Schools

PRIMARY SCHOOL STAFF

For staff working at primary schools, we have a series of six workshops with lesson plans and resources ready to use. The 'Moving On Well Workshops Handbook' includes activities that help children to build emotional resilience, along with discussions and games that help children to get ready for the more practical aspects of starting secondary school.

See a summary of the handbook contents below:

session one

Session Objectives:

Introduction to Emotional Resilience
Reflecting on past achievements

Pupil Outcomes:

Children think about their basic emotional and physical well-being and understand some of the ‘building blocks’ that support emotional resilience.
Reflecting on past achievements allows the pupils to have pride and builds self-esteem and confidence in preparation for their next step.

session two

Session Objectives:

Uniform requirements & expectations
Emotional literacy
Physical coping strategies

Pupil Outcomes:

Pupils discuss concerns around the school uniform requirement, and understand the reasoning behind uniform expectations and consequences.
Pupils are able to label and express their own feelings and recognise feelings in others, thus being able to better manage emotional responses.
Pupils can identify certain activities that can help them to respond positively when feeling overwhelmed or when emotions are heightened.

session six

Session Objectives:

Reading a timetable
Support Tree
Review

Pupil Outcomes:

Pupils learn how to read a lesson timetable and pack a bag ready for the school day.
Pupils identify people within their own support structure and will understand the importance of asking for support to overcome challenges.
Pupils identify tools they possess that will help them through their transition to secondary school.

session five

Session Objectives:

Finding your way around school
Developing problem-solving techniques
Using breathing techniques to relax and calm down

Pupil Outcomes:

Pupils are more familiar with the school layout and have practical strategies for when they get lost or are unsure where to go.
Pupils develop skills to solve problems and discuss who they can speak to if they need help.
Pupils are introduced to 2 breathing techniques which can be used when feeling nervous, anxious or stressed.

session four

Session Objectives:

Healthy Sleep
Understanding our responsibilities
Making good choices

Pupil Outcomes:

Pupils understand the importance of sleep, can identify things that help or hinder sleep and how to improve their own sleep.
Pupils discuss the responsibilities they have and understand how this helps them to have a greater sense of belonging.
Pupils understand the choices that they have and can point out consequences of their choices. Making good choices helps them to be organised and feel proud.

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secondary school staff

For secondary school staff, the 'Understanding Transition Guide' will help you learn more about the very real differences between primary and secondary and how best to bridge those differences.

See a summary of the guide contents below:

practical changes

Travel to and from school:

Pupils are more likely to travel independently. The journey is likely to be longer, more complex and may involve public transport.

Daily routine changes significantly with earlier school start time and longer travel time.

Uniform expectations:

Primary - Uniform is often more casual (without ties or blazers) with the option to wear cheaper unbranded alternatives. Footwear policy includes black trainers and a variety of shoe styles are accepted. Pupils are reminded to wear the correct uniform but generally not sanctioned for incorrect items of clothing.

Secondary - Uniform is more formal with specific branded items of clothing. For some pupils/parents signposting to financial support is needed. Strict footwear policy. pupils must wear the correct uniform at all times and receive sanctions if the uniform policy is not being followed. Pupils must get used to new rules for wearing blazers, school jumpers and outdoor coats etc.

Around school:

The school setting is much larger and unfamiliar to new pupils. One of the biggest fears for new Year 7s is getting lost.

academic changes

Pedagogy:

Primary - Mixed ability class for all subjects. One main classroom teacher, familiar and consistent teaching style across all subjects. Teaching staff spend significant time 1:1. Paired discussion and group work throughout a large part of learning. Focuses core subjects (numeracy and literacy) in the mornings to maximise learning potential.

Secondary - Ability-based sets for core subjects. Multiple teachers with a variety of different teaching styles. Lesson times are shorter. Teachers tend to teach from the front. Greater expectation to work silently and independently in the classroom. Core subjects are timetabled throughout the day.

Behaviour in school:

Primary - Pupils are more likely to be seated around tables. Classroom management is often delivered solely by the main classroom teacher. Pupils are familiar and confident with the boundaries and expectations. Pupils from a range of primary schools will have different experiences of behavioural policies and expectations.

Secondary - Majority of classrooms are set in rows. The variety of teachers can lead to variations in classroom management which is likely to differ from the expectations they have been used to. Pupils must get used to a new and potentially different behaviour policy.

Homework:

Primary - Up to one or two pieces per week, if any. Often includes spellings and daily reading. If the school has a homework policy, homework is often structured and planned weekly, to be given and returned on a set day.

Secondary - Larger volume of homework (pieces and amounts). Homework from different subjects can be set with different expectations; timeframes, amounts, explanations. Homework type can vary with more independent or research style work.

social and emotional changes

Friendships:

Primary - Familiar friendship groups established over several years. Teachers and staff are aware of friendship dynamics, clashing personalities and any bullying situations. Pupils remain with the same cohort of children throughout the day.

Secondary - New friendship grosupd with potentially no friends from primary school. Unfamiliar peers. Making new friends and the fear of being bullied are within the top worries. Pupils can be mixed up with unfamiliar peers for different lessons throughout the day.

Emotional and mental wellbeing:

Primary - For some disadvantaged or vulnerable children primary school may be the only safe constant in their lives. Some vulnerable pupils can become emotionally attached to and even dependant upon the adults at school that show them care and empathy. Teachers are aware of triggers for individual pupils. Pupils know how to access support resources within school. Primary schools have developed strong relationships with parents and carers over the years.

Secondary - A brand-new environment and for some pupils they can initially feel unsafe and no longer have the haven they were used to at primary school. Subject teachers see pupils for limited times and are yet to know pupils well. Pupils are not yet aware of the support resources available through the school. Teacher-parent relationships are not yet strong and vulnerable parents/carers can feel overwhelmed by their child's transition and not feel able to support them.

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The Lemonade Project

...for when life gives you lemons...

Schools

session one

session two

session six

session five

session four

session three

practical changes

academic changes

social and emotional changes