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

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

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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