Engaging students through transitionWellbeing & Community Partnerships UnitCatholic Education Office Melbourne

Experiences of Transition

CATHOLIC EDUCATION OFFICE MELBOURNE

CATHOLIC EDUCATION OFFICE MELBOURNE

He who opens a school door, closes a prison (Victor Hugo)

Transition starts with an ending

The more transitions students have the more chance we have of losing them.

(Aileen Kris Defence Regional Education Liaison 2008)

CATHOLIC EDUCATION OFFICE MELBOURNE

CATHOLIC EDUCATION OFFICE MELBOURNE

• The most disturbing anecdotal evidence suggests that the transition to secondary school is accompanied by declines in student’s academic performance and attitudes towards the school.

(Denise Kirkpatrick Making the Change 2007)

• Students need an opportunity to develop effective time management skills and the ability to organise themselves under pressure.

(Butler,H, Bond,L. Drew, S. Krelle,A. Seal,I. Adolescent Health and Social Environments Program)

Transition & Engagement through AGQTP

3 rounds of AGQTP Transition & Engagement funding: 2005-07; 2008-10; 2011-13

CEOM has facilitated 12 AGQTP Transition & Engagement clusters across Melbourne

Focus

• developing a whole school culture to promote student wellbeing, connectedness and engagement through transition

• providing professional learning opportunities for teachers and school leaders in relation to transition and engagement

• utilising the School Improvement Framework to examine and develop an evidence base and research driven approach to transition, student wellbeing and improved learning outcomes

• promoting models of good practice for Catholic schools in transition

• developing collaborative, engaging and supportive transition practices for school communities

Strategic Themes of Student Wellbeing 2011-2015

• promoting the importance of working more closely with parents in achieving successful transition outcomes for children• developing collaborative partnerships between pre-school, primary and secondary schools to enhance the transition process• networking with local services to promote & support transition activities

• enhancing existing procedures and processes for student transitions• increasing knowledge associated with the processes and practices of transition• supporting students whose additional educational needs make them vulnerable to the transition process• building confidence & understanding in teaching and learning practice• valuing & opening up opportunities for communication between teachers

• viewing transition as a continuum over time for children in Yrs 5 to 8 rather than a ‘one-off event’• implementing consistent & sustainable strategies• establishing mechanisms to evaluate the effectiveness of transition procedures

Engaging student through transition

• There is formal liaison andinformation exchange between the settings, including inter-school meetings, provision of information tostudents and families, and transfer of information about students’ learning.

• Student-centred activities aimto reduce concerns and possible anxiety about the new setting, develop social relationships within the student group and build confidence.

• Schools share information about curriculum content between previous and newsettings, to improve awareness of curriculum & continuity of students’ learning and progress.

• Teachers develop a shared understanding of how students learn and hence of effective teaching practices; there is greater alignment of teaching practices between the settings.

• All students are supported to manage their own transition & develop independent learning & reflection skills;they are provided with information about learning and achievement, and opportunities and confidenceto articulate this.

CEOM Research Document 6: Transition & Engagement(September 2010)