1. Making the Transition Nicole Lyons

2. Context Minster School, Southwell – Humanities Specialism Minster School, Southwell – Humanities Specialism Work to improve transition between Primary and Secondary Geography Work to improve transition between Primary and Secondary Geography School has strategies to improve transition between Secondary and Degree Level Geography School has strategies to improve transition between Secondary and Degree Level Geography

3. Why is it important to manage the transition? It is important for pupils to study Geography, as it is relevant to their lives and will teach them to consider the world that they live in carefully It is important for pupils to study Geography, as it is relevant to their lives and will teach them to consider the world that they live in carefully Pupils must have a consistent (and good) experience of Geography Pupils must have a consistent (and good) experience of Geography We want to encourage pupils to continue to study Geography post-14 We want to encourage pupils to continue to study Geography post-14

4. Why is the transition difficult to manage? Communication – main limiting factor Communication – main limiting factor Important for the same subject to be presented throughout education Important for the same subject to be presented throughout education Equally important for difficulty and complexity to increase throughout education Equally important for difficulty and complexity to increase throughout education Breadth of subject – allows for flexibility but can be difficult to manage Breadth of subject – allows for flexibility but can be difficult to manage

5. What do you want from other people? Not clear what we our own responsibility is Not clear what we our own responsibility is Not clear what others would like us to do Not clear what others would like us to do A good idea of this may improve transition A good idea of this may improve transitionACTIVITY: Write a list of three things that you would like the next/previous phase of education to do to aid the transition process

6. Feedback Clear information at what is taught in neighbouring phases – repetition, continuity Clear information at what is taught in neighbouring phases – repetition, continuity Prevention of gaps and overlaps Prevention of gaps and overlaps Advice on assessment Advice on assessment Resources Resources Visits Visits Encourage pupils to continue to study Geography Encourage pupils to continue to study Geography

7. How can we actually aid transition? Practical advice rather than philosophy Practical advice rather than philosophy Use of expertise of individuals: SEN information, course information, skills, resources, Use of expertise of individuals: SEN information, course information, skills, resources, Collaboration – use existing good work Collaboration – use existing good work Must meet needs of both parties Must meet needs of both parties KS4/5 – HE transition particularly difficult KS4/5 – HE transition particularly difficult Communication is vital! Communication is vital!

8. My experiences of Primary- Secondary Transition Part of school’s specialist status Part of school’s specialist status Many initial meetings Many initial meetings SoW – Western Africa SoW – Western AfricaWestern AfricaWestern Africa 6 interactive lessons with resources, plans etc 6 interactive lessons with resources, plans etc Work booklet Work booklet Assessment material Assessment material Extensive consultation Extensive consultation Team teaching/Support Team teaching/Support Africa Day at end of term? Africa Day at end of term?

9. PRACTICAL ACTIVITY Work in pairs Work in pairs Plan a 6-lesson SOW using sheets provided for Year 6 pupils (focus on pri- sec transition as no HE representatives here) Plan a 6-lesson SOW using sheets provided for Year 6 pupils (focus on pri- sec transition as no HE representatives here) Complete 1 sheet each so that you are able to take this away Complete 1 sheet each so that you are able to take this away SOW must not be about: Weather, Europe, Natural Hazards SOW must not be about: Weather, Europe, Natural Hazards

10. PRACTICAL ACTIVITY - continued Rationale – why bother to teach this subject? Rationale – why bother to teach this subject? Learning objectives – consider ability of pupils Learning objectives – consider ability of pupils Remember that Y7 pupils who start secondary school have just finished Y6 Remember that Y7 pupils who start secondary school have just finished Y6 Resources – use best knowledge Resources – use best knowledge Activities – active, ICT, citizenship, role play, enquiry, fieldwork, personal Geography Activities – active, ICT, citizenship, role play, enquiry, fieldwork, personal Geography Responsibility – important to establish early Responsibility – important to establish early Difficulties – be realistic Difficulties – be realistic YOU HAVE 15 MINUTES FOR THIS ACTIVITY

11. Feedback What did you find easy? What did you find easy? What did you find difficult? What did you find difficult? What other information will you need? What other information will you need? Lessons for the future Lessons for the future Easy enough to do in the future? Easy enough to do in the future?

12. Plenary ‘To Do’ list for Primary – Secondary transition ‘To Do’ list for Primary – Secondary transition Tick the activities that you feel you are able to do, in an appropriate timescale Tick the activities that you feel you are able to do, in an appropriate timescale This will create a list of what you need to do: Communication in Summer Term will allow project to run during the following year This will create a list of what you need to do: Communication in Summer Term will allow project to run during the following year Similar list could be formed for KS4/5 – HE depending upon objectives of project Similar list could be formed for KS4/5 – HE depending upon objectives of project

13. Contact nll@minster.notts.sch.uk