Transition from Primary to Post
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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.
To become one of thirty students ………
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 :
finding your niche in this new situation
relating to peers
reassuring your often anxious parents that
“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
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.
“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
Settling into Post Primary School
Students have positive and negative feeling
Most feel excited but nervous
Changes included …
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 ?
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
Students from Ethnic minorities /
Travellers take longer to settle
Settling into Post Primary School
Key contributory factors…….
Before the student enters Post-Primary
After the student starts Post-Primary
First experience of a new curriculum
Subject Choice in First Year
Class/Ability grouping in First Year
Learning Support in First Year
Views of Parents
Settling into Post Primary School
What causes problems ?
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 ?
Pre-entry contact between P. and Post-P.
School teachers/pupils/parents is essential
Open days/parent evenings/induction events
Good information flow between P and P-P
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 ?
Encourage pre-entry contact between
Primary and Post Primary School
Participate in open day, parents evening
Encourage students to participate in extra
curricular activities
Help students choose subjects
Seek advice/information from school
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’
Follow up Study of the 900 pupils in 2nd Year
What they think about School
Subjects they like and dislike
What helps them learn
How they got on with/ relate to teachers
What they think about themselves
What they think about streaming
What they think about study and exams
Experiences of Second Year Pupils’ (contd)
Majority have positive experience
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 1st
Year to 55% by end of 2nd Year
Preferred subjects have Active T&L components e.g
Art, PE, Technology, Home Ec., Music
Languages are the least liked subjects
Restricted subject choice generates negative
feelings about school in general
Experiences of Second Year Pupils’ (contd)
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
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
Positive interaction with teachers crucial to positive
self-esteem –both social and academic
“The Challenge”
.
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
.
“Transfer Team”
Should include…
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