School Development Planning Initiative An initiative for schools

School Development Planning Initiative “An initiative for schools by schools” Regional Seminar 2006 Transition from Primary to Post Primary

Transition –some issues § Recurring event § Needs good planning § A complex stage for students § Opportunities and challenges § Significant research –Irish context § Need for a superior ‘handshake’ between the sectors § Teaching and Learning – shifting methodologies

Wow! Big school tomorrow………

Moving Up -ESRI/NCCA 2004

Feelings on first day Excited Happy Pleased Nervous Lost Scared 0 20 40 60 80 100 Moving Up -ESRI/NCCA 2004

Gender Differences: Social Context Girls seem to be more anxious about transition than boys. . girls tend to report more feelings of depression than boys over the transition process…and girls’ self-esteem is more closely related to their perceptions of appearance. . . boys tend to develop a self-consciousness in relation to classroom performance which has implications for their self-esteem Moving Up -ESRI/NCCA 2004

Transition difficulties § Lack of curriculum continuity §Too many subjects § Changing classes § Top class in streamed schools § Fear of bullying § Little idea what to expect (contact & informal information § Formal structures (expectations and climate) Moving Up -ESRI/NCCA 2004

Transition Challenges § § § § Familiar surroundings to unfamiliar (usually bigger) surroundings Friends <> dilution <> break-up Adolescence Are there others? Intellectual demands Psychological & physical stress Timetable More adults <> more teachers Decisions and responsibilities

School Management Student Support Learning & Teaching in Subjects School Planning Curriculum Provision

Supporting the Learner • SPHE • HSCL • Mentoring/Induction • Pastoral Care: Year Head, etc • Academic Monitoring • Learning Support • Guidance • Subject Selection • DEIS • LCA JCSP TY LCVP • Policy – • Extra-Curricular • Student Council • Other

Workshop 1 Consider Range of Student Supports. What’s on offer in your School? ( See Worksheet T 1)

Helping with settling in (students) Moving Up -ESRI/NCCA 2004

Subject Inspection - Suggestions § Learning Support Dept. liaising with Primary Schools § Subject Departments – Formal Links with LS Dept. § Structured Classes, setting objectives at outset § Appropriate Resources § Engaging Learning Environment § Active Methodologies § Awareness of Learning Styles § Homework used effectively § Assessment and Feedback § Co-Curricular Activities § High Expectations § Mixed Ability v Streaming § Class Organization § Integrated Study Skills Programme

Subject Choice § Student preference for taster courses § Use of informal sources of information § Sometimes linked to ability grouping § Feeling that taking too many subjects linked to difficulties What about Guidance in First Year ?

Curriculum continuity (students) Moving Up -ESRI/NCCA 2004 Moving Up, pp. 204 -207

Change in test scores over first year (Moving Up -ESRI/NCCA 2004)

6 th Class 1 st Year §Active Methodologies? • ? §Common Assessment? • ? §Assessment for Learning • ? §Homework Policy • ? §Active Learning • ? Workshop 2:

At the end of 1 st year …. § Over time, student attitudes to schools and § § § teachers became less positive This trend was most evident in ‘low integration schools’ Streaming was associated with ‘low integration’ The main method of teaching was chalk and talk 1 to 1. 5 hours per day on homework and study Students commence 1 st year with diverse reading and maths skills – vast majority do not improve Moving Up -ESRI/NCCA 2004

Some Findings … § Important for Post-Primary teachers to understand the teaching and learning approaches in Primary school § Mixed-ability grouping in First Year leads to improved progress in literacy and numeracy and can give students more confidence as learners Moving Up -ESRI/NCCA 2004

What can schools learn from this study? § Pre-entry contact between post-primary schools, incoming students and parents/guardians reduces anxiety and facilitates transition process § Good information flow between Primary feeder schools and Post-Primary in relation to student achievement, learning strengths and material covered in Primary school is very important. (Strategies? ) Moving Up -ESRI/NCCA 2004

Common ‘settling’ in approaches § Visits to Primary School § Enrolment/Open day § Induction process § Class structure and organization § School tour/familiarization day § Mentor system (Buddy system) § Class tutor/form teacher § Home-School-Community-Liaison § Extra curricular events/clubs § Parent/teacher meetings § ‘Teach’ key policies (anti bullying)

Effective Pastoral Care - Overview § § § Multi Faceted Approach Year Head Class Tutor SPHE HSCL Learning Support Chaplain Student Council Newsletters Student Journal Codes Taught! § Effective Anti Bullying Policy § Mentoring System § Leadership Training § Parental Involvement § Extra & Co-Curricular Activities § High Expectations & Motivation § Active Teaching Methodologies § Emphasis on T&L § Ancillary Staff

Sample Action Plan for Transition Pre-Contact Task(s) Who/When Resources Monitoring Implementation WS 3 See Worksheet T 2 Induction Curriculum (Choice/Taster) Student Support

More Findings: Experiences of 2 nd Year Students (ESRI/NCCA, May 2006) §Deterioration in behaviour §Most enjoy school – especially girls §All students prefer an organized learning environment §Need for more Guidance §Need for ‘engagement’ strategies