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School Development Planning Initiative “An initiative for schools by 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

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School Development Planning Initiative “An initiative for schools by schools”

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

  2. 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

  3. Wow! Big school tomorrow………

  4. Moving Up -ESRI/NCCA 2004

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

  6. 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

  7. 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

  8. Transition Challenges • Familiar surroundings to unfamiliar (usually bigger) surroundings • Friends <> dilution <> break-up • Adolescence • Intellectual demands • Psychological & physical stress • Timetable • More adults <> more teachers • Decisions and responsibilities • Time management and organizational skills – timetable Are there others?

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

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

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

  12. 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

  13. 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 ?

  14. Curriculum continuity (students) Moving Up -ESRI/NCCA 2004

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

  16. 6th Class 1st Year • ? • ? • ? • ? • ? • Active Methodologies? • Common Assessment? • Assessment for Learning • Homework Policy • Active Learning Workshop 2:

  17. At the end of 1st 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 1st year with diverse reading and maths skills – vast majority do not improve Moving Up -ESRI/NCCA 2004

  18. 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

  19. What can schools learn from this study? • Pre-entrycontact 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

  20. 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)

  21. Effective Pastoral Care - Overview • 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 • Multi Faceted Approach • Year Head • Class Tutor • SPHE • HSCL • Learning Support • Chaplain • Student Council • Newsletters • Student Journal • Codes Taught!

  22. Sample Action Plan for Transition WS 3 See Worksheet T2

  23. More Findings: Experiences of 2nd 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

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