Programme to promote easy and comfortable transition for Primary to Secondary schools and in other areas of the education system

1. TRANSITIONAL ORIENTATION
MARCH 12, 2008.
BY
Jeffery J. S. Fullerton, B. Sc., Teach. Dip.
Hope Valley Experimental School
2-4 University Road.
Kingston 7

2. Jeffery J. S. Fullerton B. Sc., Teach. Dip.
Telephone wk. 927-2473/ Cel. 487-3415/793-0499
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SUBJECT: GRADE SIX TRANSITIONAL ORIENTATION
The concept of a Transitional Orientation at grade six was conceptualised in March of 2008.
A planned proposal was drafted and presented to my principal who welcomed the idea. It was
then shared with the grade six teachers, some of whom thought it was not necessary because the
High Schools are already doing Orientation for new students.
It is well known that High Schools have their own Orientation for new students which is
designed to help them settle and adjust to the new environment. However, there is no known
programme that is designed at the Primary School level to prepare them for entry into the High
School system. Nevertheless, there are known challenges that confront our students from simply
thinking about going to High School. Many grade six teachers who have recognized these
challenges have made attempts to dispel some of the preconceived notions that are responsible
for many fears and anxieties.
From this came the idea of a Transitional Orientation for the grade six students. This
Orientation was designed with the major intention of preparing students for the change process,
from Primary to High School. Coupled with this desire for a smooth transition was also the need
to reduce the anxiety, a sense of comfort and enthusiasm, social adjustment, and the motivation
of the students to go and make the best of all the presenting opportunities.
The timing and placement of this programme became very important in an effort to maximise the
benefits. In this breath it was recommended, and with the principal’s approval the programme
was scheduled for a time frame between the GSAT and the end of year Exams.
THE COMPONENTS OF THE ORIENTATION
The Orientation was rooted in using reputable persons, preferably students in leadership
positions from High schools along with past students where possible. This was achieved by
sending letters to the Principal and Guidance Counsellors of the selected schools, requesting the
participation of the selected students:
-Head Girl and Head Boy
-Deputy Head or their representatives
-Student Council Representatives

3. These students will be given a time frame in which to sell their School, share personal
experiences, facilitate questions and answers, and provide encouragement and motivation.
A consistent effort will be made each year to have representations from both gender and co-head
schools, while rotating the schools that are used each year. However, there are some High
Schools that are regarded as receiving schools for our students and so effort will be made to have
at least one of these represented each year.
The first of this programme was instituted at the Hope Valley Experimental School on
Thursday, June 18, 2008. It started with an interactive session. This was held by a past student
who is now lecturing at a tertiary institution. This session was followed by presentations and
interactive sessions from three different High Schools.
By the end of the sessions students were reporting feelings of reduced anxieties. Feedback was
also collected from the teachers that were present and then a report was made to the principal. In
reply my principal felt it was very good and recommended that it become an annual event.
My personal evaluations identified areas for improvement. These were as follows:
-A more detailed letter for the schools
-Rotation of participating schools
-A structured evaluation instrument
-Counsellor provide career motivation by indicating the connections between personality
styles and the different career path.
In year two of the programme implementation, five High Schools responded to the invitation.
One of these schools did a two part presentation. The first part was an extra ordinary multi-media
presentation telling about the school, curriculum, and extra curricula activities. The second part
of their presentation was an interactive session in which they shared their experiences which
motivated the students. The reaction from students and other members of staff were even more
over- whelming.
I JEFFERY J. S. FULLERTON, HEREBY DECLARE THAT THIS PROGRAMME WAS
DEVELOPED BY ME AND WAS FIRST INTRODUCED AT THE HOPE VALLEY
EXPERIMENTAL SCHOOL, ON THE 18TH
DAY OF JUNE 2008. I ALSO RESERVE
ALL RIGHTS TO MODIFY OR REPRODUCE ANY PART OF THIS PROGRAMME.
Copyright © 2008 Jeffery J. S. Fullerton