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Moving from Primary to secondary in particular can be a very difficult time for pupils: larger buildings, more staff, more students, timetabling, more freedom, more homework tec. A1 #UKEdChat
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A1. I think there a few strands to this: (1) induction - ie building a sense of familiarity with locations, systems, expectations etc (2) pastoral - ie managing anxiety, knowing the child, compassion & understanding etc & (3) learning - ie build a continuum of learning #UKEdChat
To ensure a smooth transition for the pupils and to pass on information to future teachers so that they can cater for the chn they are ‘inheriting’ effectively #UKEdChat A1
A1: for staff and students to get to know each other before the actual main event of moving. To set out expectations of the new school. To alleviate fears, dispel myths and share hopes. To create a positive outlook for the future #ukedchat
A1. To ensure that students are happy and secure in their new environment so that they are able to access their learning and continue to make progress. If they are not comfortable they will find it difficult to learn. #ukedchat
Very true. We need to remember our own anxieties when we did this transition - all those years ago. Filled with many fearful stories #ukedchat A huge shift in familiarity
A2: Absolutely, no matter what age. I'm in FE & HE and we still do Induction which encompasses this idea of active transitioning. When I worked with primary/secondary it was slightly less daunting as prep & senior schools had more links but it was still central #ukedchat
A2 #ukedchat Yes and no. The familiarity of friends and peers is also so important, and many successful transitions will rely on those close bonds created with eachother.
#UKEdChat Q2 Personally I believe some students need it more than others. In our school we have a Senior School Experience day where chn go to the Senior school and have a day of lessons and meet the teachers. That really helps with their anxiety. Parents too.
A1 To ensure children feel safe and happy in their new classroom/school, with their new teacher and other adults and know what to expect in terms of routines. #UKEdChat
A2. I think some students needs more/less input than others, but I think that support is valuable for everyone. I think that even the most confident of students are thrown by the unknown and the unexpected. #ukedchat
A vast number really struggle and we continually strive to improve our pastoral care and our Learner Services team are also central. Anxiety at 16 can be far worse than at 11 and it's often this, more than academic which is more challenging at the start #ukedchat
I contributed towards a primary-secondary school transition article last summer with a focus on #SEND pupils! Not an easy transition whatsoever so this especially should be approached from both sides extremely carefully (for all!) https://t.co/DMeG0IRO6G#ukedchat
A2. Yes, definitely when moving to a new school, this could be done mainly through Form Tutor to get TG comfortable with new school, surroundings and people within group. #ukedchat
Probably. But there’s a danger that we make transition a bigger deal than it needs to be simply by labelling it so. Some of it is just good practice. Some of it is just a natural movement through different experiences which students need to learn to manage independently #UKEdChat
A2 Some children with additional needs may require more preparation for transition. So we have some children from Year 2 who visit our school several times before transition morning to become familiar with the layout of the school and the names and faces of key adults. #UKEdChat
A3: I was the KS2/3 Transition Coord for Eng and the fact that job role even existed highlights how important the role is, even down to subject level not just pastoral HoY. At FE, Personal Tutors are in place for prosp students as soon as the GCSE results are announced! #ukedchat
I think you’re right #ukedchat The support that student’s offer each other in the transition should not be under-estimated. They’re all in it together, and can support the anxieties and strange new environments together.
A3 #ukedchat surely seen as an important part of role. If students aren't helped to move from primary to secondary and become confident in their surroundings then how can we expect them to become confident, resilient, independent learners?
A3 It is vital to get transition right so that the children feel comfortable with you. You learn so much about each child and I try my best to know their names after a morning (a personal challenge which I've managed with the last 2 classes!) #UKEdChat
#UKEdChat A3 It's a nice thing to do at the end of summer term, working with y6's who haven't been disillusioned or burnt out by secondary education yet...!
