Transitions between school settings

Learners’ progress through middle school is marked by transitions between different school settings. The transition from primary to secondary school can be especially challenging. The Ministry’s research (Easing the Transition from Primary to Secondary Schooling: Helpful Information for Schools to Consider, 2010) shows that most students cope with the immediate transition but become more negative in the second half of year 9. For a significant minority, this is a time of considerable stress. Consequently, it is important to think of the year 8–9 transition as a process rather than an event. Supporting students through this process requires schools to know each learner well and to build positive relationships among students, teachers, families and whānau, and “feeder” and “receiving” schools.

The Ministry’s research shows widening gaps in achievement at secondary school, with some students falling behind as the literacy and numeracy demands of the curriculum increase. Teachers may need support in understanding these demands and how they can help students meet them (Teaching and Learning in Middle Schooling: A Review of the Literature, 2007).

Transitions can be especially difficult for specific groups, such as Māori and Pasifika learners and learners with special needs. Students with sensory disorders such as autism, for example, need extra support to cope with changing classrooms and teachers.

Building interconnected learning communities

A significant finding of the Ministry’s research was the importance of cross-sector partnerships. Structured, frequent, and collegial communication between feeder and receiving schools ensures that students experience continuity in their learning.

It is important to set up systems to ensure that information gathered about learners is relevant, presented in a useful form, and distributed to those who need it. Information about learners’ social networks and development can be as important as data about their learning and achievement. Receiver schools can use this information to decide the best placement of students and plan how to cater to individual learning needs (including any special needs). Teachers and school leaders from feeder and receiving schools can learn about each other’s curriculum and pedagogy and use this information to build greater coherence into their programmes.