I found this document while looking for more recent ramblings about the transition work I am currently involved in and am pleased that it gives me a foundation to build on. As a department we are working hard to develop strategies to ease the Primary/Secondary transition process to enable pupils to continue to achieve, maintain their confidence in maths and progress in their learning. Maths should, after all, be considered as a continuous subject – there is no difference between the skills and knowledge or the methods of delivery that can be employed.
I am pleased that I have managed to follow through on most of the promises I made to improve my practice – the walls are, indeed, covered with S1 work and I have continued to embed AiFL strategies, discussion and formative assessment into lessons. With the impending timetable change looming it is good to remember the pledges I made a year ago and re-draft them for this year. Many are useful for all years, not only S1.
I had intended to blog about our department’s transition project this evening but that will have to wait now. I’m going to focus my attention on the classes coming in Tuesday and how I can do my best for them instead.
Primary – Secondary Liaison Report 2007/08.
Stephanie Disbury – Mathematics Teacher – Thurso High School.
Aim – to discuss the similarities and differences between mathematics learning and teaching between primary and secondary school and evaluate strategies to reduce barriers in the transition process.
The more I consider the difference between primary and secondary mathematics teaching and learning the more I am convinced that the fundamental difference is in our overall objective. Drawing on classroom observations, discussion with colleagues, various in-service training courses and educational literature it has become clear to me that in secondary school the emphasis in our classrooms is on attainment, in primary it is on learning.
There is pressure on the teacher and pupil at every stage to prepare for assessments but in secondary it becomes imperative that the child is challenged to achieve the best possible results whilst completing the 5-14 curriculum so that they can go on and achieve best results in Standard Grade. Why? The time constraints involved in SQA examinations require secondary courses to constantly push forward so the more they can cover before S3 the better chance the pupil has of recalling facts for the external exam! A primary teacher has the responsibility of assessing pupils individually and setting realistic assessment dates allowing time for learning to take place at the pupils’ pace and for consolidation of skills. The courses I teach in secondary aim to maximise learning capacity for every pupil in a structured timetable of prescribed topics. If I deviate from this configuration I risk the progress of the pupils by not allowing enough time to complete the course, therefore, lowering attainment in assessments and ultimately lowering their potential for of success in the SQA exams.
I have found it easy to get carried away in a wave of exam frenzy. Approaching the assessments in November I pre-warned classes of the imminent evaluation of their learning so far this year by carefully explaining the amount of work that we still had to cover, not to mention the revision exercises and homework which had to be completed in lieu of the pending test. Pupils in S1 should not immediately recognise this as exam pressure because of the nature of their assessment in primary school and yet most still understood the importance of their placing in school as the result of rigorous testing. This self imposed anxiety to succeed causes many of them to under-perform. At what point do the pupils become aware that test results are the most important means of assessment in secondary mathematics education? I must work harder to reduce exam pressure by ensuring that assessments are part of standard classroom routine.
At the lower end of the ability spectrum the pressure to perform well can act as a barrier to learning and as a catalyst for poor behaviour. Misbehaviour acts as a distraction from the lack of understanding, pupils preferring to be the class clown than admit their difficulties.
In terms of AiFL strategies I feel that both primary and secondary teachers are committed to incorporating best practice. Continuous assessment including show me activities, peer assessment and self evaluation are commonplace in both. In particular, the secondary schools use assessment as learning by employing a variety of strategies for evaluating exam performance in order to improve future attainment. With many primary classrooms including groups at different 5-14 levels and completing work on different topics it appeared essential to use peer assessment as a tool to evaluate understanding. The pupils I witnessed implementing this were honestly critical of each other’s work and were keen to produce quality work to avoid the disapproval of their peers.
With setting key in secondary mathematics all pupils are completing the same work with little differentiation required. It is very easy to set an independent task and collate the work to check or mark. Setting up effective pairs or group work requires more preparation and careful moderation in secondary but if I continue to employ a range of peer assessment strategies and provide more opportunities for pupils to practice the skills in pairs and group work which they learned in primary it will remain the norm instead of being considered a treat. Thus the excitement and novelty factor will not be allowed to develop to the stage where pupils are unproductive. All of my research indicates that allowing pupils to talk about their work will help them to understand but like all skills, interpersonal ones must be practiced to ensure they do not degenerate. I must identify more chances for pupils to discuss their work with each other by using co-operative learning strategies and providing clear focus and learning intentions for discussions.
Both primary and secondary have efficient homework policies in place. All pupils are expected to produce work regularly and meet completion deadlines. This consistent approach should be maintained at all levels.
Moving around different classrooms is one of the fundamental changes for pupils moving up to secondary. Whilst standard rules are uniform throughout the secondary, simple conventions such as whether to use a pen or pencil, protocols for leaving the classroom and routines for collecting equipment can vary considerably.
Secondary pupils no longer have ownership of their own space. Many education writers consider a person’s environment to be vital for effective learning. Pupils must feel safe and in control of their own accountability so my own rules and expectations must be made very clear. It is also considered essential to have a sense of belonging to any group in which they are working. Again the organisation of primary has the advantage. Every pupil must be given the opportunity to contribute to the class and displaying work can be a useful tool to help pupils accept each classroom as their own place of work in secondary. My current S1 class made the number line which is displayed in the classroom and are delighted when I tell them that other classes often make use of it. I must make more time to update displays with new work from all classes.
Interactive work is critical at some levels in mathematical learning. Pupils in S1 and beyond are often not physically ready to accept or understand abstract concepts without concrete materials to aide them. The primary classes I visited were utilising various resources including ICT, games and puzzles to consolidate and introduce topics on a regular basis. Pupils are familiar with using these resources as a tool to develop mathematical skills such as logic, patterns and basic numeracy and as an opportunity to converse using mathematical language. Numerous resources are available at secondary level. Although many require customisation to suit the requirements of courses and classes the only barrier is finding time for effective preparation and evaluation of success. I will continue looking for effective resources and use a range of activities which meet the requirements of the class and course.
There are fundamental issues in the transition process which cannot be addressed as a single teacher or department within the school such as school rules, moving around classes, personal organisational skills which must be acquired and the inevitable social changes. With so much to cope with already I hope that I have identified some areas in which I can help to ease the transition process within my own classroom. Time will tell!
