1. Transition from Primary to Post-Primary SDP Summer School 23 rd August 2006 Patsy Sweeney

2. ASTIR –Sept. 2002 First Year – adventure or ordeal ? How daunting it must be …… To start in Secondary School after the security and confidence one has enjoyed in primary school. To start in Secondary School after the security and confidence one has enjoyed in primary school. To become one of thirty students ……… To become one of thirty students ……… all unknown to as many as fifteen teachers all unknown to as many as fifteen teachers take on several new subjects take on several new subjects find your way around a new school find your way around a new school to take on often conflicting advice about study, to take on often conflicting advice about study, homework and rules homework and rules

3. ASTIR –Sept. 2002 First Year – adventure or ordeal ? But that is nothing by comparison with : finding your niche in this new situation finding your niche in this new situation relating to peers relating to peers reassuring your often anxious parents that reassuring your often anxious parents that “Yes….you are coping “Yes….you are coping you have made friends you have made friends you are keeping up with class you are keeping up with class they have made the right choice and they have made the right choice and you are happy here” you are happy here” (Pauline O’ Callaghan)

4. 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 The report (300 pages) is called “Moving Up”... The experiences of First Year Students in Post Primary education In depth study of 900 1 st Year pupils in 12 Post-Primary Schools In depth study of 900 1 st Year pupils in 12 Post-Primary Schools Interviews with teachers and parents Interviews with teachers and parents National survey of all Post-Primary Principals. National survey of all Post-Primary Principals.

5. “Moving up” (contd) The transition from primary to post-primary education has been recognised as a crucial stage in young people’s schooling career 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 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 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 It is a widely experienced phenomenon that, for some children, the first couple of years in secondary school result in falling levels of achievement

6. Students have positive and negative feeling Students have positive and negative feeling Most feel excited but nervous Most feel excited but nervous Changes included … Changes included … Having more teachers and subjects Having more teachers and subjects Being the youngest students in the school Being the youngest students in the school Having different interactions with teachers Having different interactions with teachers Being in a ‘big’ school Being in a ‘big’ school Having a longer day Having a longer day Many continue to miss Primary school Many continue to miss Primary school Many miss their friends Many miss their friends Many miss social activities – school trips Many miss social activities – school trips Settling into Post Primary School

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

8. Key contributory factors……. Before the student enters Post-Primary Before the student enters Post-Primary After the student starts Post-Primary After the student starts Post-Primary First experience of a new curriculum First experience of a new curriculum Subject Choice in First Year Subject Choice in First Year Class/Ability grouping in First Year Class/Ability grouping in First Year Learning Support in First Year Learning Support in First Year Views of Parents Views of Parents Settling into Post Primary School

9. What causes problems ? Getting lost. Getting lost. Not understanding terminology Not understanding terminology Lockers Lockers Mixed school Mixed school Streaming Streaming More homework More homework Misinformation Misinformation Fear Fear New rooms New rooms Making friends Making friends Teachers names Teachers names Subject options. Subject options. Settling into Post Primary School

10. What can Schools do ? Pre-entry contact between P. and Post-P. School teachers/pupils/parents is essential Pre-entry contact between P. and Post-P. School teachers/pupils/parents is essential Open days/parent evenings/induction events Open days/parent evenings/induction events Good information flow between P and P-P Good information flow between P and P-P Awareness at P-P level of students prior experiences Awareness at P-P level of students prior experiences Making connections with students prior learning Making connections with students prior learning Provision of class tutors /student mentors Provision of class tutors /student mentors

11. Mixed ability groupings rather than streaming Mixed ability groupings rather than streaming Clear and efficient anti-bullying policy in place Clear and efficient anti-bullying policy in place As wide a variety of subjects available as possible As wide a variety of subjects available as possible Offering students a range of taster subjects Offering students a range of taster subjects Careful monitoring of progress Careful monitoring of progress Early identification of special needs Early identification of special needs Provision of accessible information for parents Provision of accessible information for parents

12. What can Parents do ? Encourage pre-entry contact between Primary and Post Primary School Encourage pre-entry contact between Primary and Post Primary School Participate in open day, parents evening Participate in open day, parents evening Encourage students to participate in extra curricular activities Encourage students to participate in extra curricular activities Help students choose subjects Help students choose subjects Seek advice/information from school Seek advice/information from school Inform the school of any concerns student may have e.g. bullying Inform the school of any concerns student may have e.g. bullying

13. Follow up Study by NCCA / ESRI May 2006 ‘Pathways through the Junior Cycle …the experiences of Second Year Pupils’ Follow up Study of the 900 pupils in 2 nd Year Follow up Study of the 900 pupils in 2 nd Year What they think about School What they think about School Subjects they like and dislike Subjects they like and dislike What helps them learn What helps them learn How they got on with/ relate to teachers How they got on with/ relate to teachers What they think about themselves What they think about themselves What they think about streaming What they think about streaming What they think about study and exams What they think about study and exams

14. Experiences of Second Year Pupils’ (contd) Majority have positive experience Majority have positive experience Sharp contrast in experiences and expectations of Girls and Boys – depending on academic ability and social background Sharp contrast in experiences and expectations of Girls and Boys – depending on academic ability and social background Interest in homework falls from 80% at start of 1 st Year to 55% by end of 2 nd Year Interest in homework falls from 80% at start of 1 st Year to 55% by end of 2 nd Year Preferred subjects have Active T&L components e.g Art, PE, Technology, Home Ec., Music Preferred subjects have Active T&L components e.g Art, PE, Technology, Home Ec., Music Languages are the least liked subjects Languages are the least liked subjects Restricted subject choice generates negative feelings about school in general Restricted subject choice generates negative feelings about school in general

15. Experiences of Second Year Pupils’ (contd) They learn best at practical activities, discussion groups and when teacher uses variety of teaching styles /methods etc They learn best at practical activities, discussion groups and when teacher uses variety of teaching styles /methods etc Students are keenly aware of the negative impact of streaming Students are keenly aware of the negative impact of streaming Time spent on homework was in direct proportion to student’s perception of their own ability Time spent on homework was in direct proportion to student’s perception of their own ability Reluctance to admit to ‘studying’ -peer pressure and fear of failing Reluctance to admit to ‘studying’ -peer pressure and fear of failing Positive interaction with teachers crucial to positive self-esteem –both social and academic Positive interaction with teachers crucial to positive self-esteem –both social and academic

16. . Establishing a formal Induction/Transfer Programme between the P-P School and it’s “feeder” P Schools which will ensure: Establishing a formal Induction/Transfer Programme between the P-P School and it’s “feeder” P Schools which will ensure: a smooth transfer for the pupil a smooth transfer for the pupil continuity in pupil’s education continuity in pupil’s education transfer of data between the sectors transfer of data between the sectors removal of the “fear factor” removal of the “fear factor” accurate sharing of information accurate sharing of information positive relationship building between parents, students and school positive relationship building between parents, students and school “The Challenge”

17. . Should include … Should include … Principal /Deputy Principal Principal /Deputy Principal Home School Liaison Officer Home School Liaison Officer Year Head for First Years. Year Head for First Years. Resource Teacher representative. Resource Teacher representative. Special Needs Team representative Special Needs Team representative Pastoral Care Team representative. Pastoral Care Team representative. Career Guidance Teacher Career Guidance Teacher School Chaplain School Chaplain Rep. of the Student Council / Mentors Rep. of the Student Council / Mentors “Transfer Team”