This case study explores pupils’ and teachers’ views on using Drama Conventions during primary-secondary transition. The intervention took place during the final month of the Scottish academic year (June), in 3 associated state primary 7 classes (the last year of primary school in Scotland) with 78 pupils and 3 teachers. Forty-nine pupils completed a retrospective questionnaire on the intervention at the end of secondary term one. This paper suggests that a Drama Convention approach to primary-secondary transition creates a learner-centred transition curriculum developing: solidarity, empathy, meta-awareness, multiple perspectives and understanding of transition bullying. Qualitative data methods included: pupil questionnaires and focus groups, teacher semi-structured interviews, teacher observations and a researcher diary. The conclusion outlines recommendations for future transition research, policy and practice.
|Number of pages||16|
|Journal||Education 3-13: International Journal of Primary, Elementary and Early Years Education|
|Early online date||22 Sept 2019|
|Publication status||Published - Dec 2020|
Bibliographical notePublisher Copyright:
© 2019 ASPE.
- primary-secondary transition
- drama education
- Drama Conventions
- Primary-secondary transition