Using transfer to empower pupils to take responsibility for their learning
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Authors
Price, Nick
Issue Date
2009
Educational Level
ISCED Level 1 Primary education
ISCED Level 2 Lower secondary education
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 increase pupils' understanding of how they learn and to use this knowledge to accelerate their progress in mathematics. This was achieved through collaboration between primary and secondary school teachers, CPD, and resources allocated by the senior leadership team.
Aims: The main aim of this development work is to increase pupils' understanding of how they learn and to utilise this to increase their rate of progress.
Methods: Participants included support staff, head of school improvement, headteacher, middle leader, National Strategies consultant, senior leadership team, SIP, subject leader, teacher, and pupils. Methods used included collaboration between primary and secondary school teachers, appointing a transition coordinator and transition teacher, and employing a mathematics AST to promote continuity of curriculum and teaching and learning.
Findings: The main findings of this case study are that collaboration between primary and secondary schools is key to successful transfer and transition of pupils. Through CPD, teachers have been given advice and guidance to use these developments to support teaching and learning. Pupils have increased confidence and capacity to discuss their approaches to learning with teachers, resulting in accelerated progress.
Implications: The findings suggest that collaboration between primary and secondary schools, as well as the allocation of resources to support the development of pupils' understanding of their learning styles, can lead to increased confidence, improved engagement in learning, and accelerated progress in mathematics.
Aims: The main aim of this development work is to increase pupils' understanding of how they learn and to utilise this to increase their rate of progress.
Methods: Participants included support staff, head of school improvement, headteacher, middle leader, National Strategies consultant, senior leadership team, SIP, subject leader, teacher, and pupils. Methods used included collaboration between primary and secondary school teachers, appointing a transition coordinator and transition teacher, and employing a mathematics AST to promote continuity of curriculum and teaching and learning.
Findings: The main findings of this case study are that collaboration between primary and secondary schools is key to successful transfer and transition of pupils. Through CPD, teachers have been given advice and guidance to use these developments to support teaching and learning. Pupils have increased confidence and capacity to discuss their approaches to learning with teachers, resulting in accelerated progress.
Implications: The findings suggest that collaboration between primary and secondary schools, as well as the allocation of resources to support the development of pupils' understanding of their learning styles, can lead to increased confidence, improved engagement in learning, and accelerated progress in mathematics.
Description
Keywords (free text)
Secondary education , Transfer and transition , Mathematics