Primary to Post-Primary Transition Issues 24 th June 2008

Transition… ‘The transition is a change on a scale that makes transfer from first to second level a significant life event’ (O’Brien, M., 2004). It involves a triple transition  From a familiar school environment to a new one  From familiar friendships and peer groups to new peer groupings  The developmental move from childhood to adolescence

Moving Up -ESRI/NCCA 2004

ESRI/NCCA Study of 900 pupils in First Year …  Most settle in by end of first week  25% settle by end of first month  1 in 6 take longer than that  Difficulties Girls take longer than boys to settle Girls take longer than boys to settle Students who are less self-confident and have a more negative view of themselves Students who are less self-confident and have a more negative view of themselves Ethnic minorities including Travellers Ethnic minorities including Travellers

Post-primary schools  Pre-entry contact Open day – 5 th and 6 th class pupils/parents Open day – 5 th and 6 th class pupils/parents Visit primary feeder schools Visit primary feeder schools Meeting between 6 th class teacher and PP personnel – students’ achievement, learning strengths and material covered at primary level Meeting between 6 th class teacher and PP personnel – students’ achievement, learning strengths and material covered at primary level Tests – before or after entry to identify students who need learning support, to assign students to classes Tests – before or after entry to identify students who need learning support, to assign students to classes Home school links – accessible information Home school links – accessible information Home School Community Liaison Co-ordinator Home School Community Liaison Co-ordinator School Completion Programme – Transfer programmes School Completion Programme – Transfer programmes

Induction Positive school climate – encourage good relationships among students and between students and teachers Positive school climate – encourage good relationships among students and between students and teachers Induction day at the start of the school year Induction day at the start of the school year Role of class tutor/year head Role of class tutor/year head Student mentor scheme Student mentor scheme Clear and effective code of behaviour and anti bullying policy Clear and effective code of behaviour and anti bullying policy Extra curricular activities Extra curricular activities

Helping with settling in (students) Moving Up -ESRI/NCCA 2004

Post-primary schools  Differ in how they structure the learning process for first-year students Mixed ability groupings - students develop during the year, promote positive attitudes - more confident as learners Mixed ability groupings - students develop during the year, promote positive attitudes - more confident as learners Streaming in a minority of schools – less common than in the 1990s Streaming in a minority of schools – less common than in the 1990s LabellingLabelling Teachers moving too quickly or too slowly when covering subject materialTeachers moving too quickly or too slowly when covering subject material

Opportunity to try out different subjects before selecting ones for the Junior Cert (no negative effect on students’ progress in reading and maths or on how well they settle in) Opportunity to try out different subjects before selecting ones for the Junior Cert (no negative effect on students’ progress in reading and maths or on how well they settle in) Delay subject selection until end of first year Delay subject selection until end of first year Taster programmes Taster programmes In 1/5 of schools students choose their subjects before or immediately on entry In 1/5 of schools students choose their subjects before or immediately on entry Minority of schools - no choice of subjects Minority of schools - no choice of subjects Monitoring of student progress Monitoring of student progress More progress in reading and mathematics where there is an emphasis on settling in More progress in reading and mathematics where there is an emphasis on settling in 10% got learning support 10% got learning support Students with SEN - IEPs Students with SEN - IEPs

Curriculum  It is important that subject teachers understand the teaching and learning approaches that characterise students’ experiences in primary schools  When post-primary teachers are familiar with the Primary School Curriculum they can help students to make connections with and build on the learning that has taken place in primary school

Learning through Language Principles of Primary Curriculum Principles of Primary Curriculum Integration

Language Gaeilge English Mathematics Social, Environmental and Scientific Education (SESE) History Geography Science Arts Education Visual Arts Music Drama Physical Education Social, Personal and Health Education (SPHE) Religious Education

Post-Primary Fact Sheets

Transition – some issues  Recurring event  A complex stage for students  Opportunities and challenges  Needs good planning

Transition issues Workshop

Workshop  What practices in your schools promote positive experiences for all first year students?  Are there practices that could be improved? Whole school Whole school Subject departments Subject departments Individual teachers Individual teachers