and get
samples from post-primary schools – this can be done
within whole class maths lessons
Give the class different due dates for certain pieces of
homework in order to prepare them for a more complex
timetable
Consider colour coding copies and books. For example,
place a red sticker on the edges of the Maths book and
Maths copy, blue on English, etc. This strategy can
facilitate organisational skills.
Teach key words for specific subjects such as Home
Economics, Metalwork (Materials and Technology),
Business Studies, etc. This can be done within the oral
language strand of the English curriculum.
49. Integrate transition activities into the SPHE programme. For
example, teach students about post-primary school, dealing with
change, etc.
Attend open evenings in the post-primary school. This is a good
opportunity to take photographs of rooms, etc. These can be used
to familiarise the student with the school prior to entry.
Identify key personnel in the post-primary school and explain their
roles to the student: e.g. class tutor, year head, chaplain, guidance
counsellor, etc.
Model and practice recording homework in a journal at the end of
lessons as opposed to the end of the school day
Encourage parents to inform the post-primary school as soon as
possible in relation to their child’s SEN, as resource hours and
assistive technology may need to be reapplied for by the receiving
school
Be prepared for the post-primary school to make enquiries once the
student has enrolled.
50. Department for education report on ‘successfultransition’
http://www.ioe.ac.uk/successful_transition_from_primary_to_se
condary_report.pdf
1 Expanding friendships and boosting self-esteem and
confidence
4.4.2 Settling very well into school life
4.4.3 Showing a growing interest in school and work
4.4.4 Getting used to new routines and organisation of secondary
school
4.4.5 Experiencing curriculum continuity
4.5 Children's and parents' recommendations for a successful
transition
51. SO WHAT IS DIFFERENT ABOUT SECONDARY SCHOOL?
Classes may be larger
Bigger school environment
No personal desks and the use of lockers to store belongings
Subject specific teachers
Independent travel to school
Homework – greater volume and expectation
The need for greater organisational skills and meeting
deadlines.
Career choices at a time when the child may not see he has
any strengths
52. Key transition difficulties
Negotiating the way around school – he may get lost and this may result in
being late for class
Meeting new children who may not understand his difficulties
Meeting new teachers who do not recognise he has difficulties
Learning about the rules of the school – explicit and implicit
Learning new teachers’ names and their expectations and styles of teaching
Learning about the timetable and the appropriate books and tools required
Carrying equipment around all day – no central place to return to – therefore
increasing the chances of losing equipment or having incorrect equipment for
the next class
Coping with change determined by others not himself
Independently organising his work and managing his own timetable
In PE and games coping with more complex activities such as changing in/out of
PE kit
At break times there is less supervision from teaching staff so the child is able to
wander around on his own more (not seeking social interaction) or be more
open to being bullied by others
Coping with new topics he has not studied before
Editor's Notes
Still needs to be communication between the two
Possible http://www.wikihow.com/Make-Friends-at-a-New-School
