Primary to Secondary School Transfer

Learning today, Learning tomorrow

The Learning today, Learning tomorrow campaign aims to establish interest in the RSA Opening Minds programme to support children in their Primary to Secondary school transfer. In providing information to schools and parents on the benefits of RSA Opening Minds competence learning, the campaign supports improvement of education for all children. The campaign further assist schools in creating the framework to be able to implement the RSA Opening Minds programme by looking at how to meet the criteria for accreditation. The Development of Learning
The stages of learning between childhood and adulthood are of significant importance. During Upper Key stage 2 (years 5 and 6/ ages 10-11) and key stage 3 (years 7 +/ ages 12+), the level and variety of competencies that are being developed will provide the skills that equip children with the mental tools for successful academic performance, general attitude towards education and capabilities in life (Goddard & Gellard, 2004). During years 5 and 6, a child will be characterising their mental representations and abilities towards what the meaning of learning is, developing their ability to adapt; organise, assimilate, and accommodate their competencies to flourish (Doherty and Hughes, 2011). What children know, how they know it and most importantly how they develop strategies for finding out what they dont know, form is called meta-cognition. This Meta-cognitive state is when children create their individual sense of self- regulated learning (Zimmerment, 2000). Are children being empowered to attain the skills, knowledge, qualification and capacity to meet the challenges they will face in the immediate and long term future? The immediate challenges for children will be faced by those who are moving from Key Stage 2; as they learn to stand alone as an adolescent in Key Stage 3. This transition can affect a childs educational performance as a student, due to radically different learning environments. At this stage old attachments are being broken and new attachments are being formed. If they are not supported sufficiently in developing skills for autonomous learning and interacting, it may effect their chances of being succesful in later life (Maybe & Sorenson, 1995). Head teachers know that the success of their pupils and their schools depends on the variety of the curriculum of the school itself, the creative energy of the teachers and the engagement of the pupils. You cant depersonalise education and have it work (Sir Ken Robinson, 2011)

What is RSA Opening Minds?

RSA Projects such as Opening Minds is a result of enlightened thinking of practical ways of working. It aims to discover and release untapped human potential for the common good. As a result of researching, designing and testing new social models, Opening Minds encourages a more inventive, resourceful and fulfilled educational experience for children (RSA, 2011).

Opening Minds releases untapped human potential

Opening Minds was introduced in 2006 as an innovative and revolutionary pedagogical pilot and since then has grown into a movement that provides primary and secondary schools with a different way of delivering the national curriculum (Matthew Taylor, chief executive of the RSA). Opening Minds provides a different way of thinking about education; it is a commitment to a different set of educational aspirations. At the heart of Opening Minds there are five sets of individual competencies. These can be developed in classrooms through a mixture of instruction and practical experience support the development of a childs capability. Children plan their work, organise their own time and explore their own ways of learning. The competencies involved in Opening Minds empower children to develop themselves as they learn to think for themselves in a more child centred approach of learning. The framework of Opening Minds provides children with a more holistic educational experience, meanwhile enabling teachers to bring out the best in children by releasing untapped human potential as a means of delivering the national curriculum (RSA, 2011).

RSA Competencies
Key Competencies
Competencies for citizenship

Individual Competencies
= = = =

Morals and ethics Making a difference Diversity Technological impact Learning styles Reasoning Creativity Positive motivation Key Skills ICT Skills

Adolescence Challenges
= Biological changes = Cognitive development = Psychological development = Social restructuring = Moral and Spiritual growth These changes make it even more it is important that children are being educated, not only with the subject knowledge, but with the skills that will prepare them for their future. This includes all the mental tools that they will use to manage situations, relate to people, manage information, how to learn and how to lead (Flavell et al., 2002; Kuhn & Franklin, 2006; Moshman, 2005).

Competencies for Learning

Competencies for Managing Information Competencies for Relating to people

= Research = Reflection

Leadership Teamwork Coaching Communication Emotional Intelligence Stress Management

= = = = =

Competencies for Managing Situations

Time Management Coping with change Feelings and reactions Creative thinking Risk taking

Why was Opening minds developed?

In light of technological and social changes and challenges of the 21st century, the RSA has set out to explore how young people could be prepared to meet these challenges. It equips them with competencies that can best enable them to become responsible adults, active citizens, inquisitive lifelong learners and competent skilled employees. (RSA, 2011).

Pedagogical reasons of development? Perceptions of qualities needed for success in Secondary school
The RSA Opening Minds pedagogical areas for development is aimed at improving both academic subject knowledge and practical skills development .

= According to Educationalist Mick Brookes the transfer arrangements between primary and

secondary school should be seamless, however this is not the case within the present education system within the UK (Brookes, 2011).

= Ofsted have made the following comments about Opening Minds:

Opening Minds makes children more competent and produce a positive attitude for learning as an innovative competency curriculum in year 7 that aids transition from primary to secondary school, using a thematic approach to support the development of learning skills. Interesting links are made across subjects to encourage the development of pupils personal and social skills and to make learning more relevant for them. (Ofsted cited RSA Website).

= Students have described Opening Minds as an integrated curriculum which works well because
you have a chance to learn how to learn, which seems to make everything clearer, before doing a lot of team building work that will help you later in life (St Phillip Howard School, 2011).

