When we assess

At transitions

Well-planned and effective transition arrangements are fundamental to maintaining children’s and young people's progression within Curriculum for Excellence. These include:

• pre-school to primary
• between stages
• primary to secondary
• from additional support for learning units and establishments to mainstream provision
• from the broad general education at the end of S3 into the senior phase
• beyond school to positive and sustained destinations such as employment and further and higher education

Learners also experience transitions when moving school, class, or programme and where their learning is planned across a range of contexts within and outwith education establishments. Taking stock of learners’ progress and achievements is particularly important at transitions, when we know that some can fall through the net.

An effective transition should promote continuity and progression in learning. All practitioners, staff, parents and support agencies need to work together to ensure this and to involve learners in the process. Such partnership approaches are particularly important to ensure children’s wellbeing and progress in the Curriculum for Excellence early level, which spans the pre-school into primary school transition. The secondary to post-school transition is another example where partnership working needs to be well planned to allow appropriate engagement and, if necessary, further assessment of needs by partner agencies.

Quality assurance and moderation is particularly important at points of transition in order to share standards and expectations across sectors and providers. This will ensure confidence in assessment judgements and reliability of information so that children and young people can experience continuity and progression in their learning (see section on Ensuring quality and confidence in assessment).

Reflective questions

How well do your current transition arrangements ensure a smooth, seamless transfer with particular reference to:

• A common understanding of assessment approaches and standards?
• Planning continuity and progression in learning?
• Building on children’s and young people’s achievements?