Transcript Transition from Primary to Post

Transition from Primary to Post-Primary
SDP Summer School
23rd August 2006
Patsy Sweeney
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.
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To become one of thirty students ………
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all unknown to as many as fifteen teachers
take on several new subjects
find your way around a new school
to take on often conflicting advice about study,
homework and rules
ASTIR –Sept. 2002
First Year – adventure or ordeal ?
But that is nothing by comparison with :
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finding your niche in this new situation
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relating to peers
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reassuring your often anxious parents that
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“Yes….you are coping
you have made friends
you are keeping up with class
they have made the right choice and
you are happy here”
(Pauline O’ Callaghan)
E.S.R.I. Report for N.C.C.A.
Feb. 2004
Smyth, McCoy, Darmody
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The report (300 pages) is called
“Moving Up” ... The experiences of First
Year Students in Post Primary education
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In depth study of 900 1st Year pupils in 12
Post-Primary Schools
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Interviews with teachers and parents
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National survey of all Post-Primary
Principals.
“Moving up” (contd)
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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
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Difficulties during the transfer from primary
to post-primary school can contribute to
later educational failure
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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
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Students have positive and negative feeling
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Most feel excited but nervous
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Changes included …
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Having more teachers and subjects
Being the youngest students in the school
Having different interactions with
teachers
Being in a ‘big’ school
Having a longer day
Many continue to miss Primary school
Many miss their friends
Many miss social activities – school trips
Settling into Post Primary School
Who experiences difficulties ?
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In general most students settle quickly into
Post Primary school
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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
Students from Ethnic minorities /
Travellers take longer to settle
Settling into Post Primary School
Key contributory factors…….
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Before the student enters Post-Primary
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After the student starts Post-Primary
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First experience of a new curriculum
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Subject Choice in First Year
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Class/Ability grouping in First Year
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Learning Support in First Year
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Views of Parents
Settling into Post Primary School
What causes problems ?
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Getting lost.
Not understanding terminology
Lockers
Mixed school
Streaming
More homework
Misinformation
Fear
New rooms
Making friends
Teachers names
Subject options.
What can Schools do ?
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Pre-entry contact between P. and Post-P.
School teachers/pupils/parents is essential
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Open days/parent evenings/induction events
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Good information flow between P and P-P
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Awareness at P-P level of students prior
experiences
Making connections with students prior
learning
Provision of class tutors /student mentors
 Mixed ability groupings rather than
streaming
Clear and efficient anti-bullying policy
in place
As wide a variety of subjects available
as possible
Offering students a range of taster
subjects
Careful monitoring of progress
Early identification of special needs
Provision of accessible information for
parents
What can Parents do ?
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Encourage pre-entry contact between
Primary and Post Primary School
Participate in open day, parents evening
Encourage students to participate in extra
curricular activities
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Help students choose subjects
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Seek advice/information from school
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Inform the school of any concerns student
may have e.g. bullying
Follow up Study by NCCA / ESRI May 2006
‘Pathways through the Junior Cycle …the
experiences of Second Year Pupils’
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Follow up Study of the 900 pupils in 2nd Year
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What they think about School
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Subjects they like and dislike
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What helps them learn
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How they got on with/ relate to teachers
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What they think about themselves
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What they think about streaming
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What they think about study and exams
Experiences of Second Year Pupils’ (contd)
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Majority have positive experience
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Sharp contrast in experiences and expectations of
Girls and Boys – depending on academic ability and
social background
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Interest in homework falls from 80% at start of 1st
Year to 55% by end of 2nd Year
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Preferred subjects have Active T&L components e.g
Art, PE, Technology, Home Ec., Music
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Languages are the least liked subjects
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Restricted subject choice generates negative
feelings about school in general
Experiences of Second Year Pupils’ (contd)
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They learn best at practical activities, discussion
groups and when teacher uses variety of teaching
styles /methods etc
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Students are keenly aware of the negative impact of
streaming
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Time spent on homework was in direct proportion to
student’s perception of their own ability
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Reluctance to admit to ‘studying’ -peer pressure and
fear of failing
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Positive interaction with teachers crucial to positive
self-esteem –both social and academic
“The Challenge”
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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
 continuity in pupil’s education
 transfer of data between the sectors
 removal of the “fear factor”
 accurate sharing of information
 positive relationship building between
parents , students and school
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“Transfer Team”
Should include…
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Principal /Deputy Principal
Home School Liaison Officer
Year Head for First Years.
Resource Teacher representative.
Special Needs Team representative
Pastoral Care Team representative.
Career Guidance Teacher
School Chaplain
Rep. of the Student Council / Mentors