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

2. 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

3. 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

4. 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.

5. 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

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

7. 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

8. 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

9. 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

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

11. 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.

12. 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

13. 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

14. 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)

15. 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

16. 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

17. 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

18. 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

19. 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

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

21. 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.

22. 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)

23. 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.

24. 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

25. 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

26. 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

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

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

29. 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

30. 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