Seamless transitions: Supporting continuity in young children's learning

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Authors
Newton, Gail
Issue Date
2009
Educational Level
ISCED Level 0 Early childhood education
ISCED Level 1 Primary education
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Background: The purpose of the study was to explore ways to implement a more continuous curriculum and create confident creative learners with a personal vision and developing appreciation of life, through whole-school involvement and belief in the project, CPD sessions, and access to key resources.

Aims: The main aim is to develop a whole-school approach to create confident and creative learners through dialogue, evaluation, and CPD sessions.

Methods: The participants in this project were the whole school community, including teachers, administrators, and students, who worked together to create a creative and confident learning environment. The project used whole-school involvement, dialogue, evaluation, CPD, and observations to develop a joint vision of Creative Confident Learners. Time was essential to think, discuss, and challenge.

Findings: The main findings are that whole-school involvement and belief in the project, along with time and CPD sessions, are essential for successful implementation of creative and confident learning. CPD should focus on adult engagement and practitioner observations.

Implications: The findings suggest that a continuous curriculum, with high levels of involvement and self-esteem, can have a positive impact on pupil learning, teaching, transition, inclusion, performance management, community cohesion, equality and diversity, special educational needs, G&T, and school organization and leadership. Whole-school involvement and belief in the project, as well as access to key resources and CPD sessions, are essential for successful implementation.
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Keywords (free text)
Primary education , Behaviour and attendance , Creativity , Transfer and transition , Citizenship , PSHE
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