Focusing on the move from primary to secondary school, this book aims to help teachers and school managers to recognize and deal with the often traumatic effects that this transition has on young people's lives.
Author: John Gardner
Focusing on the move from primary to secondary school, this book aims to help teachers and school managers to recognize and deal with the often traumatic effects that this transition has on young people's lives. The book: * explores the links between primary and secondary curricula * offers specific advice on how to meet the needs of children in transition * provides materials for investigating transition which will enable schools to identify the strengths and weaknesses in their approach.
Other transition ideasaregivenbySalterandTwidle(2005). CASE STUDY One Midlands Inclusion Support Service has worked to prepare pupils for transition to ...
Author: Lynn Plimley
'More than just a list of practical points....The book is well worth buying and should appeal both to support workers and their managers' - Secondary School SENCo, London 'This book will be of value to all those who support pupils with an autistic spectrum disorder. However, as it tackles the day-to-day practice of teaching and working with such pupils it should be read by teachers too' - Tess Coll, autism outreach teacher 'There can be no doubt that the action suggested by the authors to improve outcomes for pupils with ASD, would benefit the inclusion of all pupils' - Special Needs Information Press 'This book will be a really useful resource for those supporting children with ASDs in a range of schools, both special and mainstream. It uses case study material collected from experience and discussions with staff, to illustrate dilemmas and strategies. It encourages reflection on practice by posing questions at different points. The book also provides many useful references to published materials and websites for readers to follow up and suggests how support assistants can work to become part of the whole staff team' - Dr Glenys Jones, University of Birmingham Specifically designed to provide information and professional guidance for people working in educational support roles, this book focuses on the work carried out by Teaching Assistants in mainstream primary and secondary schools. The book will give them the tools and awareness to work confidently with pupils from across the autistic spectrum, whilst validating their position within a staff team. Using real-life case studies to illustrate common issues faced by support staff within any educational setting, it recogniszes the often tough situations they find themselves in with pupils, and with other members of staff, and will equip them with many basic strategies that will lead to effective working within their setting. 'The chapters are short and well structured. This book will be of value to all those who support pupils with an autistic spectrum disorder. However, as it tackles the day-to-day practice of teaching and working with such pupils it should be read by teachers too' - Special
Developed and trialled extensively by the Social Communication Disorders Clinic at Great Ormond Street Hospital, this handbook will be an invaluable resource for SENCOs, teachers, autism support workers, educational psychologists and other ...
Author: Marianna Murin
Publisher: Jessica Kingsley Publishers
An effective evidence-based programme, this practical handbook provides everything schools need to make the transition from primary to secondary school as smooth and successful as possible for children with Autism Spectrum Disorder (ASD). The first part of the book explains how to create individualised transition plans for each child, and describes how school staff can collaborate successfully with parents and carers. Part two contains a wealth of practical, photocopiable resources for use directly with pupils on the autism spectrum that help to address their most frequent support needs, including sensory sensitivities, anxiety issues and difficulties with planning and organisation. The resources can be used in a pick and choose way based on the individual needs of the child. Developed and trialled extensively by the Social Communication Disorders Clinic at Great Ormond Street Hospital, this handbook will be an invaluable resource for SENCOs, teachers, autism support workers, educational psychologists and other professionals working with pupils with ASD.
This volume explores transitions at all stages of educational progression, i.e., nursery to primary, primary to secondary, and secondary to post-school. It also examines these transitions across a variety of countries and types of schools.
Author: Divya Jindal-Snape
Despite variations of educational systems, when transitions in education occur, the pedagogical challenges that teachers and pupils undergo are quite similar across the globe. Transitions are phases in which pupils, peer groups and teachers have to renegotiate and rebuild their learning environment in the educational context. These various transitions in students' learning paths significantly impact on schools' everyday life. This volume explores transitions at all stages of educational progression, i.e., nursery to primary, primary to secondary, and secondary to post-school. It also examines these transitions across a variety of countries and types of schools. Educational Transitions provides up-to-date literature, research and theoretical constructs that help readers understand the issues, social-emotional-psychological dimensions, and evidence-based possible interventions to support an individual through these educational transitions. It also allows scholars, teachers, and students to critically analyse how lessons learned from one country can be adapted for other countries' educational systems.
Performance of pupils at Kenya Certificate of Primary Education examination is an indicator of the efficiency and uniqueness of schools.
Author: Francis W. Muiruri
Publisher: LAP Lambert Academic Publishing
Performance of pupils at Kenya Certificate of Primary Education examination is an indicator of the efficiency and uniqueness of schools. At primary school level, it determines efficiency in school management and level of transition to secondary school. Study used survey research and population of head-teachers and teachers serving in 248 primary schools both public and private. Sample comprised 56 head-teachers and 56 teachers from 56 schools. Research instruments had reliability at alpha 0.83. Data was analysed through quantitative statistics with aid of SPSS 17.0 for Windows. Study indicated that academic performance in public primary schools was low and had fluctuated over years. Study also indicated deficiency in admission capacity at secondary school. Boarding, private and urban schools performed better and had higher transition rates compared to day, public and rural schools. Study recommended need for enhancement of performance in examinable subjects in order to boost efficiency in transition rates. It also recommended improvement of capacity in secondary schools to admit more students.
Transition processes The review of the current processes and protocols with a specific focus on students with SEND did highlight some areas for improvement.
