Issues for Action - Key Issue 2
Well prepared and well managed continuity or bridging units can make a significant contribution to the notion of seamless transition. We also concede that poorly devised and hastily managed units can have almost an equally detrimental effect on transition. Therefore, we strongly advocate the use of thematic bridging units.
- Though there is some gain in looking towards developing shared schemes of work between the primary and secondary sectors it is felt that there is more gain and longer lasting benefits in developing a mutual understanding of effective and appropriate teaching and learning approaches.
- We believe that the development of common approaches to promote key skills across the curriculum could make a significant contribution to the improvement of standards and continuity.
- More could be done to allow staff to share approaches to assessment and target setting processes, and to moderate work (especially or crucially within the level 4-5 continuum).
- Streams of funding from the LEA aimed at developing continuity and progression or transition need to be delegated sooner than in previous experiences so that partner schools are able to plan and action focused activities based on their declared intentions agreed upon through their cluster group meetings. There needs to be a long term view as to the sums of money needed to invest in transition and continuity and progression to ensure that it works in the interest of all 'stakeholders'.
| Recommendation | Key Personnel | Timescale |
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AH |
Action in relation to bullet points 1 and 2 to be agreed and actioned by April 2005. Bullet point 3 to be addressed by individual partner groups. |
During the seminar meetings with headteachers the consensus of opinion was that EDS should lead on the development of bridging units that would be available to all cluster groups within the authority – timescale as above.
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Continue: Issues for Action - Key Issue 3 |