Making the TransitionMaking the Transition

Nicole LyonsNicole Lyons

ContextContext

Minster School, Southwell – Minster School, Southwell – Humanities SpecialismHumanities Specialism

Work to improve transition between Work to improve transition between Primary and Secondary GeographyPrimary and Secondary Geography

School has strategies to improve School has strategies to improve transition between Secondary and transition between Secondary and Degree Level GeographyDegree Level Geography

Why is it important to manage Why is it important to manage the transition?the transition?

It is important for pupils to study It is important for pupils to study Geography, as it is relevant to their Geography, as it is relevant to their lives and will teach them to consider lives and will teach them to consider the world that they live in carefullythe world that they live in carefully

Pupils must have a consistent (and Pupils must have a consistent (and good) experience of Geographygood) experience of Geography

We want to encourage pupils to We want to encourage pupils to continue to study Geography post-14continue to study Geography post-14

Why is the transition difficult to Why is the transition difficult to manage?manage?

Communication – main limiting factorCommunication – main limiting factor Important for the same subject to be Important for the same subject to be

presented throughout educationpresented throughout education Equally important for difficulty and Equally important for difficulty and

complexity to increase throughout complexity to increase throughout educationeducation

Breadth of subject – allows for Breadth of subject – allows for flexibility but can be difficult to manageflexibility but can be difficult to manage

What do you want from other What do you want from other people?people?

Not clear what we our own responsibility isNot clear what we our own responsibility is Not clear what others would like us to doNot clear what others would like us to do A good idea of this may improve transitionA good idea of this may improve transition

ACTIVITY:ACTIVITY:

Write a list of three things that you would like Write a list of three things that you would like the next/previous phase of education to do the next/previous phase of education to do

to aid the transition processto aid the transition process

FeedbackFeedback

Clear information at what is taught in Clear information at what is taught in neighbouring phases – repetition, neighbouring phases – repetition, continuitycontinuity

Prevention of gaps and overlapsPrevention of gaps and overlaps Advice on assessmentAdvice on assessment ResourcesResources VisitsVisits Encourage pupils to continue to study Encourage pupils to continue to study

GeographyGeography

How can we actually aid How can we actually aid transition?transition?

Practical advice rather than philosophyPractical advice rather than philosophy Use of expertise of individuals: SEN Use of expertise of individuals: SEN

information, course information, skills, information, course information, skills, resources,resources,

Collaboration – use existing good workCollaboration – use existing good work Must meet needs of both partiesMust meet needs of both parties KS4/5 – HE transition particularly difficultKS4/5 – HE transition particularly difficult Communication is vital!Communication is vital!

My experiences of Primary-My experiences of Primary-Secondary TransitionSecondary Transition

Part of school’s specialist statusPart of school’s specialist status Many initial meetingsMany initial meetings SoW – SoW – Western AfricaWestern Africa 6 interactive lessons with resources, plans etc6 interactive lessons with resources, plans etc Work bookletWork booklet Assessment materialAssessment material Extensive consultationExtensive consultation Team teaching/SupportTeam teaching/Support Africa Day at end of term?Africa Day at end of term?

PRACTICAL ACTIVITYPRACTICAL ACTIVITY

Work in pairsWork in pairs Plan a 6-lesson SOW using sheets Plan a 6-lesson SOW using sheets

provided for Year 6 pupils (focus on provided for Year 6 pupils (focus on pri-sec transition as no HE pri-sec transition as no HE representatives here)representatives here)

Complete 1 sheet each so that you are Complete 1 sheet each so that you are able to take this awayable to take this away

SOW must not be about: Weather, SOW must not be about: Weather, Europe, Natural HazardsEurope, Natural Hazards

PRACTICAL ACTIVITY - PRACTICAL ACTIVITY - continuedcontinued

Rationale – why bother to teach this subject?Rationale – why bother to teach this subject? Learning objectives – consider ability of Learning objectives – consider ability of

pupilspupils Remember that Y7 pupils who start Remember that Y7 pupils who start

secondary school have just finished Y6secondary school have just finished Y6 Resources – use best knowledgeResources – use best knowledge Activities – active, ICT, citizenship, role play, Activities – active, ICT, citizenship, role play,

enquiry, fieldwork, personal Geographyenquiry, fieldwork, personal Geography Responsibility – important to establish earlyResponsibility – important to establish early Difficulties – be realisticDifficulties – be realistic

YOU HAVE 15 MINUTES FOR THIS ACTIVITYYOU HAVE 15 MINUTES FOR THIS ACTIVITY

FeedbackFeedback

What did you find easy?What did you find easy? What did you find difficult?What did you find difficult? What other information will you What other information will you

need?need? Lessons for the futureLessons for the future Easy enough to do in the future?Easy enough to do in the future?

PlenaryPlenary

‘‘To Do’ list for Primary – Secondary transitionTo Do’ list for Primary – Secondary transition Tick the activities that you feel you are able Tick the activities that you feel you are able

to do, in an appropriate timescaleto do, in an appropriate timescale This will create a list of what you need to do: This will create a list of what you need to do:

Communication in Summer Term will allow Communication in Summer Term will allow project to run during the following yearproject to run during the following year

Similar list could be formed for KS4/5 – HE Similar list could be formed for KS4/5 – HE depending upon objectives of projectdepending upon objectives of project

ContactContact

nll@minster.notts.sch.uknll@minster.notts.sch.uk