Author: Gill Richards
Effective Interventions and Strategies for Pupils with SEND offers practical, tried-and-tested strategies for supporting and championing pupils with special educational needs and disabilities. Each strategy has been researched, trialled and reviewed, with the results presented accessibly and the concerns of real teachers a key focus of the discussion. With each chapter written by an experienced and innovative teacher working with children with SEND, this book covers a wide range of strategies for supporting pupils with SEND. These effective strategies include: Using a ‘daily run’ to improve concentration and behaviour Creating SEN champions and more effective teaching assistants Embedding anxiety-reducing strategies in the classroom. Written for teachers by teachers, Effective Interventions and Strategies for Pupils with SEND is an indispensable resource for all SENCOs and other educators and staff working with children with special educational needs looking to provide the best learning experiences possible.
Pupils' transition from primary to secondary school has been debated for several decades and has been identified as a crucial time in pupils' lives.
Author: Paulet Brown
Category: Anxiety in children
Pupils' transition from primary to secondary school has been debated for several decades and has been identified as a crucial time in pupils' lives. Evaluation of transition concluded that on average, 40% of pupils find this move problematic, which results in a hiatus in their progress both academically and socially. Studies on transition to secondary school have notably focussed on the process and procedures, and data derived from the stakeholders were devoid of the voices of pupils and teachers who were active participants in the process of transition. This thesis reports on the lived experiences of the participants and the pupils' and teaching staff's perceptions before and after engaging with 'Year 7 Project' intervention. The project is based in a secondary school, Erin Sinclair Secondary School (pseudonym), located in an urban area of South East England, the aim of which was to ease the transition to secondary school of at-risk pupils by providing additional support during the transition process. In order to understand the transition process, the study investigated the change in perceptions during the transition year through the experiences of pupils and teaching staff as they move into, move through and move out of the transition process. Drawing on phenomenography, 50 participants were interviewed, comprising of sixteen teaching staff, the head teacher, the deputy head teacher, and thirty-two pupils. Half of the teaching staff were class teachers who were divided into a project group and a comparison group while the others supported pupils who were unable to access the Key Stage 3 National Curriculum (mostly in the project group of classes). The findings indicated that the 'Year 7 Project' intervention had a positive impact on pupils in the project group; they experienced fewer anxieties and settled more quickly into secondary school. Data analysis revealed preparation and support as fundamental to ensuring transition success as outlined by Nancy Schlossberg's, transition theory.
"Beyond Transition" aims to support vulnerable pupils who, despite supportive transition programmes, struggle to adjust to secondary school.
Author: Linda Bell
"Beyond Transition" aims to support vulnerable pupils who, despite supportive transition programmes, struggle to adjust to secondary school. They can find the size, structure, procedures and work overwhelming and threatening, and this can culminate in failure and disaffection. This resource provides an easy to use intervention programme which can be used throughout Key Stage 3. It includes: identification and monitoring of vulnerable pupils; a flexible programme with comprehensive facilitator notes and resources; evaluation of pupil progress; and, PowerPoint for staff development. The Survival Skills Programme can be used with individuals or small groups and provides a variety of activities including discussions, tasks, role-play and games that build and develop organisational and social skills. The programme covers the key areas of: friendship; organisational skills; dealing with feelings; problem-solving; and, moving forward. This practical resource offers staff a series of lessons that will help pupils to better understand their secondary environment and how to function more successfully in school. It also offers evidence of supporting and working with vulnerable and at risk groups of children. The publication includes a CD-ROM with all copiable resources and the staff training PowerPoint.
However, in our study, pupils also identified and described more unpredictable and non-normative transitions in their everyday school life.
Author: Divya Jindal-Snape
This volume explores transitions at all stages of educational progression, across a variety of countries and schools. It helps readers understand how the social and emotional processes that individuals undergo during transitions enable or hinder learning, and how lessons learned from one country can be adapted for other educational systems.
Transfer, transition and induction programmes should be about preparing pupils to be ready for learning in new environments. This is an ongoing process, ...
Author: Martin Braund
'The structure [of this book] encourages active participation via reflective activity boxes which further allows for the engagement and consolidation of ideas...Evidence based research is cited resulting in the author suggesting a number of practical activities to encourage progression and continuity in science' - ESCalate Why do pupils' learning and motivation slow down markedly as they move from primary to secondary school? Why is this situation worse in science than in any other curriculum subject? This book combines reports of and reflection on best practice in improving progression and continuity of teaching and learning in science - particularly at that transition stage between primary and secondary school. Presenting the views of teachers and pupils on progression, learning and application of science, the book suggests practical ways of improving teaching and learning in science. Each chapter includes examples of learning materials with notes on how these might be used or adapted by teachers in their own classroom settings. Science teaching in secondary schools is often based on assumptions that children know or can do very little, so the job in the secondary school becomes one of showing pupils how to start 'doing science properly', as if from scratch. The damage that this false view can do to pupils' learning, motivation and confidence is clear. This book will help teachers to assess children's prior knowledge effectively and build meaningful and enjoyable science lessons.
Moving from primary to post-primary school and then further/higher education can pose significant challenges. This book reviews the conceptual, policy and research evidence on young people's experiences of these transitions.
Author: Geraldine Scanlon
Publisher: Peter Lang Gmbh, Internationaler Verlag Der Wissenschaften
Category: Inclusive education
Moving from primary to post-primary school and then further/higher education can pose significant challenges. This book reviews the conceptual, policy and research evidence on young people's experiences of these transitions. It provides a framework of evidence-based practice to develop effective and inclusive transition policies.