- #UKEdChat session 542
- Whether in primary or secondary, teachers can learn a lot from colleagues.
- The arbitrary and abrupt transition at 11 or 12 years old doesn’t necessary reflect the needs of students.
- Click here to view the tweet archive.
There is an invisible boundary that each of us must cross in our adolescence. A moment when we metamorphose from child to adult. This gradual change happens at different times to each of us and is depended on many factors: biology; society; upbringing; necessity.
Yet all over the world, a similar change is imposed at around the same age, around 11 or 12 years of age, as a child moves from primary school to secondary education or a high school. While this may simply mean visiting different floors or corridors with the same building, often it means abruptly saying goodbye to the schooling you knew, and being thrust into a new building, new uniform and a new life. The style of teaching changes, and the number of teachers changes.
In this #UKEdChat session, hosted by Vicky Kennard, which took place on Thursday 4th March 2021 at 8pm(UK) we discussed the impact of the transition between primary and high school, how teaching changes, and how each set of teachers can learn from each other. As mentioned in the webinar, click to see the maths manipulatives site and the Facebook group of the same name.
- Have you taught, or thought about teaching, at both primary and secondary level?
- Were you trained in one phase and moved to the other? How has this experience, or how would you imagine it would be?
- What difficulties have you seen students have with the transition from primary to high school/secondary?
- What good practices have you seen that have helped students to transition from primary to high school/secondary?
- Do you think it would benefit teachers to experience teaching at a different level? How could this be achieved?
- Why is the pedagogical model so different in secondary schools? Are middle schools an answer?
- Should primary schools follow a secondary model – with specialist teachers rather than one teacher doing it all? Should secondary schools follow a primary model with fewer teachers and fewer rigid subject divisions?
- What can primary and secondary schools learn from each other?