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This information was typically coordinated through an individual education plan (IEP) process. Transition support and activities should start 12–24 months before students begin secondary school, with primary and secondary schools communicating in a handover process. In turn, a sense of belonging enabled boys to commit to life at the school and to value their involvement in learning, sporting and cultural activities. The following is a case study from a co-education secondary school. [4] It is illustrative of one approach to supporting students to make successful adjustments to school. These could cover a range of fields including academic, social and extra-curricular activities. The New Zealand Curriculum expects teachers to ensure that a student’s journey through school ‘connects well with the next ... [and lays] a foundation for living and for further learning’ (Ministry of Education, 2007, p. 41). Students’ wellbeing and learning must be maintained as they transition from primary to secondary schools. Pre-FSE county transition rates Brudevold-Newman (2017)The Impacts of Free Secondary … ERO reviews of early childhood services and kōhanga reo, The review process for early learning services and schools, Evaluation at a Glance: Transitions from Primary to Secondary School, Transition from Primary to Secondary School, begin early childhood education and care services, shift from primary school to intermediate school, and on to secondary school. • Ensure policies and practices reflect, and include, community diversity. helping students to step up to leadership positions that help them to be independent and confident. Two key self-review activities can assist secondary schools to develop or improve transition processes. They do this by closely observing a student’s attendance, behaviour patterns and achievement. Most Year 13 boys also use one of their weekly study periods to support junior students in class. At around the same time as the move to secondary school, children experience biological and emotional changes as they go through puberty (usually between 8 and 13 years in girls; with boys starting about six to 12 months later in this range). As stated, most children take the transition from Primary School to Secondary school in their stride. Wylie, Hodgen & Ferral (2006) reported that some students were apprehensive about “negative social climates and work that would be too hard to do”. [3] Most students also felt that there were or would be beneficial aspects of their move to secondary schooling. move from secondary school to further education, training and employment (Ministry of Education, 2010). Instead they retested students [7]. Most schools were supported strongly by their community and had developed a clear sense of identity, including valuing and acknowledging the historical, cultural and physical aspects of the community. Contact on or before the first day of school established the link between home and school. Evidence also shows that it is crucial that students experience success in their primary schools before they come to secondary school. UNESCO Institute for Statistics (UIS) estimates that of the 63 million out of school children of the primary school age globally, 34 million (54%) live in sub-Saharan Africa. Some teachers may also find it difficult to relate to these students and establish positive learning relationships. Some effective strategies to help support the transition include the following: Vulnerable students may be at increased risk of social and emotional problems and disengagement from school at this time. Exploring the longitudinal association between interventions to support the transition to secondary school and child anxiety. They also used a variety of consultation methods and approaches. Here are some key points to consider: • Establish, train and support a team of key people to coordinate transition practices. Transitions are the moves children and young people make from home to nursery, from stage to stage (and through the Curriculum for Excellence levels), from primary to secondary, between schools, and from secondary to further education and beyond. For example, students expected science to be full of interesting experiments and were disappointed when their programme only included theory, book learning and note taking. Recommendations Consider transfer from primary to secondary school as a status passage and give consideration to the balance of continuity and discontinuity to enable students to feel they have successfully transitioned to a new status. Academic performance in primary school children with common emotional and behavioral problems. The timetable at the wharekura is in modules so students can study in classes at, below or above their year level. Being part of an inclusive school community where difference was accepted was a key factor supporting parent engagement. In our sample, Year 10 Māori and Pacific boys seemed more likely to experience decreases in performance. School Psychology International, 24(1), 67-79. Children often have strong feelings about moving into secondary school. Some of the threats to students’ successful adaption to school might be as a result of ‘normal’ adolescent change. Parents benefited from effective transition processes that quickly enabled them to become part of the school community. Young adolescent learners have an intense need to belong and be accepted by their peers while finding their own place in the world. skills relating to others such as listening actively, being tolerant and cooperation. The coordinated Careers Information and Guidance in Education processes of these schools were also evident in how they worked with priority or ‘at-risk’ learners. Teachers supervise individual students to reflect weekly on their progress and learning. In this context, engagement is