Transcript Transition Year 2015/16

Education through
experience of ADULT
& WORKING LIFE
as a basis for personal
development & maturity
Clonkeen College
TRANSITION YEAR HISTORY
Introduced in 1973.
First Clonkeen TY in 1986.
Nationally TY grew haphazardly in following years.
Mainstreamed by Dept of Education in 1994.
2006 – in over 85% of all post-primary schools.
Over 70% of all schools taking TY have made it compulsory.
TRANSITION YEAR AIMS
Education through
experience of ADULT
& WORKING LIFE
as a basis for personal
development & maturity
Promotion of general,
technical and academic
SKILLS with an
emphasis on
interdisciplinary and
self-directed learning
Education for
MATURITY
with emphasis on
social awareness
& increased social
competence
ESRI ASSESSMENT 2005
 Taking Transition Year has an impact on students’ academic outcomes, even
taking account of initial differences between participants and non-participants.
 On average, students who take part in Transition Year achieve higher Leaving
Certificate exam grades and are more likely to go on to higher education than
non-participants.
 However, not all students do better academically as a result of taking Transition
Year.
 This is the case for two groups of students:
 Male students who work part-time and continue to work up to their Leaving
Certificate year.
 Students in more disadvantaged schools where the programme is compulsory.
SOME IMPORTANT POINTS
 Critical stage in teenage development
 Space to grow and mature
 Recognises that there are many ways to be “smart”
 More informed choice of Leaving Cert subjects
 Skills foundation for Leaving Certificate
 Life Skills
 Third-level drop-out
TY IS SCHOOL BASED
 Focus of a school’s particular cohort of students
 Expertise of teachers utilised
 Individual syllabi devised
 Varied teaching and learning
 Varied Assessment
 School-based certification
 Outside certification
 Inspectorate monitored
 Clonkeen TY assessed twice by inspectorate – as a stand-alone area and as
part of a whole school assessment (See DES website for reports)
Balance in the Curriculum
TRADITIONAL SUBJECTS
NEW MODULES
ACADEMIC SKILLS
SELF-DIRECTED LEARNING
BASIC STUDY HABITS
THE CAPACITY TO WORK IN GROUPS
LAYERS OF TY STRUCTURE
TY Specific
Layer
Calendar
Layer
Core
Layer
CORE LAYER
English
Gaeilge
French
Maths
OPTIONAL SUBJECTS 2014-15
Creative
Writing
Cookery
Music
Horticulture
YSI
CALENDAR LAYER
Three Term
Structure
ParentTeacher
Meeting
Work
Experience
3 Term
Reports
Visiting
Speakers
Tourism
Trips
Outdoor
Pursuits
Life Skills
TY SPECIFIC LAYER
Politics
Cartoon/Film
Making
Tourism Trips
Computers ECDL
Social Concern
Theatre/Film
Outings
Drama
Public Speaking
Legal Studies
LIFE SKILLS
 Sailing
 Canoeing
 Rock Climbing
 Self-Defence
 Ice Skating
 Gaisce Awards
PRACTICALITIES
 Applications to principal for opt-out from TY by Fri 17th
April 2015.
 Division of third year classes.
 Finance – a contribution of £500 to pay all the year’s costs:
transportation, admission costs, outside personnel, renewal
of book stocks etc.
 First £250 – Fri 22nd May 2015
 Second £250 – Fri 11th September 2015
 Very few textbooks needed.
 Copy-books, a large envelope folder…
OBLIGATIONS
Students
Parents
 Full participation in all aspects
 Be interested as in all other
 Full attendance and
 Beware part-time work.
of year.
punctuality.
 Contract of Learning.
 Normal school rules apply.
 Uniform.
years.
 Offer any expertise you have.
 Encourage your son and only
provide notes for genuine
absences.
 Be open to differences.