They advise on courses but also have counsellors and drop in sessions for everything from anxiety to sexual health, homelessness, finances. At 16 many students need even more support beyond the academic than they may have done in secondary #ukedchat
A3. It’s a very important part of the role. Very fortunate to work in a geographical cluster of schools where the Secondary we feed (@RGS_IOM) provides a dedicated “transition” teacher. #UKEdChat
It depends how it is all managed #ukedchat The teacher can also feel a little anxious about transition, as you want to set your stall early on. Don’t smile until Christmas again? 🤩
Transition at all phases needs managing well to enable children to succeed. We are changing our Y1 provision hugely to improve transition from EYFS because it has been such a big step for our children previously. #ukedchat
A3. I don't think it's hoop jumping at all - I think that it's something that takes time to co-ordinate and there can be difficulties to overcome but it's definitely worthwhile #ukedchat
Between year 8 and year 9 students choose their option subjects - it means they move into different groups/pathways and are in new classes etc. #ukedchat
Should be parrt of a teacher's role but can often be seen a sa hoop to jump thorouhg, training for staff impaortant in their undertanding of its importance and need particularly for vulnerable pupils. A3 #UKEdChat
Q4. Simple: both. Collaboration (effective!) has to come from both sides. Primary have to com'cate to secondary as they know the chn better but I feel it is the onus is on secondary staff to ensure that a suitable program is put into place to ensure transition is smooth!#ukedchat
#UKEdChat A4 Should be both. Speaking to the primary TA's gives you the inside scoop on the kids, what makes them tick, their triggers, good practice etc.
#UKEdChat A1 I suppose it allows us to scaffold their move to secondary. They can draw parallels to the primary environment they’re leaving behind(e.g. form and homeroom) and yet look forward to the differences (e.g.moving around a big school)
A4: Surely it needs to be a shared responsibility? In a relay that baton is carefully handed over to ensure the best chance of success. The same for learners. #ukedchat
A3: Transition is important for both young people, parents/caters and schools. It takes time to manage but ultimately worth effort as relationships are built and expectations shared #UKEdChat
Most definitely yes, pupils are always anxious about meeting and getting to know new teachers and migrating into new classrooms, even in a small primary where staff are usually known quite well - not the same as being in their class full time. A2 #ukedchat
#Ukedchat it has to be a mutual process. The roles during the process are of course different for the secondary and primary school, but there should be an opportunity for both schools to collaborate to ensure the best future for the child- that should be the desired goal of both.
A4 Ideally I think you are right where it is practically possible. I know of schools which have feeder schools numbering into the 30s, 50s ….. Quite a co-ordination challenge! #ukedchat
A4: Surely it needs to be a shared responsibility? In a relay that baton is carefully handed over to ensure the best chance of success. The same for learners. #ukedchat
A4. Although this is a shared responsibility and secondary schools are reliant on the primary school sharing useful information, I think ultimately the onus is on the secondary school as it mostly in their interest that the students make a smooth transition. #ukedchat
A5 Ah,,,if only it were that simple! Theoretically, yes. The challenge for the new secondary teachers is pitching things just right - friendly, setting standards, accessible, challenging...what could go wrong?! #ukedchat
A5 Ah,,,if only it were that simple! Theoretically, yes. The challenge for the new secondary teachers is pitching things just right - friendly, setting standards, accessible, challenging...what could go wrong?! #ukedchat
#UKEdChat A4. Primary know the children they are passing on-or they should-so they should take the lead. This is all a matter of trust. From the Primary side, trust that the secondary will listen, and from the secondary, trust that primary know what they are doing. #futurelives
Agree it should be a two way process but in my opinion and experience secondary schools vary greatly in their transition processes and some do not seem to appreciate the anxiety and concern the move from primary to secondary and the differences in how they work. #UKEdchat
In reply to
@BunsWee, @ukedchat, @MrHO1T, @GibsonAngi, @clare_croucher, @iag_marie, @kerry_lilico, @dawnscott3003, @amp_anna
A5: In theory but also need time to settle in, establish ground rules, share information. We go for a staggered start and include parents during morning part of day one #UkEdChat
A5 With a new class of Year 3s I like to spend a couple of days getting to know them better before 'full teaching' begins. The good thing is we tend to keep our classes for 2 years which means at the start of Year 4 'full teaching' can start quicker. #UKEdChat
#UKEdChat A4 I think the onus to lead it should be on secondary staff, but that includes working with primary staff as they have cared for those students and know them best. Then using that information to see what challenges a secondary environment will pose to individuals
Definitely before that. We have sessions for Y5s, letter exchange between primary school and Year 8 students when learning letter writing skills, etc. Lots of opportunities for transition way before y6 #ukedchat
A5: At FE we start with taster sessions as the first 2 weeks see a lot of movement both in and out; college to sixth form and subject swaps. Even with Induction and careful transition. #ukedchat
The secondary knows the environment that the pupils are going into, and are usually coordinating with many feeder schools. Does that mean they should lead? #DevilsAdvocate#ukedchat
#Ukedchat A2 No. Many will adjust easily but some vulnerable children who build up a bond with their class teacher in primary simply cannot cope with many teachers who they only see a couple of times per week. Class tutors are not a substitute for that bond.
