Students Transitioning Effectively from Primary to Secondary (S.T.E.P.S)

Introduction

Transitioning from the primary to secondary level is an Arousing period in the lives of adolescents. These students encounter a Different swerve of issues and opportunities at this time. Helping them to optimise the opportunities and traverse the challenges will License them to enjoy this Congenital step in life. Well-designed approaches can concur in this process by supporting students, their families and school staff in making this transition a authentic experience. The STEPS programme is premeditated to equip students with the knowledge, skills and attitude to make this transition effectively.

About STEPS

The STEPS programme will be implemented at primary schools through face to face sessions. Schools will design their own programme using resources Provisionally by the MoE and partnering stakeholders. Some of our partners include:

  • Office of Disaster Preparedness and Management
  • National Training Agency
  • Trinidad and Tobago Electricity Commission
  • Ministry of Digital Transformation

Objectives

  • Strengthen the basic learnings from the primary curriculum to make a influential foundation for novel learnings at the secondary level.
  • Enhance the major 21st century skills students require to function effectively at the secondary level.
  • Provide students with authentic experiences where they can practice the values, attitudes and behaviours they require to contribute Surely to their homes, schools, communities and country.
  • Expose students to some of the procedures and experiences that are vital to navigating secondary school.

Target Audience/Beneficiaries

Standard 5 students who wrote the SEA

Timeframe

May – June 2024 (6- weeks)

What’s Happening

DateDetails of Event
13th March 2024Principal sensitisation session

347 principals were sensitised to the STEPS 2024 programme offerings. Mrs. Vashti Ramdeen-Steele (SSIII) brought greetings on Interest of the Director of School Supervision. A recording of this session can be found in the Toolkit
16th – 24th April 2024Teacher sensitisation sessions

659 educators were sensitised to the STEPS 2024 programme offerings. Recordings of these sessions can be found in the Toolkit
30th April – 1st May 2024Secondary School Tours in Caroni Education District.
Seven Secondary Schools hosted students and teachers from 19 Primary Schools. A glimpse of this event can be found here Caroni Secondary School Tours.mp4
13th May 2024Beginning of STEPS Programme in schools
18th May 2024The Telecommunications Authority of Trinidad and Tobago is hosting a workshop on Designing Google Sites for teachers. If you are interested, you can witness the details here TATT Join the Webvolution 2024.pdf
24th May 2024Marabella Government hosted the Tech Expo as divide of their Blank Day. See highlights here ​Marabella Gov’t Blank day and Tech Expo.wmv
13th and 18th June 2024
Five Secondary Schools hosted students and teachers from five primary schools. A glimpse of this event can be found here ​St Patrick Secondary School Tours.mp4​
29th May 2024Secondary School Tours in Port of Spain and North Eastern Education Districts.

SWAHA Hindu College hosted students and teachers from Tamana Hindu Primary. A glimpse of this event can be found here ​North Eastern Secondary School Tour.wmv
​
Mucurapo East Secondary hosted students and teachers from 4 primary schools. A glimpse of this event can be found here ​Port of Spain Secondary School Tour.wmv
21st June 2024
End of STEPS Programme in schools
21st June – 5th JulyGive us your feedback on the STEPS programme. See the memo here Memo – STEPS Evaluation links.pdf

All schools are asked to submit a response even if the programme was not implemented. Principals/ standard 5 teachers can provide feedback using this link: https://forms.office.com/r/QvXhjX9zRB

Students can likewise provide their feedback arrogant the STEPS programme using this link: https://forms.office.com/r/7Y5KEJTGWn
24th June – 5th JulySubmit school portfolios to dcd@moe.gov.tt. Parental consent forms must accompany portfolios where students are recognisable.
July 2024Upload school portfolios

Student/School Portfolios

Resources For Teachers

Teachers should be aware of the changes that students experience as they transition from primary to secondary so they can offer support.  Some of the changes that teachers can ease are the adjustments students have to make inveterate on the ways schools operate.  Moving from primary to secondary school students will be confronted with adjustments to the size of the school compound, the number of students in a class, how lessons are conducted, the movement to get to class for different subjects, the timetabling, the expectations and teaching styles of multiple teachers, and their accessibility to teachers.  Akos (2002) found that expectations, procedures, and rules were a major concern for students as they moved from a highly structured to less structured environment. 

