Student Transition
Year 6 on to Year 7
Transition from Primary to Somerville Intermediate
Early in Term 3, our senior leadership team will visit the Year 6 students at all our local contributing schools. We share information about the school and endeavour to strike a balance between making the students excited about the transition and reassuring those who feel nervous.
In Term 4, the Year 6 students attending Somerville in Year 7 come for a transition visit. These visits are at allocated times dependent on which primary school they attend. During these visits, we welcome the students, pass on information and answer questions about the beginning of the year and allow the students an opportunity to have a tour of the school.
Also in Term 4, our two whānau Deputy Principals meet with key staff at each of the contributing schools who share information regarding the students’ learning to help ensure a smooth transition and allow us to make the best classroom placements for the following year.
In addition to these measures, some students with high learning, behavioural or health needs may also have individual or small group visits to support their transition process. Some students may also have a specialised transition from the Ministry of Education or the Resource Teachers for Learning and Behaviour (RTLB) service.
Year 8 on to Year 9
Transition from Somerville Intermediate to College.
Early in Term 3, key team members from three local colleges (Howick, Botany Downs and Macleans) visit the Year 8 students here at Somerville. These three colleges are where the majority of our students will attend high school. They share information about life at their school and often bring ex-Somerville students who share their experiences of moving on to high school.
In Term 4, our whānau Deputy Principals plus other relevant staff members meet with the key team members from the local high schools. We spend time talking about the students and passing on any relevant learning and behavioural information. The more we can share with them, the better, as it assists the school in deciding on the best class placements and gives them some prior understanding of the students’ strengths and needs. We also make contact with other high schools when and where it is required. Our classroom teachers play a vital role in this process.
In addition to these measures, some students with high learning, behavioural or health needs may also have individual or small group visits to support their transition process. Some students may also have a specialised transition from MoE or the RTLB service.