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Transition From Primary To Secondary: Managing The Process
David Messum, Head of Service at Conwy Social Inclusion Service in Wales, gave this presentation to the 2nd National Conference of the All Wales Mental Health Promotion Network in October 2008. Among some interesting research findings he offers this table:
| THE PRIMARY SCHOOL | THE SECONDARY SCHOOL |
| Generally small buildings | Large spread out buildings |
| Generally one teacher teaches a range of subjects | Subject specialists teach their own subject only. Many contact members of staff. |
| Pupils usually have a good knowledge of everybody in their class and of the teacher and vice versa. | Pupils can not have a sound knowledge of all others in their groups or the teachers that teach them and vice versa especially in the early stages of transition |
| Parents and teachers meet readily | Parents and teachers generally meet at parents evenings only. |
| Pupils in year 6 are the oldest in the school | Pupils in year 7 are the youngest in the school |
| Levels of responsibility in the school are generally given to year 6 pupils. | Levels of responsibility in the school are generally given to the higher year groups. |
| Children generally come from the immediate local community. | Pupils come from the wider community and often are bussed to school. |
| Opportunities for enhancing self esteem are enhanced when there are fewer pupils to target for such things as musical productions and sports teams. | Opportunities to be involved in school representation are often less, when there is a larger number of pupils to choose from. Esteem may not be enhanced as readily. |
| Learning difficulties can be easily identified when there are fewer contact staff. | Pupils who have learning difficulties may not be identified as readily when there are more contact staff. |
Download the PowerPoint presentation notes at http://www.iechydmeddwlycyhoedd.org/w-docopen.cfm?orgId=749&id=107356
Transition From Primary To Secondary: Managing The Process
David Messum, Head of Service at Conwy Social Inclusion Service in Wales, gave this presentation to the 2nd National Conference of the All Wales Mental Health Promotion Network in October 2008. Among some interesting research findings he offers this table:
| THE PRIMARY SCHOOL | THE SECONDARY SCHOOL |
| Generally small buildings | Large spread out buildings |
| Generally one teacher teaches a range of subjects | Subject specialists teach their own subject only. Many contact members of staff. |
| Pupils usually have a good knowledge of everybody in their class and of the teacher and vice versa. | Pupils can not have a sound knowledge of all others in their groups or the teachers that teach them and vice versa especially in the early stages of transition |
| Parents and teachers meet readily | Parents and teachers generally meet at parents evenings only. |
| Pupils in year 6 are the oldest in the school | Pupils in year 7 are the youngest in the school |
| Levels of responsibility in the school are generally given to year 6 pupils. | Levels of responsibility in the school are generally given to the higher year groups. |
| Children generally come from the immediate local community. | Pupils come from the wider community and often are bussed to school. |
| Opportunities for enhancing self esteem are enhanced when there are fewer pupils to target for such things as musical productions and sports teams. | Opportunities to be involved in school representation are often less, when there is a larger number of pupils to choose from. Esteem may not be enhanced as readily. |
| Learning difficulties can be easily identified when there are fewer contact staff. | Pupils who have learning difficulties may not be identified as readily when there are more contact staff. |
Download the PowerPoint presentation notes at http://www.iechydmeddwlycyhoedd.org/w-docopen.cfm?orgId=749&id=107356
