Strengthening Transfer and Transitions (Improving progression from Year 6 to 7)
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Authors
Daubney, Andrea
Issue Date
2009
Educational Level
ISCED Level 2 Lower secondary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Background: The purpose of the study was to improve transfer and transition from primary to secondary school by introducing a Foundation curriculum for Year 7, providing CPD for teachers, and tracking pupil progress.
Aims: The main aim of this development work is to improve the transfer and transition of pupils from primary to secondary school by introducing a Foundation curriculum and providing CPD for teachers in literacy.
Methods: The participants in this case study are teachers, senior management, local authority staff, and the Regional Adviser. They are working together to improve transfer and transition from primary to secondary school. Methods used include CPD training, teacher exchanges, network meetings, data comparison, observation outcomes, periodic teacher assessment, and test results.
Findings: The main findings of this case study are that effective dialogue between Year 6 and Year 7 teachers, CPD for Year 7 Foundation Curriculum teachers, and teacher exchanges have led to improved literacy teaching and learning, increased progression in literacy, and improved communication between primary and secondary schools.
Implications: The findings suggest that effective dialogue between Year 6 and Year 7 teachers, CPD for Year 7 Foundation teachers, and teacher exchanges can lead to improved literacy skills and increased progression in literacy in Year 7.
Aims: The main aim of this development work is to improve the transfer and transition of pupils from primary to secondary school by introducing a Foundation curriculum and providing CPD for teachers in literacy.
Methods: The participants in this case study are teachers, senior management, local authority staff, and the Regional Adviser. They are working together to improve transfer and transition from primary to secondary school. Methods used include CPD training, teacher exchanges, network meetings, data comparison, observation outcomes, periodic teacher assessment, and test results.
Findings: The main findings of this case study are that effective dialogue between Year 6 and Year 7 teachers, CPD for Year 7 Foundation Curriculum teachers, and teacher exchanges have led to improved literacy teaching and learning, increased progression in literacy, and improved communication between primary and secondary schools.
Implications: The findings suggest that effective dialogue between Year 6 and Year 7 teachers, CPD for Year 7 Foundation teachers, and teacher exchanges can lead to improved literacy skills and increased progression in literacy in Year 7.
Description
Keywords (free text)
Secondary education , Transfer and transition , English - writing