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The big day has arrived, the new uniform is looking smart, and now our 'senior' Primary school learners are about to become important 'junior' Secondary school students. For most of us, this is a memorable experience and, therefore, very significant. However, whilst some learners approach this milestone with great excitement and enthusiasm, others are nervous and anxious.
How can we make this transition as smooth as possible? As with all successful teaching and learning, we need to 'know our learners'. This requires effective communication. It involves teachers, students and parents. Raising awareness of students' strengths, interests and prior learning via conversations between the feeder school and the receiving school is the starting point. A report by the New Zealand Ministry of Education recommends that, "Schools have structured, frequent and collegial communication... to ensure that students experience continuity in their learning".
Communicating academic information and data is straightforward – but wider considerations around individual students’ psychological, physical, cultural and linguistic backgrounds will make all the difference to the transitioning process.
A report evaluating the nature of transitioning recommends a school-wide approach to pastoral and academic care. It notes that transitions constantly occur – when moving between year levels and subject areas, as well as when changing schools – so we need to acknowledge that transitions are not just something to deal with at the beginning or end of a year. Instead, we need to consider regular adaptation. That might mean navigating a series of ongoing small changes for learners, whilst always maintaining a clear sense of continuity and direction.
Transitioning to Secondary school occurs at a time when students are grappling with questions of identity and belonging. It is therefore essential that we factor in early opportunities for them to share about themselves and their aspirations, their values and fears. From a student’s perspective, they want to be ‘known’, so investing time in providing opportunities for them to express their values, strengths, interests and learning challenges is mutually beneficial to both learners and teachers. This can be promoted by teachers also sharing about themselves.
What does this look like in practical terms? A few ideas include
In short, students need to be able to connect their new learning with their prior knowledge and experiences through positive transitions. This requires teachers to be knowledgeable about each learner, taking an inclusive approach where all cultural and linguistic diversity is valued, thus ensuring that learners feel accepted.
References:
Ministry of Education. Transitions: //nzcurriculum.tki.org.nz/Curriculum-resources/NZC-Online-blog/Transitions (02/12/2014)
Education Review Office: Evaluation at a Glance: Transitions from Primary to Secondary School (November 2012)
Bibliography:
Education Review Office. Evaluation at a Glance: Transitions from Primary to Secondary School (November 2012)
Ministry of Education. Interview: Staff from Mt Roskill Primary School, Auckland, NZ Smooth Transitions for students with special educational needs. (Published on 22 Aug 2014)
Ministry of Education. The New Zealand Curriculum: //nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum
Ministry of Education. Transitions: //nzcurriculum.tki.org.nz/Curriculum-resources/NZC-Online-blog/Transitions (02/12/2014)
Coreen Sears gives us an insight into her thoughts...
Feedback is the buzz-word and, as with most things, it is not being reinvented, but constantly readapted. In recent years, we see more formal national approach. One can become overwhelmed with the copious elements that need to be considered when feeding back to learners.
If you have EAL new arrivals in your school with limited English, you need a scheme of work in English that supports learners with language learning alongside the curriculum content you are delivering. This is to ensure young learners are understanding the basics of language needed for success.
Learning can be split into two parts: