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Transition from Primary to Post-Primary

Transition from Primary to Post-Primary . SDP Summer School 23 rd 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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Transition from Primary to Post-Primary

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  1. Transition from Primary to Post-Primary SDP Summer School 23rd 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 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

  3. 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)

  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 • 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.

  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 • 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

  6. 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

  7. 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

  8. 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

  9. 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.

  10. 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

  11. 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

  12. 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

  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 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

  14. 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

  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 • 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

  16. “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

  17. . “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

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