Transition- preparing students for higher education Michelle Morgan Zoe Williams Teaching and Learning Coordinator Transition Coordinator Kingston University Chichester High School and Sixth Form College

Aims and objectives Identify the student learning experience at A level Identify the student learning experience at University level Explore any shifts in pedagogic practice in past years Explore the idea of deficits in the student learning experience

Activity What are your concerns about the learning skills of students today whether you are a FE teacher or HE lecturer?

A level preparation for University Past 10 years significant shift in teaching methods and academic rigour Constant tampering with syllabus Shift from a 2 to 1 year programme Change in assessment Students expected to study wider range of subjects Change in teaching methodology Expected to obtain extra curricula evidence of their competency

Constant tampering Results driven Use of buzz words Adhoc process driven by exam board analysis of student weakness

Change in assessment Shift from a 2 to 1 year programme Comprehensive programme leading to final assessment replaced with 2 year 1 stand alone programmes One modular assessment (cw) and reduced exams Heavier scaffolding of learning Lack discussion and engagement in certain subjects Inclusive not exclusive provision

Students expected to study wider range of subjects 3 subjects over 2 years to 5 subjects (AS) in first year 3 to 4 taken on to year 2 resulting in a complete A level (A2) Change from deep and narrow to broad and shallow

Change in teaching methodology Less time to address core independent learning skills implicitly not explicitly taught at GCSE Heavier use of scaffolding primary upwards ‘Chunking ‘ information and time up

Implications Academic skill base is impoverished Low academic emotional intelligence Opportunities to revisit failed modules Extreme scaffolding Less well prepared students going into HE No preparation for higher level study No sense of ownership and responsibility for their own education

University introduction Changes in HE Massification of HE Increased diversity of student body Government drive for 50% participation Greater gap between A levels and First year of UG degree Admissions process based on a different currency Culture shift immense

The student of today The world as the school leaver knows it, is (and always has been) comprised of colour and cable television, remote control operation for electrical appliances, compact discs, answering machines and microwaves. Accessibility and communication is far ranging and immediate, through telephones (landlines and mobiles) and the internet. Long distance travel is commonplace, air travel is routine and space travel considered passé. Personal mobility abounds with all family members old enough to have a driving licence each having access to a car. It is a world in which plastic proliferates, and Michael Jackson has always been white with straight hair”.Tanya Kantanis 2002

Impact on HE Retention issues Different skill base of students entering HE today Debate of HE dumbing down Different skill base of students leaving HE

Activity How can students be assured of a seamless transition from FE to HE? What are the practical steps that need to happen?

Transition from FE to HE Government Revisit each key stage of a students educational learning life Revisit key stage structure and progression especially between FE and HE

HEIs Admissions process Preparation for study through advice and guidance Pre-induction and orientation courses (eg summer school for new UGs) Identify gaps in skill base of students Learning skills induction and provision Embedded within courses Extra curricula options Common semester 1 for all subjects to learn core study skills Provision of induction in each year of study Inclusion of employability skills at start of degree

Any questions?

Thank you for listening Michelle Morgan Zoe Williams