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#5 The nature and extent of the student challenge within the transition phase from Early childhood into primary school

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Term 1 is behind us and it is always good to reflect on what you have done to reach your goal to ensure that you can pick up new and improved methods.

My tools that I have used to measure my students performances and why they are not progressing is taken from: 

  • The Manaiakalani data - where we can clearly see that our students are well behind, although they are progressing in line with their peers, the national expectation and this is troublesome and there should be an urgency to find ways to assist these students to fill those foundational gaps
  • School entry and six year net data - writing vocabulary, CAP, letter ID and oral language. this data has shown that students has little or very limited alphabet knowledge, some are able to write only a few letters of their name and sometimes still scribbling. Their oral language is also not very advanced - only answering in short incorrect sentences
  • In collaboration with Jill Watson(RTLB) and Vaughan Spurdle(RTLB) which developed the Ready Steady program, the results after the assessment gave us evidence of which areas the children need the support the most and really getting into filling the gaps before they are ready for formal learning 

When looking at all the above you can clearly see that most students starting primary school is in fact not ready for formal learning. I am looking at ways how I can make the transition less stressful for parents as well as the children who need to adapt to a new environment and adapting to the more structured learning environment which most are not ready for because they did not have all the foundational skills learned and mastered yet.

Ideas to incorporate into my lesson plans as well as working with the ECE and parents of new students:

  • Dianne(RTLB) assisting all junior teachers by modelling(and teachers observing) how to work with students with higher needs - her expertise will aid us how to fill the gaps
  • ENGAGE games - this will help students to manage themselves
  • Authentic learning experiences as mentioned in previous blog - getting rich oral language form what they know and making connections with prior knowledge
  • Do ample research into the Better Start Literacy Approach - some target students has shown progress 
  • Collaboration with kindergarten and ECE teachers to find a way we can work together and find ways to make the gaps less when they start school
  • Morning paepae to make it more culturally responsive to all learners in class - also incorporating other languages and cultures

My vision of how I see what can happen:

  • Making a video about students and school to put on website - new parents can get a view of the school
  • Make booklet for students coming to us - will make it less new because they have seen the school through pictures
  • Continue with kindy visits with students from our school - older students in their uniform, such a hit with the little ones
  • Survey to parents - how did they feel with the transition. Already had positive feedback and enrolment because the parents knew what was happening and what was offered to them. The parents was particularly excited about the way we are introducing Te Reo in the class with little exposures throughout the day - make it easy and part of the routine



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