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.
|Journal||Education 3-13: International Journal of Primary, Elementary and Early Years Education|
|Early online date||22 Sep 2019|
|Publication status||E-pub ahead of print - 22 Sep 2019|
- primary-secondary transition
- drama education
- Drama Conventions
Barlow, W. D. (2019). ‘We ur al aff tae th’ big schuil’: Pupils' and teachers’ views and experiences on using Drama Conventions to support primary-secondary transition. Education 3-13: International Journal of Primary, Elementary and Early Years Education . https://doi.org/10.1080/03004279.2019.1668819