Date
20 September 2021

Plan to self-review

Suggestion for implementing the strategy ‘Access research and recommendations for self-review’

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An inter­connected process

An inter­connected process

Many interrelated aspects need to be considered as each student prepares for leaving school. These are an integral part of the purpose of the curriculum.

10212 [MOE-Transition-to-Adulthood-Diagram-Web.jpg]

Source: Ministry of Education | Te Tāhuhu o te Mātauranga

Source:
Ministry of Education | Te Tāhuhu o te Mātauranga

Use best practice guidelines

Use best practice guidelines

Best practice principles that underpin successful transitions are supported by recent New Zealand research and international best evidence.

  • The transition from school process starts when the student turns 14. It aims to maximise academic achievement as well as functional life skills.
  • The student and their family/whānau drive the process.
  • Partnerships are developed between the school and community supports
  • The transition plan is embedded in mainstream education and community settings.
  • The process identifies and overcomes barriers to the student’s learning and support.
  • The student and family/whānau are offered information and support that opens the door to a wide range of inclusive community-based options.
  • There is a clear distinction between the needs of the family/whānau and the needs of the student during transition.
  • Functional life skills should be developed and practised at home and in other natural settings.
  • Outcomes of the transition planning process should be regularly evaluated.

Source: Adapted from the National Transition Guidelines (opens in a new tab/window)

ERO recommend­ations

ERO recommend­ations

Consider these recommendations as part of your robust self-review processes.

  • Determine the extent to which curriculum, careers, and pastoral care processes assist students to develop career management competencies and successful pathways from school.
  • Develop curriculum and systems to ensure a focus on identifying and responding to the aspirations, strengths, and needs of all students and their families or whānau.
  • Work increasingly with families, whānau, and iwi to develop student pathways to education, training, and employment.
  • Engage local businesses and community health, social, and education agencies to respond to students’ futures in education, training, and employment.
  • Identify and implement the innovation required to support the pathways and success of learners, including the development of courses for Māori and Pacific learners.

Source: Secondary schools: Pathways for future education, training and employment (ERO, 2013) (opens in a new tab/window)

Ensure a student-driven process

Ensure a student-driven process

Review with students, whānau, and staff how your school supports students to plan and prepare for the future.

Ask the following questions:

  • Does the student and their whānau actively drive the process?
  • Is the student actively engaged in determining their current interests and future aspirations and how to pursue them?
  • Does the student and their whānau have access to information and opportunities to explore post-school options?
  • Does the student have repeated exposure to unfamiliar concepts and support to develop skills within the curriculum?
  • Is the student supported to identify pathways to meet practical, learning, and emotional needs?
  • Is the effectiveness of the transition support regularly evaluated with the student to identify and overcome barriers to the student’s transition preparations?

Useful resources

Useful resources

Website

National Transition Guidelines

Publisher: Ministry of Education | Te Tāhuhu o te Mātauranga

Visit website

Next steps

More suggestions for implementing the strategy “Access research and recommend­ations”:

Return to the guide “Preparing students to leave school”

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