Download to read offline
More Related Content
Similar to Transition by Emma Lamb
Transition by Emma Lamb
- 1. Transition to SecondarySchool Emma Lamb Head of Year 7 – KE VI Camp Hill Boys
- 3. “Transition from primaryto 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 areon 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?
- 6. Sample task 1Sampletask 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?
- 9. • Classes maybe 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 thedifferent stages of transition? How can we prepare them for each stage? What do your primary schools do?
- 13. Common concerns aboutstarting 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 Session2 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 abit 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 experienceswill 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..
- 24.
- 25.
- 26. Session 1 Session2 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
- 29. Common concerns aboutstarting 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
- 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 : •Willprobably 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.
- 33. Skills Social -Making and keeping friends -Different social scenarios -Bullying Social -Making and keeping friends -Different social scenarios -Bullying Safety -Whatdo I do if? -Travelling to school -E-safety Safety -What do I do if? -Travelling to school -E-safety Organisation -Managing a timetable -Having different books -Homework -prioritisation Organisation -Managing a timetable -Having different books -Homework -prioritisation Learning skills -Independence -Team work -Research -Creativity -Questioning -resilience Learning skills -Independence -Team work -Research -Creativity -Questioning -resilience
- 34. Social -Making and keepingfriends -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
- 35.
- 36. Safety -What do Ido 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 !
- 37.
- 39. Be involved inyour 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 -Havingdifferent 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 withpost 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 bestsums 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.Havehis 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 Workset 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 Session2 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 youdrop 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’mreally 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 activitiesinto 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 educationreport 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 ISDIFFERENT 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 Negotiatingthe 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
- #11 Still needs to be communication between the two
- #22 Possible http://www.wikihow.com/Make-Friends-at-a-New-School
- #32 https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/298568/Primary_assessment_and_accountability_under_the_new_curriculum_consultation_document.pdf
- #44 Buy homer a calender, use his diary, have a routine, pack bag before school
- #48 Print a copy of this slide for each student to complete – give to Form Tutor to add to year 7 file.