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' Ensuring that learning is continual between different learning environments '
Please visit the Transition section of assessment for more information on this area.
Progression in Learning
This is the section of the site devoted to the aspects of transition when taken into consideration with assessment of pupils.
From year to year we need:
- positive recognition of prior learning;
- awareness of the summer dip;
- high expectations in standards of work and behaviour;
- a willingness to produce/use flexible plans;
- an ability to match task to ability;
- school planning vertically and horizontally;
- a shared standardising and moderation of work;
- some shared professional development;
- teacher-to-teacher visits and observations;
- pupils to be familiar with their environment;
- strong links with home;
- efforts to sustain parental involvement;
- and effective strategies used in schools.
We also need:
- pupils involved in class/school visits;
- staff involved in class/school visits;
- staff involved in training/meetings/moderation of work;
- one sample of unaided work shared;
- letter writing (to new teacher/pupils in next year);
- parents involved in visits and meetings with both teachers;
- same books used before and after transition;
- key skills used throughout phases in education to promote self-efficacy;
- force-field analysis (where are we now? what exists which will help? what exists which will hinder? where do we want to be?);
- consideration about how children are taught and how they learn in different situations;
- handbook idea shared before and after transfer;
- joint sports activities;
- liaison teacher involved in residential visits/outings;
- small schools group children together regularly;
- promote personal and social development issues common to all situations;
- remember teachers can anticipate teaching but not learning.
The 5 Bridges We All Need To Cross
1. Managerial/bureaucratic bridge
(Keeping the community informed. Providing/receiving accurate information.) Important issue if your school has many providers.
2. Personal and social bridge
(Children come to terms with their new environment by visiting school, meeting new teachers, spending time in class. Teachers visit the children in nursery/playgroup or their home.)
3. Curriculum content bridge
(The Foundation Curriculum was produced to encourage continuity of teaching and learning. There is a need for all staff to be involved in training/meetings to develop planning, etc.)
4. Pedagogical bridge
(How children are taught. There needs to be clear, planned links between any two establishments to enable discussion about ways of working.)
5. Management of learning bridge
(Children need to develop learning skills to help them to thrive in their new environment - Key Skills.)
The first 3 bridges are easy to achieve in most circumstances, but 4 and 5 are rarely seen and will prove challenging.
The first 3 bridges deal with the practical, physical move to another stage in education, but 4 and 5 are about teaching and learning.
Michael Barber TES 1998
How Can We Close The Gap?
- Respect the learning, which has already been identified
- Encourage cross-phase training opportunities to share practice
- Explore and discuss effective teaching methods (learn from each other)
- Share ideas, information and childrens work (use ICT/EriL to save time)
- Encourage children to reflect on their own learning
- Listen to the children
For addtional information, refer to Starting Points 'Liaison Between Settings'
documentation (November 2001)
For more information please contact:
Angela Jones, Teaching and Learning Consultant, Foundation Stage and Primary Data
Tel: (01482) 392467
E-mail: angela.jones@eastriding.gov.uk
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