That’s very true. We recognise importance of working across primary & secondary from Nutsery to Year 6. Really get to know the Year 6 cohort - visits to primaries, visits to secondary, Transition Buddies, 1:1 appts with LT, Transition Packs & Wk & activities during yr. #UKEdChat
In reply to
@2106Head, @ukedchat, @MrHO1T, @GibsonAngi, @clare_croucher, @iag_marie, @kerry_lilico, @dawnscott3003, @amp_anna
#UKEdChat A5: considering the research surrounding the significance of relationships in education, teaching of course can start from day one, but, I think it’s more important to develop mutual relationships and understanding before effective teaching can really begin.
A4 It is a two way relationship and needs to be reciprocal. As a primary teacher you want the children moving to secondary to have a smooth transition. As a secondary teacher you want to gain info about the chn and find out what their needs are. #UKEdChat
In my opinion, if one side isn't pulling their weight, the transition process for the child can become extremely stressful and detrimental to self-esteem! Unfortunately, it is not as plain sailing as this (even though it should be!) for a whole number of reasons #ukedchat
A6: At FE they have to apply. We interview them to find out subject but also to find out about them. They come to Open Events. Can do tasters. Then on results day we begin Induction and then it's Freshers within the 1st week. So much 'them' i/c of their trans #ukedchat
Point taken! I guess I see it from an individual school basis here. My school, my year 6’s...I guess what i mean is the secondary transfer ‘guru’ should be the ‘facilitator’ whilst the primary ‘lead’ initiates the contact and direction.#middleground? #UKEdChat
A6. In the #IsleofMan we have a “One Island One School” approach which involves schools, parents and pupils in many aspects of transition https://t.co/YfaGzcAuLJ#UKEdChat
A range of ways ... 1:1 Transition Meeting with child and LT, invite to Welcome Assembly, Coffee Morning with key staff - Transition Week & 1st day, Visits to school, Open Night/Days, invited to activities, meet at primaries, settling in events#UKEdChat
#UKEdchat A3 my 6 year old's EHCP specifies a bespoke transition plan must happen to move from year to year ... 4 weeks left of the year and we STILL don't know who the Y2 teacher will be 🙄😔 Impact of #transition is huge for some 💔
It’s a mixture of both phases and really working together. We have open doors all the time, regularly visit each other’s schools and share info plus T&L ideas. Positive impact on our Family of Schools#UKEdChat
In reply to
@MrP_weekly_idea, @ukedchat, @ICTmagic
Plus, visits continue throughout the year. Students love this, huge boost, recognises and celebrates successes. Also helps with any wobbles students may be having. Huge pride amongst our community in relation to their Schools #UKEdChat
In reply to
@MrP_weekly_idea, @ukedchat, @ICTmagic
I have been in charge of transition for 5 years, but I never really understood how stressful it is for parents until I went through the process as a parent. I now have a much greater understanding of how Year 6 parents feel.
In reply to
@2106Head, @ukedchat, @BunsWee, @MrHO1T, @GibsonAngi, @clare_croucher, @iag_marie, @kerry_lilico, @dawnscott3003, @amp_anna
There definitely needs to be room to manoeuvre to allow innovation and practice that suits your own bespoke needs. An approach based more on principles than prescriptions is always desirable #UKEdChat
We had to do something similar when putting our daughter in to nursery. Thinking of my parents, I don't think this would have been a good idea going in to yr 7 #ukedchat
A8. A long lead in, in terms of primary to secondary transition, has worked well. Mixed age Y5/6 classes in one of my schools has given rise to a two-year transition programme which has certainly helped reduce pupil (and parent) anxiety amongst other things. #UKEdChat
A8 I write a letter about me & the school. I ask a number of questions in my letter including what else would you like to tell me and the children write a reply to me. I find out what they like, who they live, what they think they are good at, what they need help with.#UKEdChat
Q8: The best work when strong collaboration between schools, students needs are considered and a range of experiences included. Links to learning and success is recognised and celebrated#UKEdChat
A8. We've done some transition through forest school so that the focus is on the activities rather than the idea of 'visiting the new school'. That's helped some students to get to know the site & staff before the subject of moving to secondary school is made explicit #ukedchat
A8: We used to do TIE (Theatre in Ed) for yr 6: Hopes and Fears & Myth Busting. Our Yr 8 students would act mini scenes such as head flushed down toilet followed by q& a as well as reading out yr 6 pre prepared flip chart hopes & fears before taster days #ukedchat
