Transitions between the main phases of education can create barriers to student progress as a result of discontinuities between approaches to teaching and learning in the different phases. This is an example of a complex issue that may benefit from systems thinking and processes as we seek strategies to improve student progress.
The Centre for Systems Learning and Leadership at the University of Bristol is working with three Teaching School Alliances in Hampshire on a four-year project between 2012 – 2016, tracking the progress of students across the primary/secondary transition and the Year 11 to 6th Form and 6th Form to Higher Education transitions.
What are the key characteristics necessary to create a learning community that has a positive impact on student progress in learning and performance across key transitions?
To improve student learning and performance across the transition from, for example, primary to secondary school
Developing and sharing a language for learning across the transition
Designing and delivering consistently outstanding teaching for deep learning and high quality performance across the transition
Students taking responsibility for their own learning and performance improvement across the transition
Leading for effective teacher learning across the transition
Teachers and leaders collaborating for learning across the transition
Project Coordinator: Professor Howard Green; Project Research Advisor, Dr Ruth Deakin Crick.