Transitions from Transitions from Primary to Secondary Primary to Secondary

SchoolingSchooling

Transit - VanTransit - Van

A Study of students A Study of students Transition from Transition from

Primary to Secondary Primary to Secondary SchoolingSchoolingPurpose of the ResearchPurpose of the Research

•Overall learning and Overall learning and achievementachievement•Social development or Social development or adjustment, andadjustment, and•Attitudes towards Attitudes towards learning and achieving learning and achieving wellwell

Students Achievement as they Transition Students Achievement as they Transition form Primary to Secondaryform Primary to Secondary

•There is often a drop in studentsThere is often a drop in students’’ academic academic achievement following a move to Secondary achievement following a move to Secondary School.School.•Students attitudes towards school and their Students attitudes towards school and their subjects can decrease.subjects can decrease.•Can be accompanied by an increase in their Can be accompanied by an increase in their non-academic interests.non-academic interests.•Great deal of complexity around transitioningGreat deal of complexity around transitioning•Sufficient information about transitionSufficient information about transition•Most likely to have negative effects for students Most likely to have negative effects for students who are already experiencing difficultieswho are already experiencing difficulties•Transition is a process that starts from Y8 Transition is a process that starts from Y8 through to first term of Y10through to first term of Y10•Shortage of transition research dataShortage of transition research data

Literature FindingsLiterature Findings

Social Development or Social Development or AdjustmentAdjustment

Literature Findings:Literature Findings:• Transition is not the Transition is not the ‘‘disasterdisaster’’ that is that is

often feared.often feared.• Social peers became more Social peers became more ‘‘expansiveexpansive’’..• Most students quite quickly adapted to Most students quite quickly adapted to

the more immediate changes such as the more immediate changes such as finding their way around, moving finding their way around, moving classes and becoming familiar with classes and becoming familiar with rules and systemsrules and systems

• Identified that students in general Identified that students in general became more critical about some of the became more critical about some of the teachingteaching

• Students Students ‘‘at riskat risk’’ disengage quite early disengage quite early

Attitudes towards Learning and Attitudes towards Learning and Achieving well.Achieving well.

High achievers in mathematics and reading were High achievers in mathematics and reading were more consistent in their achievement patterns than more consistent in their achievement patterns than low achieverslow achievers

Students able to identify the reasons for Students able to identify the reasons for disengagement.disengagement.

Without support Without support ‘‘at riskat risk’’ students disengage from students disengage from school early.school early.

Arrive at school with established patterns of low Arrive at school with established patterns of low achievement and/or social/behavioural difficulties.achievement and/or social/behavioural difficulties.

Study provided important insights from students Study provided important insights from students about what helps to keep students engagedabout what helps to keep students engaged

The Case of Emily: A focus on The Case of Emily: A focus on students as they Transition from students as they Transition from Primary to Secondary SchoolingPrimary to Secondary Schooling

• Transition started from fourth term of year 8 – first term of Transition started from fourth term of year 8 – first term of year 10.year 10.

• Y8-Y9 represents a time of significant, deeper level change Y8-Y9 represents a time of significant, deeper level change of students that is generally of students that is generally ‘‘unsettlingunsettling’’..

• Few students expressed a desire to Few students expressed a desire to ‘‘go back to how things go back to how things werewere’’….….

• Students overall, while they reported many positive or Students overall, while they reported many positive or enjoyable schooling experiences enjoyable schooling experiences ‘‘post-transitionpost-transition’’, just as , just as they did prior to transition, there is concern about evidence they did prior to transition, there is concern about evidence that shows students becoming less positive about their that shows students becoming less positive about their subjects at school over time.subjects at school over time.

StudiesStudies

A Study of StudentsA Study of Students’’ Transition from Primary to Transition from Primary to Secondary SchoolingSecondary Schooling

www.www.educationeducationcounts.govt.nz/publications/counts.govt.nz/publications/schoolingschooling/31844/31846 /31844/31846

Students Achievements as they transition from Students Achievements as they transition from Primary to SecondaryPrimary to Secondary

www.educationcounts.govt.nz › www.educationcounts.govt.nz › Publications ›  › Schooling A Case of Emily: A Focus on Students as they A Case of Emily: A Focus on Students as they

Trasition from Primay to Secondary SchoolingTrasition from Primay to Secondary Schoolingwww.educationcounts.govt.nz › www.educationcounts.govt.nz › PublicationsPublications › Schooling › Schooling

What factors can What factors can contribute towards a contribute towards a

successful Year 9 successful Year 9 transition?transition?