Enhancing transition practices

by Seona Stevenson, Support for Learning Teacher

Transition from primary to secondary school can be a very stressful time for pupils, parents of dyslexic learners or those who require additional support for learning. Learners are moving from a context where one or a few teachers have the job of planning for their needs and providing learning opportunities for them. They arrive in the secondary school setting where lots of teachers are teaching them in large classes for short periods of time. Hundreds of learners with their own individual needs are represented in classrooms across the country.

Learners are mostly ready for the change, eager to move from one specialist subject to another, with the knowledge that each lesson is for a specific time. If there is a teacher they do not get on with, that’s fine, they will see another face shortly and another personality which they may be more at ease with.

The challenge is to transfer the knowledge which has been built up over the years from one setting to another. This will mean that the learner feels supported and secure in the knowledge that their needs will be met. It is often assumed that this is the easy part of transition but is probably the most complex. It would be simple if all dyslexic learners had the same profile and teachers could make the same adaptations for all. However, we are all different and dyslexia is diverse.

This year, in an attempt to improve communication, pupils made posters showing their strengths, challenges and strategies which help them learn. They then had a learning conversation with the Support for Learning Teacher from the high school with their Primary Support for Learning Teacher present to support them. Time will tell if this has improved transition for the learners.

Some feedback after learning conversations:
“I felt good about telling the High School Support for Learning Teacher about my strengths and things I find difficult. I feel as if they will understand my learning better and will get to see things from my perspective.” Lexie “I feel better that teachers will know what I am good at and what I find tricky. I felt good that I’ve actually spoken to someone myself at the High School about my dyslexia.” Millie

Learning Intention: to create a sketch-note showing strengths, challenges and learning preferences

Success criteria: information on the sketch notes must be accurate and backed up with assessment evidence, such as additional time to process
Resources required:

• Our voices
• Our knowledge of our learning
• Time with our support for learning teacher from primary and a support for learning teacher from the secondary school we will be transferring to.