Students’ successful adjustment to their new schools has a positive impact on their learning. Schools can make a difference through the culture that is created in the school. The following table shows the emphases schools could place on their future transition processes.
Less of this
More of this
Thinking about transitions as a process whereby students make gradual adjustments to their teachers, peers, and to the programme. This adjustment will be different for each student.
Taking a long term view to transition approaches by helping students to build the Key Competencies of The New Zealand Curriculum
Identifying early the students who are likely to need support as they transition.
Including in the planning process all the people who are connected to a student
Acknowledging that some students will need different approaches and catering for them through specific, and evidence-informed initiatives or actions
Building a school-wide culture of pastoral and learning care for students.
Ensuring that school systems for pastoral and learning care are sustainable by aligning them to existing systems.
Checking on how well transitions are happening for students by talking with students, parents and whānau, and teachers.
Catering for students as they transition within the school.
Getting to know students’ interests, strengths and learning needs and using these as the foundation of an engaging programme.
Acknowledging and responding to the cultural identities of all students.
Finding out what students know and can do. Pitching work at an appropriately challenging level so that students experience success.
Involving students and their parents in planning their learning pathways.