Wellbeing and personal development
My form-time week: reflection and targets
Reflect on a week, record personal information selectively and set one achievable next target.
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Assistant Headteacher, Key Stage 3 and Transition
Gareth Pryce
My classroom work is Year 7 Geography, so transition is not an abstract process for me: it meets pupils in the routines and subjects they encounter when they arrive.
Explore the collectionA little about me
I oversee Key Stage 3 and the move into secondary school, with responsibility for Years 7 to 9. My classroom work is Year 7 Geography, so transition is not an abstract process for me: it meets pupils in the routines and subjects they encounter when they arrive.
Handover information from feeder primaries can be extensive and uneven. I want tutors to have a coherent starting picture of a new group, with relevant information brought together rather than a pile of notes that each person has to interpret alone. The summary should support a conversation, not become a label for a pupil.
Geography gives me a useful place to see pupils begin to work with unfamiliar ideas and information. As a leader, I try to keep the first weeks focused on what tutors and subject teachers need to know to welcome a group and plan their next steps.
How I approach a lesson
Summarise information tutors need for follow-up, and leave pupil records in their proper setting.
Use the half-term review to identify a question for a tutor conversation.
Keep the Year 7 Geography starting point in view when planning transition support.
Templates I'd use with my class
Explore these templates and decide what fits your own setting.
Geography
Map reading: Kestrel Vale with teacher notes
Locate places with four- and six-figure references, describe direction and distance, and justify a site choice with evidence from a fictional map.
Geography
Map reading: explore fictional Kestrel Vale
Pupils should give four- and six-figure references in easting-first order, describe direction from the stated starting place and convert measured distances using the scale. Their route and car-park judgements should cite specific features and acknowledge a disadvantage.
Wellbeing and personal development
Settling in: transition and reflection
Support pupils to share a manageable part of their experience, notice a strength or question, and identify one practical next step for settling into a new setting.