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Secondary Strategy

Secondary Strategy. Enhancing emotional health and well being through effective transition . June 20 th June 21 st. Session objectives. To facilitate the sharing of good practice in transition strategies to improve KS3 rates of progress

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Secondary Strategy

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  1. SecondaryStrategy Enhancing emotional health and well being through effective transition June 20th June 21st

  2. Session objectives • To facilitate the sharing of good practice in transition strategies to improve KS3 rates of progress • To provide an opportunity for a strategic review of current transition arrangements

  3. Context • 40% of pupils lose motivation and stop making progress in the year after transfer • Measurement of pupils’ attitudes immediately before transfer and in the November and July following transfer suggests that the curriculum is not challenging enough or different from Y6 • Research shows that in Y7 Science pupils spent much time copying out details of experiments or writing out instructions

  4. Pupil progress ‘The impact of school transitions and transfers on pupil progress and attainment’ Galton, Gray and Rudduck The most significant features impacting upon pupil progress were identified as: • The repetition of work from previous year (excitement of taster days not maintained) • A feeling from Y7 pupils that Y7 work underestimates what they are capable of achieving • Organisational structures that give pupils a negative sense of themselves as learners (e.g. setting structures) • Pupils not recognising the importance of KS3 work. A feeling that Y10 is when ‘the important work starts’ • Pupils feeling that some years do not matter as much as others

  5. Causal factors What factors contribute to pupil loss of motivation?

  6. Changes at transfer • Changes to their school environment – confusion, identity, status, responsibility • Changes to their social environment – friendships, self-esteem, relationships • Changes to their personal life – adolescence, academic stress, family conflict, peer pressure

  7. Form tutor explains the rules Lesson of Science Lesson of MFL Lunch Lesson of Art Buses arrive early Form tutor allows pupils to introduce themselves Menu activity in canteen Tour of school with routes to find Lunch Draw own face in art Find out about school – treasure hunt ‘Intake’ day

  8. Progress File and PSHCE • Concentrate on what pupils have to tell us rather than what we have to tell them • Improve self esteem and help them to form relationships • Find out about the whole person rather than just a measurement of their success • Help pupils to adapt to a new learning environment

  9. Feed back from the Primary phaseEffective practice • Early links • Frequent visits • Formalised agenda from the range of receiving schools • Cross phase links through Learning Mentors to support vulnerable pupils • Pupil feed back from taster days indicates the value of building positive relationships

  10. Areas for development • Continuity of approach from schools. For example, the use of standard transition booklets and bridging units • Use of intake and taster days for practical activities • Avoiding repetition across the KS2 and KS3 curriculum • Continuum in teaching and learning styles to maintain challenge

  11. Walshaw High School • Employment of a trained KS2 teacher • One afternoon per week in the main feeder schools (3) • Termly focus upon literacy, numeracy and transition • Summer term focus upon transition. Two weeks teaching full time in each primary feeder • Year 7 pupils mentor Year 6 • Regular meetings between the Year 6 teachers and staff at Walshaw • Year 5 pupils involved in curriculum workshops • Year 6 pupils meet at the City Learning Centre • Vulnerable pupils taught as a unit during term one. Integration occurs during half term 3

  12. Developing and enhancing transition strategies • Curriculum/ teaching and learning • School organisation and routines • Enhancing pupil ownership • Supporting vulnerable pupils • Data collection and dissemination systems and the effective use of data • Parental involvement

  13. Action planning How can you develop the existing transition arrangements in your school? Consider changes that can be made in both the long and short term.

  14. Final thoughts • Research has identified the need to: • Improve continuity of teaching approaches and curriculum content from KS2-3 • Reject a fresh start approach and build on prior attainment • Present a picture of the next year that makes pupils look forward to it with anticipation

  15. Final thoughts • What transition arrangements are in place from KS3- 4? • Are there clear messages given about the status of different years? • Are there post induction programmes in place? For example, the development of study skills

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