Primary to Secondary School Transition

Four phases of transition to secondary school

A student’s transition from primary to secondary school is most effective if it is planned and implemented across a 4-year period, from Year 5 to Year 8. This period includes 4 phases that make up the transition to secondary school.

Preparation Phase (Years 5 and 6)

The aim of the Preparation Phase is to prepare students for the transition to secondary school and help students understand what to expect in their new learning environment to reduce any anxiety that they may experience. Research shows that Year 5 transition programs are most beneficial when they build general transition-related skills and capabilities in students, for example, providing opportunities for students to develop their organisational and friendship skills. Year 6 transition programs can be more specifically focused on preparing for secondary school, for example, students researching and planning their travel route to their confirmed secondary school.

Sample strategies for the Preparation Phase:

• Placing students at the centre – co-develop a menu of transition program activities with members of your student representative council or Year 5 and 6 student leaders.
• Maintaining student engagement and wellbeing – primary schools provide students with direct and vicarious experiences of secondary school.

Refer to Preparation Phase (DOCX) for practical things to do during this phase. This is a short, action-based resource that contains sample strategies for each contributor. Schools can choose and adapt strategies to best fit their local school context.

The audience for Preparation Phase guidance is Year 5 and 6 teachers, primary school leaders and education support staff.

Transfer Phase (end of Year 6)

In the Transfer Phase, primary and secondary schools work together to meet the needs of their shared cohorts. Primary schools can continue to support Year 6 students to feel confident and prepared to transition to secondary school, while secondary schools can begin to welcome, orient and connect with incoming Year 7 students and their families through initial communications, welcome information sessions, Orientation Day and additional transition days.

In the Transfer Phase, primary schools will share comprehensive student transition data with the confirmed secondary school to inform transition program planning and support for the cohorts and individual students. This must include relevant personal and health information about the student, information about achievement, foreseeable risk and wellbeing information. For policy and guidance on the transfer of information between primary and secondary schools, refer to ‘Transfer of information’ at Enrolment – Student transfers between schools.

Sample strategies for the Transfer Phase:

• Maintaining student engagement and wellbeing – secondary schools design Orientation Day and further transition day programs to:
  • focus on developing incoming students’ personal and social skills
  • enable students to make connections with new peers and the Year 7 teaching team.
• Providing tiered support – primary schools share, and secondary schools analyse, transition data to inform Tier 2 (targeted) and Tier 3 (individual) transition support.

Refer to Transfer Phase (DOCX) for practical things to do during this phase. This is a short, action-based resource that contains sample strategies for primary and secondary schools. Schools can choose and adapt strategies to best fit their local school context.

The audience for Transfer Phase guidance is Year 6 and 7 teachers, primary and secondary school leaders (particularly for Year 6 and 7) and education support staff.

Induction Phase (Year 7)

The aim of the Induction Phase is to support new Year 7 students to develop a strong sense of connection and belonging at their new school and to ease into the new practices, rhythms and relationships of their new learning community.

Sample strategies for the Induction Phase:

• Maintaining student engagement and wellbeing – provide opportunities for students and teachers to build positive and supportive relationships and create a sense of student belonging.
• Ensuring learning continuity – use data to inform learning at the outset, including from: Orientation Day activities, information students provided about themselves, and transition data from primary school.

Refer to Induction Phase (DOCX) for practical things to do during this phase. This is a short, action-based resource that contains sample strategies for each contributor. Schools can choose and adapt strategies to best fit their local school context.

The audience for Induction Phase guidance is Year 7 teachers, secondary school leaders (particularly for Year 7) and education support staff.

Consolidation Phase (Year 8)

The aim of the Consolidation Phase is to continue developing students’ sense of connectedness and belonging and building on the skills, knowledge and experiences they have gained in previous phases, with a strong emphasis on supporting their wellbeing and confidence in their learning environment.

Sample strategies for the Consolidation Phase:

• Maintaining student engagement and wellbeing:
  • run regular activities that build on and reinforce Year 7 personal and social skill development, with particular focus on developing healthy relationships
  • identify students who appear isolated and struggle to make and maintain friendships; provide early intervention support.
• Placing students at the centre – establish a feedback group representing a diverse cross-section of the cohort to evaluate and improve the Year 7 and Year 8 transition programs and the end of year Step-Up to Year 8 program; incorporate feedback into future programs.

Refer to Consolidation Phase (DOCX) for practical things to do during this phase. This is a short, action-based resource that contains sample strategies for each contributor. Schools can choose and adapt strategies to best fit their local school context.

The audience for Consolidation Phase guidance is Year 8 teachers, secondary school leaders (particularly for Year 8) and education support staff.