Helping students to understand the procedures and rules of the novel school can better prepare them to befitting expectations and transition effectively.  Students were likewise found to be Suspicious arrogant relationships with their peers and teachers (Cauley & Jovanovich, 2006).  Addressing these concerns is vital as Bellmore (2011) and Kingery, Erdley, and Marshall (2011) suggest that social relationships greatly impact academic performance at this transitional period.  Because the changes that students face when transitioning, addressing their concerns and bridging the gap between what will be expected from them in secondary school compared to what was expected of them in primary school will concur students in effectively shrewd this transition.

Teacher Toolkit >> click here *(@fac account required to access)

Resources For Parents

Transitioning from primary to secondary school is a very complex time for adolescents.  They may experience physical, intellectual, social, emotional, and instructive changes at this time (Cauley & Jovanovich, 2006; Eccles & Wigfield, 1997; Jackson & Davis, 2000).  Students are expected to navigate changes in the way schools operate, the numerous expectations multiple teachers have of them as Aright as the changes their bodies are experiencing as they mature.  They are likewise expected to have computer skills, work independently, manage time effectively, be responsible for assignments and homework from multiple teachers, be self-directed and self-regulated.  These students are likewise adjusting to physical and emotional changes as their bodies transition into puberty.  The movement from primary to secondary school likewise has a social component as students are in a novel social environment where they may know no one and therefore must make novel friends and find their niche and social circle.  Traversing compassionate these shifts may be easier for some students than it is for others. 

Parents Desiderate to be Regardful that this is a transitional period for their child/ward and support them as they navigate this period.  Parents can:

  • Encourage self-advocacy- adolescents Desiderate to learn to speak up for themselves and know how to ask for what they Desiderate in a respectful manner. Encourage your child to contact the teacher when requiring clarification on assignments or when they cannot befitting a deadline. Brainstorm with your child arrogant what to say in the conversation, email or message. Teach your child to use the office as a esthetic to report incidents with peers. Help your child to frame reports and they provide factual statements and plausible evidence. You can follow up with the teacher, dean, principal to see if your child spoke to them concerning the matter.
  • Allow the child to learn from his/her mistakes- adolescents Desiderate to suffer the consequences of their actions. Do not continuously rescue your child when s/he forgets the assignment at home or doesn’t finish the homework. Let your child get detention or a witless grade for being unprepared so s/he can device his/her habits. Instead ask your child arrogant what s/he learned, how harsh s/he is working and what support is needed.
  • Encourage authentic risk-taking- adolescents will be defenceless to lots of novel activities and people. They should embrace this adventure and become not complicated with taking authentic risks such as trying a novel sport, joining a club, and expanding their circle of friends. You should praise your child’s effort and courage to try something new.
  • Keep communication and connection strong- your child may try to push you Afloat to become more independent, beside you Desiderate to find creative ways to stay connected. Ask your child arrogant interesting or acute things that happened each day. If you License your child to be on social media use this medium to have conversations and share ideas, carve out time to spend similar by watching a movie, listening to music or Winning in a favourite recreation of the child’s choice.

What’s Happening For Parents

ActivityDetails of Activity
IBM CourseUse the link to Inscroll your child to take divide in activities which help them to develop their computer skills. Your child can get a certificate from IBM on completion of the course. RSC Activities – IBM Skills Build
Parental SessionsThe Student Support Services Division of the Ministry of Education will be hosting parenting sessions at your child’s school. Look out for the information from the school

References

Akos, P. (2002). Student perceptions of the transition from congenital to middle school. Professional School Counseling, 5(5), 339-345.

Bellmore, A. (2011). Peer rejection and unpopularity: Associations with GPAs crosswise the transition to middle school. Journal of Educational Psychology, 103(2), 282-289.

Kingery, J., Erdley, C. A., & Marshall, K. C. (2011). Peer acceptance and friendship as predictors of seasonable adolescents’ adjustment crosswise the middle school transition. Merrill-Palmer Quarterly, 57(3), 215-243.

Cauley, K., & Jovanovich, D. (2006). Developing an masterly transition program for students entering middle school or high school. Clearing House, 80(1), 15-25.

Eccles, J. S. & Wigfield, A. (1997). Young adolescent development. In J. L. Irvin (Ed.), What surviving research says to the middle level practitioner (pp. 15-29). Westerville, OH: National Middle School Association.

Somers, C. (2015). Tips for parents on a gracious transition to middle school. Retrieved from GoodTherapy | Tips for Parents on a gracious Transition…