Transition Project Learning Network Workshop 3

Transition Project Learning Network Workshop 3 IYF TRANSITION PROJECT IYF Transition Project

Social Economic Civic Environmental LOGIC MODEL: ProgrammePlanning Template OUTPUTS OUTCOMES-IMPACT INPUTS Short Medium Long-term Activities Participation S What the medium term results are What the short term results are I What the ultimate impact(s) is What we invest What we do Who we reach T U Staff Sessions Outreach Young People Staff Sessional Workers Volunteers Learning Action Conditions Volunteers A Time Awareness Behavior Networking Training T Money Knowledge Practice Materials Attitudes Decisions I Equipment Skills Policies Recruitment Technology Opinions Social action O groups or agencies we work with Aspirations N Motivations

LOGIC MODEL: IYF Transition Project OUTPUTS OUTCOMES-IMPACT INPUTS Short Medium Long-term Activities Participation S What the medium term results are What the short term results are I What the ultimate impact(s) is What we invest What we do Who we reach Staff in Each site x8 T Learning Network LOGIC MODELING x 3 Staff, Money Time U Learning Action Conditions Staff delivering programmes A Evidence Streams, Working models, Resource Bank, Skills Share, Have a funded and resourced transfer programme for YP leaving Primary school To have improved the effective transfer of children form primary to post primary education in Ireland T Site by Site Support x 6 I YP on programmes X 70 Knowledge Learning Space O Back Up Support web site N Deliver pilot models x 4

Social Economic Civic Environmental SITUATION OUTPUTS OUTCOMES-IMPACT System: INPUTS Short Medium Long-term Activities Participation S What the medium term results are What the short term results are I What the ultimate impact(s) is What we invest What we do Who we reach System Outputs: T U Staff Learning Network Staff in Each site Learning Action Conditions Volunteers A Young People: Time Awareness Behavior Site by Site Support T Money Knowledge Practice Materials Attitudes Decisions I Staff in Each site Sessional Equipment Skills Policies Informing Policy and Practice: Back Up Support web site Technology Opinions Social action O groups or agencies we work with Aspirations N Motivations Logic Modeling Policy Actual and Emerging: Emerging Practice Framework:

Systems The post-primary education sector comprises secondary, vocational, community and comprehensive schools (750). Secondary schools are privately owned and managed. Vocational schools are state-established and administered by Education and Training Boards (ETBs), while community and comprehensive schools are managed by Boards of Management of differing compositions. Post-primary education consists of a three-year Junior Cycle (lower secondary), followed by a two or three year Senior Cycle (upper secondary), depending on whether the optional Transition Year (TY) is taken.Students usually begin the Junior Cycle at age 12. The Junior Certificate examination is taken after three years. The main objective of the Junior Cycle is for students to complete a broad and balanced curriculum, and to develop the knowledge and skills that will enable them to proceed to Senior Cycle education. The Senior Cycle caters for students in the 15 to 18 year age group. It includes an optional Transition Year, which follows immediately after the Junior Cycle. TY provides an opportunity for students to experience a wide range of educational inputs, including work experience, over the course of a year that is free from formal examinations. During the final two years of Senior Cycle students take one of three programmes, each leading to a State Examination: the traditional Leaving Certificate, the Leaving Certificate Vocational Programme (LCVP) or the Leaving Certificate Applied (LCA The free Pre-School Year scheme Under the scheme, all children aged between 3 years 2 months and 4 years 7 months in September of the relevant year are entitled to a free pre-school year of appropriate programme-based activities in the year prior to starting primary school. (2010DCYA) The primary education sector includes state-funded primary schools, special schools and private primary schools. The state-funded schools include religious schools, non-denominational schools, multi-denominational schools and Gaelscoileanna (Irish-medium schools). Although children are not obliged to attend school until the age of six, almost all children begin school in the September following their fourth birthday. Nearly 40% of four-year-olds and almost all five-year-olds are enrolled in infant classes in primary schools (sometimes called national schools). Primary education consists of an eight year cycle: junior infants, senior infants, and first to sixth classes. Pupils normally transfer to post-primary education at the age of twelve. The general aims of primary education are: To enable the child to live a full life as a child and to realise his or her potential as a unique individual To enable the child to develop as a social being through living and co-operating with others and so contribute to the good of society To prepare the child for a continuum of learning Pre School Primary Post Primary IYF Transition Project