defined as students’ participation and intrinsic interest in learning (Akey, 2006), as well as their feelings of self capability and enjoyment of school and learning (Gibbs and Poskitt, 2010). Relationships are the most critical factor in the transition process. It also includes a discussion of broad, cultural features of a secondary school that help to transition all learners effectively. Pathway planning is the formalised process of unpacking the ‘virtual schoolbag’ so that relevant and appropriate planning can happen with, and for, students. Pereira and Pooley’s study noted that adolescent social relationships were a key area of focus for students and were ‘a long term adjustment issue’ (Pereira and Pooley, 2007, p166). Primary to secondary school transition has been identified as a significant and stressful event for young adolescent students. who had difficulty with their studies when they arrived at secondary school and who mostly continued to find class work too challenging, who were particularly upset by disruption to their friendships from previous years. Most schools operate the system of the ‘year head’ (a teacher who has specific responsibility for the entire year). they belong in their new school, and are well included in school activities and programmes, they are positively connected to their peers, other students in the school, and to their teachers, their teachers know them, including their strengths, interests and learning needs, and show they are interested in them, they are understood and valued as a culturally located person, they have a sense of purpose in being at school, they have an understanding and commitment to their learning pathway through their schooling and beyond, their current learning follows on from their previous learning (the curriculum is connected and continuous) and is appropriately challenging, learning is interesting, relevant and is fun, their families have been included in decisions. Students told ERO that the school’s reputation for safe and positive interactions between boys has encouraged many fa’afafine students to enrol at this school. The values, ethical orientation or culture within a secondary school is fundamental to how well it welcomes and supp… Most are sourced from Ministry of Education (2010) and Pereira and Pooley (2007). setting up visits to the secondary school prior to students’ entry, helping parents to manage the enrolment documentation so they can enrol their children early, teachers introducing students to approaches to learning they may encounter at secondary school. At another school a student was placed in a form group with the school’s careers counsellor, who also taught a life skills programme on the student’s timetable. What is clear from this example is the extent to which the teachers and leaders had thoughtfully incorporated a pastoral care approach across many systems in the school with the purpose of supporting students to learn and feel a sense of wellbeing. Primary schools are responsible for preparing students academically and socially for secondary schools and sharing information with the student, families, whānau and the receiving school. Transition processes, particularly planning, can facilitate successful transitions from primary to secondary schools, and to postschool settings. The transition to secondary school often coincides with important social, emotional and physiological changes in the lives of adolescents. The transition from primary to secondary school: Teachers' perspectives. Retrieved from, Hanewald, R. (2013). This section shares research that explains transitions. early face-to-face contact with students who have been identified, with regular follow-up and monitoring, implementing processes for monitoring all students e.g. Student wellbeing, engagement and learning across the middle years. The following section builds on the features discussed here and provides a more detailed description of the types of activities that specifically support vulnerable students. Where possible, individual education plans included the student’s perspective or voice on the learning goals. having ethical standards and leadership that built the culture of an inclusive school, having well-organised systems, effective teamwork and constructive relationships that identified and supported the inclusion of students with high needs. Experiencing a curriculum that is interesting ‘compels learners to invest time and effort” (Gibbs and Poskitt, 2010, p. 17) and is critical for short term learning and for developing students’ disposition to be lifelong learners. Wylie et al (2006), commenting on vulnerable students in New Zealand, state: There are signs of a growing mismatch and discontent with schools among the lower-income group, and overlapping that to some extent, among attending low-decile schools. deans meet with Year 8 teachers to gather information about such students; deans brief form and class teachers, deans working with vulnerable students e.g. The implication of this is that teachers need to be aware of the students for whom there is a concern about acceptance in the peer group. Young adolescent learners are vulnerable and self conscious, and often experience unpredictable mood swings. When their initial contact with their child’s school was welcoming and reassuring, it was easier for parents to feel comfortable about coming to school. The importance of transitions – Professor … The following example is from the ERO report Careers Information and Guidance Education (ERO, 2012a). interested in finding out about children's experiences of moving to secondary school. There were indications that students in these [low decile] groups were aware that they may not be doing as well as they would like...We sees some of these trends, but not to the same extent, among Māori and Pacific students. 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