Case Study Walney Transition Residential
-
Upload
learning-away -
Category
Education
-
view
111 -
download
0
Transcript of Case Study Walney Transition Residential
The bags arrive!Two primary schools arrive at the camping site attached to one of the schools. They will stay for two days and a night before the next two schools arrive.
‘The importance of the coordinator role in keeping the camps running smoothly is critical.’ Headteacher
The tent village is createdPupils choose their own companions for sharing a tent and work out how to set it all up.
Getting to know each other...‘The one girl coming to (secondary school) from (this primary school) knows us now so she’ll get on better when we meet up again.’ Year 6 pupil
Transition SkillsBefore the residential pupils worked together to decide what transition skills could be developed during the trip away.
Sharing our talents...The transition skills recognised by the pupils were well chosen….
‘.. not to shy to express ourselves.’ Year 6 pupil
Looking after each other‘The one girl coming to (secondary school) from (this primary school) knows us now so she’ll get on better when we meet up again.’ Year 6 pupil
Trying new things….‘It will be a bit more interesting because you can keep on learning. You don’t have to stop when you get to a certain level. There’ll be bunson burners too in science.’ Year 6 pupil
Sharing ideas for games...Involving year eight students and year seven staff helped to build relationships with people from the secondary school.
Beads for Transition SkillsDifferent coloured beads are awarded during the residential when transition skills are shown. Both pupils and teachers can award them.
Journey SticksJourney sticks were also used to give each pupil a way to remember their own experience of the residential.
Reflection timePupils also chose the activities they thought would most help them with their transition skills – including time for reflection.
The activities‘We introduced the beach and the leisure centre as activity venues as these are both options for families to become involved in during leisure time.’ Camp co-ordinator/TA
‘We took on the climbing wall. It was ‘awesome!’ Year 6 pupil
The fabulous Catering Team...‘Developing capacity by bringing on new staff and giving experienced staff more responsibility allows the camps to meet the demand for new schools to join the cluster until all feeder primaries are involved.’ Headteacher
Hot chocolate & toasted marshmallowsLots of opportunities for social time built the relationships between new friends from across the schools taking part. The pupils also got to know their teachers in relaxed settings.
Nurse ‘Smith’Staff gained CPD in a range of new skills so that they could run the camps including first aid, driving and catering
Striking campStriking camp highlighted many of the newly acquired transition skills.
‘Come on Miss ………, I’ll help...’ Year 6 pupil
Beads to bracelets.The beads are threaded onto bracelets. These have been worn with pride well into year seven.
Final evaluationBefore returning to home and school pupils recorded their thoughts about the residential using active reviewing techniques
‘Inside or outside learning, which do you like best?’ Year 6 pupil
‘This will help me feel confident at my new school … memories of being brave, joining in, having a go...’ Year 6 pupil
Collecting staff views...‘The organisers have created a staffing structure that allows for a progression of responsibility that is clear to staff and supported with CPD.’ Evaluators