Danielle Martin - 7461184 What did you learn from your Key Stage 3 Experience?

How does this Relate to your Developing Philosophy of Education with a Particular Reference to Transition. Analyse your Learning and Experiences.

My observations of pupils at Key Stage 3, alongside my experiences of pupils in Year six and my knowledge of research and literature on transitions, has led me to be more appreciative of the importance of issues surrounding transition from primary school into the very different context of a high school setting. Hargreaves and Galton (2002, cited in Marshall and Hargreaves, 2008:65) offer a definition of transition as, the developmental process of adjusting emotionally, intellectually and socially to changes in teaching style, organisational style, curriculum changes and physical development. Despite the National Curriculum attempting to promote greater continuity and progression (Marshall and Hargreaves, 2008:65), research consistently shows how there is actually a discontinuity in both childrens learning and experiences as they negotiate the period of transition (Stephenson, 2002:36), with much research equating transition with a significant decline in the attainment of many children (Sainsbury et al, 1998:80). Data from Ofsted (Galton et al, 1999:13) and the Suffolk LEA research shows similar results. In high school children have individual lessons in each subject, unlike in primary school where subjects are grouped together in one lesson, for example history and geography. Consequently geography teaching staff observations were that children often do not know the basics, for example not knowing how to read a map. My experience within the high school setting enabled me to compare and reflect upon the contrasting expectations of high school staff when compared to that of primary school practitioners. Within the high school setting children are expected to negotiate a much larger school environment, moves of classrooms, adapt to several different teachers and teaching styles, manage separate subject lessons and different routines, make use of homework diaries and timetables, as well as accepting different behavioural management strategies, for example, lining up outside the classroom; standing behind chairs after entering the class; serving detentions for disruptive behaviour. Children must negotiate these changes alongside forming new social relationships (Ruddock et al, date unknown, cited in Galton et al, 1999:11). The more vulnerable children, those with SEND and Looked After Children, will inevitably struggle even more. I have been informed that these groups of children are invited to spend additional time familiarising themselves with the high school environment. Literature has highlighted alternative hypotheses of why pupils struggle to negotiate the transition to high school. These include: children experiencing a loss of self esteem (Wigfield et al, date unknown, cited in Galton et al, 1999:20); children not being challenged in 1

Danielle Martin - 7461184 their learning and disengaging (Galton et al, 1999:19); children expecting to be treated as adult like and this not coming to fruition (Galton et al, 1999:20). Indeed, in my high school placement a teacher commented that she teaches and treats the children as if they were still primary school pupils. Stephenson (2002:37) considers five categories of transfer activities that I aim to take into consideration as a qualified teacher when supporting children in managing transitions. The first transfer activity Stephenson (2002:37) labelled administrative. I spoke to a senior teacher responsible for transitions who identified the importance of meetings between heads of year, senior staff, SENDCOs and subject heads as well as the transfer of pupils records. Yet despite this, literature and research suggests that high schools continue not to pay attention to this exchange of information (Gorwood, 1986, cited in Marshall and Hargreaves, 2008:64). The second category was labelled by Stephenson (2002:37) as social and personal. At my observation placement this involved an open evening for students and parents/carers and an inset day for students. Stephenson (2002:39) identifies that schools tend to focus on the initial two categories and while I agree they are important, I would argue that the other three categories are of equal importance in order to prepare children. Stephensons (2002:37) third category is curriculum continuity. At my high school placement teachers were expected to attend the primary school to teach pupils in year six, in lessons such as PE and foreign languages. I am also aware that several children from each of the primary feeder schools are invited to participate in a gym competition at the high school prior to transfer. The forth category is pedagogic (Stephenson, 2002:37), which entails teacher exchanges and joint programmes to consider teaching skills in order that teachers can recognise and value each others practice. The fifth category Stephenson (2002:37) labels managing learning. I view that much work could take place with children prior to transfer to develop their skills in working collaboratively in groups. Also, PSHE could be made use of to prepare children for this change (Grigg, 2010:62). My placement high school provided additional support for SEND children, with transition TAs providing a constant in their school lives. I agree with Galton et al (1999:7) who state that there is a need for more radical approaches to enable children to smoothly negotiate the transition into high school. It is no longer sufficient for schools to focus upon the first two categories when managing transfer. High school teachers also have a role to play post-transfer in enabling children to maintain focus and continue to be excited about the move. My developing philosophy is one of appreciating the importance of the support needed to enable children to successfully make the transition from primary to high school and as Castle (1961:28, cited in Grigg, 2010:28) states one thing is for certain what we believe will determine what and how we teach. 2

Danielle Martin - 7461184 References Galton, M., Gray, J. and Ruddock, J. (1999) The Impact of School Transitions and Transfers on Pupil Progress and Attainment. The Department for Education and Employment: Transition and Transfers - A Review. The Crown Copyright: Norwich, UK. Grigg, R. (2010) Becoming an Outstanding Primary School Teacher. UK: Pearson Education Ltd. Marshall, N. A. and Hargreaves, D. J. (2008) Teachers Views of the PrimarySecondary Transition in Music Education in England. Music Education Research, 10, (1), 63-74. Sainsbury, M., Whetton, C., Mason, K. and Schagen, I. (1998) Fallback in Attainment on Transfer at Age 11: Evidence from the Summer Literacy Schools Evaluation. Educational Research, 40, (1), 73-81. Stephenson, P. (2002) After Transfer: New Directions for Continuity in Pupils Learning and Experience of Science. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 30, (1), 36-46.