Systems • Pre School • Pre School • Early Start • Free Pre school Year, Various funded AP initiatives Primary Primary Curriculum 1999 • Primary • SCP/HSCL • NEWB • DEIS • Post Primary • Transition Year 1994 • LCA 1995 • Post Primary • NEWB • SCP/HSCL • DEIS • YouthReach/CTC IYF Transition Project

Systems Outputs The free Pre-School Year scheme Under the scheme, all children aged between 3 years 2 months and 4 years 7 months in September of the relevant year are entitled to a free pre-school year of appropriate programme-based activities in the year prior to starting primary school. (2010DCYA) Pre School Primary Secondary IYF Transition Project

Systems Outputs Pre School Primary Secondary IYF Transition Project

Systems Outputs The free Pre-School Year scheme Under the scheme, all children aged between 3 years 2 months and 4 years 7 months in September of the relevant year are entitled to a free pre-school year of appropriate programme-based activities in the year prior to starting primary school. (2010DCYA) Pre School Primary Secondary IYF Transition Project

Systems Outputs 1.75% of Total 2.10%of Transfer Pre School Primary Secondary IYF Transition Project

Systems Outputs 743 School 2004 IYF Transition Project

Systems Outputs IYF Transition Project

Systems Outputs: Drivers of change Pre School Primary Secondary IYF Transition Project

Systems Outputs Drivers of change Pre School Primary Secondary IYF Transition Project

Systems Outputs Pre School Primary Secondary IYF Transition Project

Informing Policy And Practice • • There is a mismatch between the more teacher‐centred methods used in second‐level schools and the more active methods which young people find engaging (Smyth et al., 2007, 2011). • • The pace of instruction in many second‐level classrooms does not match student needs (Smyth et al., 2004), with less use of differentiation (that is, tailoring teaching approaches to meet the range of abilities in the class) than desirable in some settings (DES, 2007, 2008). • • The exam‐focused nature of the system has had the effect of narrowing the range of learning experiences to which young people are exposed and has focused both students and teachers on ‘covering the course’ or ‘teaching to the test’ rather than achieving deeper understanding (Smyth et al., 2007, 2011). • International studies have found that streaming results in very different educational and social experiences for students attending the same school. Students allocated to lower streams experience very different learning processes, with lower academic demands and less emphasis on the kinds of discussion based approaches which facilitate achievement (Applebee et al., 2003; Oakes, 1990, 2005). As a result of being labelled in this way, many students develop very negative views of their own abilities (Hansell and Karweit, 1983), resulting in some instances in the development of an anti‐school culture (Lacey, 1970; Hargreaves, 1967). • Student attendance is higher where young people experience positive relations with their teachers and those teachers have high expectations, and where staff are more involved in school decision‐making (Smyth, 1999). • Negative interaction with teachers and peers is also associated with early school leaving (Byrne and Smyth, 2010). • A significant number of young people make the transition to second‐level education with literacy levels that make it difficult for them to engage fully with the curriculum (Smyth et al., 2004). • • There is persistent inequality in educational outcomes: young people from working‐class backgrounds have lower scores on literacy and numeracy tests, achieve lower exam grades at both Junior and Leaving Certificate levels, and are more likely to drop out of school before reaching the Leaving Certificate (Cosgrove et al., 2010; Smyth, 1999; Smyth et al., 2007; Byrne and Smyth, 2010). . IYF Transition Project

Young People IYF Transition Project

Young People Summary Almost all 13-year-olds had made the transition to second-level education and were broadly positive about their school. However, important gender and social background differences had emerged in relation to school engagement. Boys had more negative attitudes to school, and were more likely to misbehave at school and to experience negative interactions with their teachers than girls. Those 13-year-olds from professional/managerial, high-income and highly educated households had more positive interaction with teachers, lower levels of misbehaviour and more positive attitudes to school. These gender and social background differences are of policy concern, given the importance of school engagement for longer-term achievement and retention. IYF Transition Project

Systems • Pre School • Pre School • Early Start • Free Pre school Year, Various funded AP initiatives • Free Pre school Year, Various funded AP initiatives Child and Family Agency Primary Primary Curriculum 1999 • Primary • SCP/HSCL • NEWB • DEIS Family Support Agency Child protection and welfare services of the HSE NEWB NEWBHSCL SCP Transition Programme • Post Primary • LCA 1995 • TY 1994 • Post Primary • NEWB • SCP/HSCL • DEIS • YouthReach/CTC Youth Affairs Juvenile Justice Junior Certificate 2014 IYF Transition Project

KYS Stepping Stones SOLAS STEP UP Aisling TRANSFER CIYTWISE OTRT Systems Re enforces Behaviour Connects with School System Continuity Supports Engagement Maintains quality Peer Groups Adds value & Cost effective Transition Programme Information Supports Learning skills Connects with Family Facilitates Dialogue IYF Transition Project

LOGIC MODEL: IYF Transition Project OUTPUTS OUTCOMES-IMPACT INPUTS Short Medium Long-term Activities Participation S What the medium term results are What the short term results are I What the ultimate impact(s) is What we invest What we do Who we reach Staff in Each site x8 T Learning Network LOGIC MODELING x 3 Staff, Money Time Response U Learning Action Conditions Staff delivering programmes A Evidence Streams, Working models, Resource Bank, Skills Share, Have a funded and resourced transfer programme for YP leaving Primary school To have improved the effective transfer of children form primary to post primary education in Ireland T Site by Site Support x 6 I YP on programmes X 70 Knowledge Learning Space O Back Up Support web site N Results Deliver pilot models x 4 Evidence

Social Economic Civic Environmental SITUATION OUTPUTS OUTCOMES-IMPACT System: INPUTS Short Medium Long-term Activities Participation S What the medium term results are What the short term results are I What the ultimate impact(s) is What we invest What we do Who we reach System Outputs: T U Staff Learning Network Staff in Each site Learning Action Conditions Volunteers A Young People: Time Awareness Behavior Site by Site Support T Money Knowledge Practice Materials Attitudes Decisions I Staff in Each site Sessional Equipment Skills Policies Informing Policy and Practice: Back Up Support web site Technology Opinions Social action O groups or agencies we work with Aspirations N Motivations Logic Modeling Policy Actual and Emerging: Emerging Practice Framework:

Policy Actual and Emerging Outcomes for children NEWB “One Plan One Child” AL Alternative Learning Centre IYF Transition Project

Informing Policy And Practice There is significant evidence of the need to change junior cycle provision. For example, a significant number of first-year students do not make progress in English and Mathematics. A number of second-year students disengage from their learning and in many instances, do not reconnect. The experience of many third-year students is dominated by preparation for the Junior Certificate examination where the emphasis is on rote learning and on rehearsing questions for the examination. Minister of Education and skills 2012 IYF Transition Project

Working with others · Developing good relationships and dealing with conflict · Co-operating · Respecting difference · Contributing to making the world a better place · Learning with others · Working with others through digital technology Being creative · Imagining · Exploring options and alternatives · Implementing ideas and taking action · Learning creatively · Stimulating creativity using digital technology Policy Actual and Emerging In addition to literacy and numeracy skills, there are six other key skills required for successful learning by students across the curriculum and for learning beyond school. These key skills are: • Managing myself • Staying well • Communicating • Being creative • Working with others • Managing information and thinking. Managing myself · Knowing myself · Making considered decisions · Setting and achieving personal goals · Being able to reflect on my own learning · Using digital technology to manage myself and my learning Staying well · Being healthy, physical and active · Being social · Being safe · Being spiritual · Being confident · Being positive about learning · Being responsible, safe and ethical in using digital technology Communicating · Listening and expressing myself · Performing and presenting · Discussing and debating · Using language · Using number · Using digital technology to communicate Managing information and thinking · Being curious · Gathering, recording, organising and evaluating information and data · Thinking creatively and critically · Reflecting on and evaluating my learning · Using digital technology to access, manage and share content IYF Transition Project

Values of CYP • Our values in relation to children & young people: • We believe all children and young people should: • be treated with dignity and respect • enjoy rights as individuals including to be heard and to be active participants in society • have loving families and supportive communities • have an education that meets their needs and supportsthem in achieving their full potential • be both protected from harm and enabled to exercise own autonomy and independence. • be both protected from harm and enabled to exercise own autonomy and independence.

Five national outcomes for Children and Young People

Comprehensive Reform of Children’s Policies and Services

Child and Family Agency will encompass: • Child welfare and protection services currently operated by the HSE including family support and alternative care services. • Child and family related services for which the HSE currently has responsibility including pre-school inspections and domestic, sexual and gender-based violence services. • Services relating to the psychological welfare of children/families • The Family Support Agency • The National Educational Welfare Board • SCP, HSCL as well as NEWB

Model Name: Outcomes • : Outcomes (Results) • Gains in knowledge and skills • Changes in attitudes • Changes in behaviour • Organisational development IYF Transition Project

Transition Project Learning Network Workshop 3