Navigating the Transition From Primary to Secondary Kieran Corcoran Brid Hughes Guidance Counsellors

The Transition is a Challenge For parents as well as students Used to be underestimated but can be daunting Important that they get off to a good start Worry often lessens once they get started

Awareness of possible pitfalls in the transition is key Being observant of what is happening for the student Most will navigate the transition well, but a minority will find it more challenging Early identification of problems and early interventions can make all the difference

School Environment, Processes and Structure More subjects: Understanding the Timetable Organisation required around books and materials Being the youngest in the school Being in a ‘Big School’ Dealing with a different and bigger peer group.

School Environment Getting lost. Not understanding terminology Lockers Lots of rules to remember Misunderstanding information May continue to miss primary school May miss their old friends

Challenges: Social Integration Self-esteem can take a hit Disruption of friendship patterns Peer groups become more important Place in the group/ bullying

Challenges: Changes to Curriculum Different curriculum to Primary School New Junior Certificate Different teaching methods More subjects More homework More difficult to get a higher mark

Challenges: Teachers Having different interactions/relationship with teachers 8 -9 different teachers each day. Primary teacher : 30 children per day Secondary teacher: in excess of 200 a day Takes time to develop relationships Less individual attention

Key Tips for Successful Transition Good Organisation: books/lockers/ timetable Good attendance and engagement in classes Positivity and openness to new relationships Engaging with Pastoral structure and seeking help where required Recording and doing homework Participating in extra-curricular activities Building up self-esteem

Key Developments in Education PISA OECD Study 2009 Programme Intl Student Assessment ESRI Longitudinal Study Moving Up 2004-2007 National Strategy on Literacy and Numeracy July 2011/2015 New Junior Certificate

E.S.R.I. Report for N.C.C.A. Feb. 2004 Smyth, McCoy, Darmody The report (300 pages) is called “Moving Up” ... The experiences of First Year Students in Post Primary education In depth study of 900 1st Year pupils in 12 Post-Primary Schools Interviews with teachers and parents National survey of all Post-Primary Principals.

Moving up” (contd) The transition from primary to post-primary education has been recognised as a crucial stage in young people’s schooling career Young people’s experiences of the transition process can influence their subsequent academic and social development Difficulties during the transfer from primary to post- primary school can contribute to later educational failure It is a widely experienced phenomenon that, for some children, the first couple of years in secondary school result in falling levels of achievement

Settling into Post Primary School Who experiences difficulties ? In general most students settle quickly into Post Primary school Most have settled by end of first week Quarter of students will take a month to settle One in six will take longer than a month Girls take longer than boys Lack of confidence delays settling

The Warning Signs Negativity toward school Poor attendance: partial or full absences Going home sick frequently Problems with punctuality Demonstrating attention seeking behaviour in class Leaving class regularly for toilet, lockers etc (journal)

The Warning Signs Have a stated strong dislike of school Poor social skills Low self-esteem Low motivation Poor concentration and memory Reports of Bullying No involvement in extra-curriculars

What Can Schools Do? Pre-entry contact between P. and Post-P. School teachers/pupils/parents Education Passport (NCCA) Open days/parent evenings Work Closely with Parents Awareness at P-P level of students prior experiences Provision of class tutors /student mentors

What Can Schools Do? Mixed ability groupings rather than streaming Clear and efficient anti-bullying policy in place Careful monitoring of progress Early identification of special needs Provision of accessible information for parents Emphasis on well being

St. Wolstan’s Pastoral Care Prefects Tutors Guidance Counsellors Chaplain Special needs teachers Year Head (Ms Hughes) Management: Principal Designated Liaison Person for Child Protection

What This School Does Prior Contact with Primary School Balanced base classes Accommodating subject choice Identification of needs early on Prefect mentors Class meeting with GCs and Chaplain SPHE classes on Transition/ Friends Regular tutor time Assemblies with Year Head Monitoring

What this School Does Friendship/ Anti bullying week GCs and Chaplain available Pizza Party Study and Organisational Skills Homework Club Fun Walk Extra curricular

Challenges for Parents Worry about child’s social adjustment and academic adjustment. Feeling of Detachment /Less involvement in life of the school Change in child’s attitude (often positive) that comes with greater independence and responsibility. (you are told less) Hard to get out of the mode of ‘doing’ and let them do more.

What can Parents Do? Encourage student to read for enjoyment (PISA) Encourage communication vis a vis school Keep an eye on journal: homework: teachers comments: toilet and locker breaks: Sign journal each week. Encourage students to participate in extra curricular activities Watch out for any signs of unhappiness or negativity toward school Seek advice/information from school: talk to appropriate person Encourage student to read for enjoyment (PISA)

What Can Parents Do? Be aware of the schools policy and procedure on attendance and absence Facilitate good attendance Maintain a healthy scepticism ‘I did all my home work at school’ ‘We didn’t get any homework’ Get to know your daughters new friends and their parents Monitor internet social networking Keep your child’s self esteem high and remind them of all the good things about themselves.

Homework and Study Homework policy minimum 1.5 hrs per night 7.5 hours during the week Based on seven subjects per night And 12 minutes per subject Homework is not just written homework

PISA Results 2009 Irish students don’t read for enjoyment 42% never read for enjoyment (37% average in OECD) 16% read for enjoyment more than an hour a day

Developing Resilience We cannot protect children from every set back. Some difficulties and obstacles in life are inevitable Role for both parents and school Tips: Caring relationships High expectations Opportunities for participation

Developing Resilience For children to experience setbacks is not necessarily bad The best learning can come from failure Emotional maturity grows with life experience:

In Conclusion Maybe it’s time to let go of their hand - and instead look over their shoulder’

Our Objectives A smooth transfer for the student Continuity in student’s education Students experience support Feel they belong Are happy in school Feel more confident Achieve better at school Are well rounded happy individuals Ground work laid for rest of school life Positive relationship between parents, students and school

Further Reading Transition to Secondary School: Brian Wall Institute of GCs Moving Up’ : The Experiences of First Year Students in Post Primary Education Published by Liffey Press in conjunction with the ESRI and the NCCA Smyth/McCoy/Darmody Pathways Through the Junior Cycle: The Experiences of Second Year Students By Emer Smyth, Allison Dunne, Selina McCoy and Merike Darmody OECD Pisa Report 2009 ‘ A Study of Transition from Primary to Post Primary School for Pupils with Special Educational Needs’ National Council for Special Education (NCSE) 2013