Childrens perceptions

Parents perceptions

Teachers perceptions
Academic Subjects

Preparing for life in the 21st century

Industry trends have been considered and formed a part of the core design within RSA competencies as skills that are endorsed within the Opening Minds approach. Educating children for the future involving skills such as: self management, team working, problem solving, communication application of literacy, business awareness, customer care, application of numeracy and the application of ICT. Opening Minds has been designed to develop and build on these areas and more (RSA, 2011).

What does this mean?

Most strikingly almost 3/4 of children felt that academic ability was the most important quality needed to succeed. Parents main concerns are the childs confidence during the transition, closely followed by academic subjects and skills. Children put little or no emphasis on support during the transition and ability to adapt showing that their primary teachers and parents may not be preparing them for anything other than academic challenges. Interesetingly, secondary teachers on the other hand, rarely identified childrens individual academic abilities as making a difference to the transition process; focusing instead on their: This shows that teachers feel that there is more to learning success in schools than pure academic achievement, and suggests that academic achievement can be improved by looking at the wider picture. Focussing more on the childs natural ability learn seems key to getting the most out of their education and by bridging the gap in the transition between primary and secondary education. Secondary school teachers seem to understand the importance of reducing the gap between primary school learning and secondary school learning, however, children need to start preparing before they get to secondary school in order to minimize the changes. This shows that primary staff and parents should be emphasising use of transition tools such as those in the RSA Opening Minds program.

General Academic skills Social skills Time management Focusing on task Behaviour Confidence Ability to adapt Transition support activities Homework skills Study and research skills Communication skills Organisational skills Independence Discussing Problems

= social skills, = confidence = their ability to adapt.

Data from: Zeedyk, M.S. Gallacher, J. Henderson, M. Hope, G. Husband, B. & Lindsay, K. (2003). Negotiating the Transition from Primary to Secondary School. School of Psychology International. 24, 67-79.

Campaign progress
Background
In September 2010 Richmond Park Academy, previously Sheen Secondary school, gained the Academy status after a committed group of parents from local Primary schools, the Parents Promoted Foundation (PPF), worked with the school to find ways to improve standards. Educational provider Academies Enterprise Trust (AET) was brought in to support the change and government responded by funding building improvements worth almost 10 million. However, Richmond Park Academy have many challenges to overcome to win the favour of the local community. No local primary schools are currently feeding into the Academy and when selecting secondary schools, parents choose schools further afield within the Borough of Richmond, or even outside of borough. As an underperforming school scoring bottom of the borough league table and with a reputation for poor student behaviour, the intake has been below capacity. Zac Goldsmith, MP for Richmond Park wants this to change. He officially opened the school on 18th February 2011 stating his delight. There have already been signs of progress, and judging by the public meetings I have held, the reaction from the community has been positive. But as ever, there is a lot more to do. Paul Hodgins, Richmonds cabinet member for schools is also onboard in improving the school and hoping to establish a Sixth Form at the Academy which currently only extends to Year 11. An innovative Community Board, made up of parents from local schools and other interested community members has been created with the aim to keep the direction of the new Academy in line with what the local community wants. Representatives from all the local primary schools have been established as part of the Community Board and they are drawing up a reciprocal list of what is required between the Academy and the primaries. The Academy is looking to create a succesful primary to secondary transfer programme and as such, RSA Opening Minds fits well with the school aims to inspire in their learners:

Communication and information

It will be essential to gain the commitment of both senior managing members of the Academies team, as well as the support of the local parents who stand to see their children benefit from RSA Opening Minds. The Community Board is in the position to apply pressure on AET and Richmond Park Academy in terms of how they would like to see the Academy run. A concerted information campaign is underway to support the dissemination of information about how RSA Opening Minds can benefit the unique circumstances of Richmond Park Academy and its local primaries.

= = = =

Aspiration and ambition Pride Citizenship within their communities Work-related skills

As part of the building project for the new Academy, a dedicated space for Year 7 children, entering the school in September 2011 is being erected to support the transfer between the primary and secondary environments. The Learning today, Learning Tomorrow campaign is establishing interest in the RSA Opening Minds programme amongst parents of local primary schools, within the Community Board and with children from both local primary and the Academy.

= Posters with information on the benefits of RSA Opening

Minds, to address common fears of parents, children, teachers and headteachers.

= A website with information on the unique relationship between

Richmond Park Academy and the local primaries and how RSA Opening Minds can support the transfer.

= There is an ongoing conversation with Mr. Steven Winters, deputy

head of Richmond Park Academy responsible for creating links with local primary schools, about the RSA Opening Minds programme.

= Contributing to the Community Board Blog page to keep

interested parties up to date with new developments.

= A meeting has been set up with the Head Teacher of Barnes

Primary School who have shown interest in such a transfer programme. Meeting with East Sheen Primary to be arranged. who have shown interest in RSA Opening Minds.

= Relationships have also been made with trustees of the Academy, = Contact has been established with St Johns Marlborough who
successfully run RSA Opening Minds as a transfer programme for their cluster primaries. A talk at Richmond Park Academy on the benefits is being arranged.

Website of interest
www.rsaopeningminds.org.uk/ www.richmondparkacademy.org/ www.academiesenterprisetrust.org/ http://communityboard4rpa.blogspot.com/

= Contact has been established with executive director of RSA

Opening Minds, Sara Candy, to gain support on how to establish interest and assuring the accuracy of key information.