Transition - the continuum of learning. An investigation ino the experiences of pupils during transition from Key Stage Two to Key Stage Three in a city secondary school and the strategies engaged by the school and its feeder institutions to address academic and pastoral issues
Haynes, Angela Rosemary
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Transition is an annual event for every primary and secondary school and it is the responsibilities of schools to manage the environmental and cultural shift that pupils make. Transition should be a smooth change and pupils' progress should not be hampered by the change, rather it should be advanced and a continuum of learning should evolve. I decided to investigate if this is indeed what occurred in my own secondary school and its feeder primary schools. The main stakeholders in the transition process are pupils, teachers and parents, and I sought to research transition concerns and issues of them all. I also investigated if continuity of learning and progression took place, and aimed to identify good practice. My main research tools were questionnaires which I used with Year 6 and 7 pupils and their parents, while I chose to interview Year 6 teachers, the heads of core subjects in the secondary school, together with the transition manager. My research has shown that pastoral issues are addressed well with much evidence of good practice. Pupils are well prepared and consequently content upon arrival in Year 7, with bullying and the consequences of poor discipline being the main issues of concern for both them and their parents. However, academic issues which ensure continuity and progression are not so well addressed and despite pockets of good practice teachers in both sectors identify this as an area requiring development. Research identified "Taster Days", an English bridging unit and the secondary school open evening as areas of good practice.
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