Managing secondary school expectations
About this resource
When we begin a new program of study, some of our immediate thoughts turn to the performance expectations or criteria for success. This is similar for students who are moving from primary to secondary school. Research has shown that pre-transition students want to know how difficult secondary school work will be, and how much work they will need to manage across all of their new subjects (Sniedze-Gregory, Felgate, O’Grady, Buckley & Lietz, 2021). Namely, they want to be reassured that they are able to be successful. This module assists teachers in preparing to guide students in finding out what their secondary school academic life might be like.
Teachers in this module will focus on supporting students to understand what the work and behavioural expectations for students are upon entering secondary school. Teachers will assist students to identify and plan what they need to do to manage study at home and other activities.
Teachers will focus on:
- demonstrating academic expectations by using examples of Year 7 student work;
- providing examples of how students might be assessed at secondary school;
- discussing how different classrooms operate, including rules and expectations; and
- helping students manage their own time, activities and responsibilities.
Many of the classroom activities suggested will be similar for Year 6 and Year 7 students, however, the activities will involve a different level of preparation, depending on where students are located (primary or secondary). This is also an opportunity for Year 6 and Year 7 teacher contacts to communicate and collaborate to ensure the advice and examples across schools are accurate.
Activities include content knowledge that is important for teachers to know and understand as aligned to the AITSL and professional learning activities.
By the end of this professional learning module, you will be able to:
- as a primary teacher, request examples of work from secondary schools;
- as a secondary teacher or Transition Coordinator, compile examples of student work in order to easily meet requests from feeder schools, and to have as examples when working with new students who have transitioned from primary schools;
- as a primary teacher, request examples of assessment methods and rubrics from secondary schools;
- as a secondary teacher or Transition Coordinator, compile examples of assessment methods and rubrics in order to easily meet requests from feeder schools, and to have as examples when working with new students who have transitioned from primary schools;
- as a primary teacher, develop an understanding of secondary school rules and expectations;
- as a Year 7 teacher, support new students to understand school rules and expectations;
- discuss with students broader school values and how these are reflected in the school curriculum and extracurricular offerings; and
- discuss with students the school’s and approach to classroom structure and how this might differ from Year 6 to Year 7.
1.1 – Physical, social, and intellectual development and characteristics of students
Demonstrate knowledge and understanding of physical, social, and intellectual development and characteristics of students and how these may affect learning.
3.3 – Use teaching strategies
Include a range of teaching strategies.
3.7 – Engage parents and carers in the educative process
Describe a broad range of strategies for involving parents and carers in the educative process.
4.1 – Support student participation
Identify strategies to support inclusive student participation and engagement in classroom activities.
4.4 – Maintain student safety
Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum, and legislative requirements.
7.3 – Engage with the parents and carers
Understand strategies for working effectively, sensitively and confidentially with parents and carers.