A study to investigate the effectiveness of arrangements made for the transfer of pupils from Key Stage 2 to Key Stage 3.
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This research investigates the effectiveness of arrangements made for the transfer of pupils from Key Stage 2 to Key Stage 3. It aims to investigate the principal problems that a sample of pupils experience in making the transfer; highlight strategies that have been effectively employed to ease transfer; evaluate the success of the current transfer programme in operation at a South Wales comprehensive school and design a bridging project to improve curriculum continuity in Geography. Data were gathered from questionnaires and standardised open-ended interviews with 12 Year 7 pupils. The report concludes that the principal problems that a sample of pupils anticipated and experienced in making the transfer were: losing old friends; bullies; new lessons; new teachers; stories they've heard; getting lost; and school dinners. Strategies that have been effectively employed to ease transfer include: school visits; secondary teachers visiting the primary school; being in the same class as friends; sports day; Year 6 Parents evening; starting a day earlier than the rest of the school in September; work to prepare for Year 7; and timetables and maps. I believe taking all things into account that our current transfer programme has been very successful in eliminating many of the fears and expanding the horizons of pupils in our feeder schools. However I feel that many of the successful transfer schemes are along pastoral lines and there is a need to improve curriculum continuity, a feature not often recognised by the pupils. With this in mind, I designed a bridging project last summer to improve curriculum continuity in Geography. It was not successful as only two of the six feeder schools participated. The work that was completed was of a very high standard but as not all the schools had participated I was unable to build on the themes at the start of Year 7. The main reason given for not participating was the need to focus on the core subjects, English, Maths and Science in the lead up to the SAT's which meant that very little time was allocated for the foundation subjects. The conclusion is drawn that the Government has to take action in removing this pressure on Year 6 pupils and teachers in Wales.
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