[senco-forum] Primary secondary transition

Over ten years ago as an SEN 'Outreach' teacher I took a group of year
seven children to their 'family' secondary school and played a game with
them around the school so that they got to learn its layout before the
official transition visits.   When I handed in my work log I was called in
to explain my actions and warned that I had exceeded my remit, this was not
SEN support work, and that I could be disciplined - perhaps would be
discplined if I did it again.  'Fortunately' the headteacfher and SENCO of
the school requested that I do it again - please don't ask how they found
out!  Also fortunately that was then and this is now.

For some time now we have been running a Transition Project for schools in
the LA to buy into.   Originally members of staff on our Inclusion Project
(c 1999 / 2000) developed a game based on the map of a local secondary
school using ideas borrowed from games like Monopoly and Cluedo.  This was
played with a number of children with SEN in the feeder primary schools as
part of the familiarisation process prior to visits.

My first 'map' of a school was created in Writing with Symbols so that we
could place subject symbols in the classrooms along with a photo of the
teacher the pupils would have there and the classroom number.   Classrooms
not used by year seven pupils just had the room number in them.  Its now
much easier to create a map than it was on the BBC / Acorn machines I had
then.  The map can be copied over again and put into planners, laminated
and put on notice boards, colour coded for subject or faculty areas - in
one school we even persuaded the faculties to consider using the same
colour exercise book cover each year so that colour coding was consistent.

Later (about 2002), one secondary school had an interactive CD created
which cost a great deal and was soon out of date when new blocks were built
and classroom use changed.  My idea was to combine the two and utilise the
facilities of Clicker 4 (now using Clicker 5 which is even better) working
with the year 6 and 7 pupils themselves to create an interactive talking
book and game.  A TA (sometimes 2 or even occasionally a teacher) is
assigned to work with us and thus can become a familiar person in the
feeder primary schools.

The project thus trains the Ta's working with us in using Clicker as well
as the children, and also produces a final product which is thought to be
useful as an integral part of the transition arrangements - but one that
can be changed easily when BSF moves in and transforms the school, or when
the uniform changes or even when the boys loos are transormed over the
summer holiday into the deputy headteacher's office!

One or two schools have produced the same thing in Powerpoint with advice
and technical assistance from us, and the year 6 children are able to take
the product home and use it on their computers - particularly during the
summer holidays when it is easy to forget.

Visiting 'new' parents evenings and then comparing the concerns of the
parents with those of the children is an informative experience.  Because
it is their worries and concerns that are being addressed - the "royal
flush" rather than league table standings, - and the children have worked
on this themselves and their voices are recognised by former school mates
waiting to move up in the next transition, the information they give is
accepted far better than from an adult.  A bonus is that it is extremely
motivational for those who work on the project as they photograph their
school, write and talk about it, paraphrase the adult advice and rules of
the school brochure while learning to use a variety of ICT skills in the
meanwhile they are generally also enjoying the regular prospect of "missing
lessons"!

Sadly, some secondary subject teachers still fail to see the value of these
children missing their lessons - I imagine it is that same short sighted
attitude that stops them from being involved in the sort of transition
visits envisaged for teachers and TA's to cross the Key Stage divide
occasionally.

Jeremy Beckett
SEN ICT Consultant Teacher
Inclusion Support Service
Nottinghamshire LA0115 963 4895

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