Teaching frameworks to support transition
Applying the Framework for Improving Student Outcomes (FISO) Improvement Model to Year 6 to 7 transition
Across the Improvement Model, there are strong links to transitions across 3 of the 4 state-wide priorities, Excellence in teaching and learning, Positive climate for learning and Community engagement in learning.
Using the FISO priorities and dimensions many secondary schools and school improvement teams are able to include transitions as one of their focused improvement initiatives to lift student outcomes in their school:
- a focus on student voice and building student confidence, refer to
- developing partnerships with parents/carers and other schools, refer to
- looking at targeted teaching strategies and the use of assessment, see
Applying the improvement cycle to Year 6 to 7 transitions
The improvement cycle can be used at a number of levels, whether at whole school, class or individual levels. This includes being used for initiatives targeted at a specific year level, such as transitioning Year 7 students.
Four key components of the improvement cycle can be applied specifically to transitions:
- for evaluation of students' performance successes and challenges regarding transition into Year 7, including their achievement and wellbeing, engagement and productivity, refer to
- for improvement strategies and initiatives that have the greatest impact on transitioning students’ learning, refer to
- for improvement strategies and initiatives to improve transitions, refer to
- to implement selected improvement strategies and initiatives for transitioning students and the impact these have on student learning, refer to
Applying the Continua of Practice for School Improvement to Year 6 to 7 transitions
In developing initiatives to improve outcomes for transitioning students the Continua of Practice for School Improvement (the Continua of Practice) can support schools to identify current performance and what practice would be demonstrated if improvement was made.
Being able to see progress along a continuum can be very helpful in supporting change in teacher and school practice by articulating both the subtle and more significant differences required to make real change.
The Continua of Practice can support schools to:
- self-assess their current transition practice on an improvement-focused continuum
- develop an understanding of what improved transition practice could look like
- focus teacher observations by providing a common instrument to locate evidence
- develop a shared language for describing transitions practice
- engage in conversations about improving transitions practice
Schools that choose transitions as part of an improvement initiative may wish to use one or more of these continuum resources, along with the Improvement Cycle, to assist, develop and guide their transition initiative.
Using the curriculum as a framework for Year 6 to 7 transition planning
A well-planned and coordinated approach to Year 6 to 7 transition using the Victorian Curriculum F-10 is recommended and can assist teachers to:
- maintain continuity of learning and development for all students
- maintain and build on academic performance of all students
- support and develop the social and emotional wellbeing of all students
- maximise constructive professional relationships between settings and schools
Using curriculum planning as a framework to support transition can be further enhanced when integrated with:
- planning and preparation
- cluster collaboration strategies
- with a clear focus on the continuum of learning in the Breadth stage (Years 3 to 8), visit
The following questions from the Victorian Curriculum and Assessment Authority (VCAA) curriculum area self-assessment tool can assist in the development of a successful transition strategy underpinned by collaborative curriculum planning.
Does the teaching and learning program for each learning area and capability:
- provide an overview of the overarching concepts/ideas to be developed?
- outline the contexts/topics that will be used for the development of the knowledge and skills?
- outline the sequencing of the key knowledge and skills to support the progression of learning?
- include the achievement expectations?
- include the approximate time allocations for contexts/topics?
Addressing the gender differences in Years 6 to 7 literacy and numeracy outcomes
Differences between boys and girls in literacy and numeracy can impact not only on their learning throughout school but on wider social and economic opportunities in their adult lives. Broader societal factors may partially explain the advantages girls have in literacy and boys in numeracy, but there is wide scope to redress the imbalance through classroom teaching and learning practices and school culture.
Importantly, most research concludes that strategies have to be based on high-quality teaching that attends to the individual learning and social needs of students through an orderly, supportive and stimulating learning environment. The focus needs to be primarily on individual need not the assumed needs of groups.
A review of the research regarding gender gaps in Years 6 to 7 literacy and numeracy was undertaken in 2016. Practices in English and mathematics classes in Victorian secondary schools were also investigated. The data analysis and report are available on the tab.
Reviewed 27 May 2020