The transition from Key Stage 1 to Key Stage 2

This transition is likely to be less of an issue in primary schools where the child remains in the same school even though they are moving up a Key Stage. Nevertheless it is important not to under-estimate that ‘becoming a junior’ will still be a daunting prospect in some children’s minds even if they are not changing school.

If the change is within the same school, then many of the points raised previously considering Foundation Stage to Key Stage 1 will, with certain adaptations, apply.

The KS1 to KS2 transition takes on greater significance where the transition is from an infant to a junior school when the child will be leaving familiar surroundings, familiar staff and on some occasions leaving friendship groups if the infant school feeds several junior schools. Because junior schools do not have infants on site, sometimes the ethos can feel very different to the child.

Where the change is to a separate junior school, useful steps to support the child might include:

■ Visits to the receiving school.

■ Visits from the teacher(s) from the receiving school.

■ Knowing the names of the class teacher and TAs who work in the class.

■ Knowing other children who are transferring to the same school.

■ Identification of a ‘buddy’ at the receiving school.

■ ‘Friendship Stops’ in the playground at the receiving school. An area, such as a bench, where a child can go if they have no one to play with. Older children are assigned to visit the area and help the child to find someone to play with.

■ Circle time sessions exploring what children are looking forward to or worrying about.

■ Practice through role play, puppets and stories of skills such as asking for help and introducing yourself to someone you don’t know.

■ Planning farewell activities that celebrate past school experiences.

Discussion

Can you identify any other measures that either the infant school or the receiving junior school could adopt to support the transition?

مواضيع ذات صلة

Supporting the inclusion and achievement of learners with Autistic Spectrum Disorders (ASD)

Gifted and talented education Key issues

Meeting the needs of gifted and talented pupils

Excellence

Value

Achievement

Rarity

Policy development

The nature and nurture of gifts and talents

Thinking about the gifted and talented

Gifted and talented education

Transitions Conclusion