TEACHING & LEARNING

A key feature of Transition Year is the use of a wide range

of teaching & learning methodologies and situations.

Practice is informed by research on mixed ability,

multiple intelligences and integrated learning. Activities

such as project work and group work enable students to

have a valid and worthwhile learning experience with

emphasis on developing study skills and self-directed

learning.

ASSESSMENT

Assessment is an integral part of the teaching and

learning process. Students are assessed on all aspects of

the programme using a variety of assessment

techniques such as project work, portfolios, aurals,

written tests, practicals, exhibitions, oral presentations,

worksheets and logbooks/diaries. Students are

encouraged to become involved through self-

assessment.

EVALUATION

Schools are encouraged to regularly review and evaluate

their programme in consultation with all partners.

Regular monitoring and external evaluation is carried

out by the DES inspectorate.

CERTIFICATION

The Department of Education & Science awards a

certificate of participation to all who complete a

Transition Year Programme. Schools also certify their

students based on their monitoring of students’

participation, enthusiasm, commitment and progress

throughout the year. In addition, schools offer externally

certified courses during Transition Year e.g.The European

Computer Driving Licence, First Aid, Gaisce (the

Presidents Award).

INSPECTORATE EVALUATION

The consensus among principals, teachers and pupils is that the Transition Year Programme is a very

worthwhile initiative, allowing the school to engage in genuine in-school curriculum development,

affording teachers the opportunity to break free of overly compartmentalised subject teaching, and giving

pupils the space and time to grow in maturity and to develop self-confidence

Transition Year programme 1994-1995, An Evaluation by the Inspectorate of the Department of Education p22

BENEFITSTTrraannssiittiioonn YYeeaarr ccaann hheellpp ssttuuddeennttss.... ..• discover more about their personal strengths.

• develop maturity and self-confidence.

• improve their self-esteem.

• build interpersonal and team skills.

• make wiser subject choices for Leaving Certificate and Further Education.

• extend the learning experience beyond the classroom.

• catch up with remediation and compensation.

• develop study skills for Leaving Certificate.

• develop entrepreneurial skills.

• explore the working world.

• extend their repertoire of learning styles.

• achieve improved Leaving Certificate results.

EDUCATION PARTNERS• Parental understanding and support for student learning is a key factor in a

successful Transition Year. Regular communication between parents &

schools is an integral part of the process.Parents can maximise the student’s

experience through their involvement with

and commitment to the programme.

• Community involvement is fostered

through such areas as social outreach,

business links, visiting speakers and

resource development

• Employers generously support

schools by providing work

experience placements.

RESEARCHFINDINGS (2)

The NCCA conductedan Independent longitudinal study on the performance of L.C.students and found that those who had taken theT.Y.P.“were more likely to beeducationally adventurous than those in the ‘94-‘96 group. That is, they were more likely to retain subjects at Higher level, to move upfrom Ordinary to Higherlevel and from Foundation to Ordinarylevel. They were also more likely to take upsubjects which they had not taken before”

From Junior to LeavingCertificate, A Longitudinal Study of 1994 Junior Certificate candidates who took the LeavingCertificate Examination in 1997.Final report National Council forCurriculum & Assessment, 1999

RESEARCHFINDINGS (1)

The ESRI study “TheTransition YearProgramme-AnAssessment” 2004 hasestablished thatstudents who had takenthe T.Y.P had a higherGrade Point Average inthe Leaving Certificateas well as increasedentry level to highereducation. Studentswere also found to takea broader range ofcourses at third levelthan non TY students.

The Transition Year ProgrammeAn Assessment, Emer Smyth, Delma Byrne and Carmel Hannan, The Economic and Social Research Institute 2004

There isg r o w i n gevidence thatstudents whohave taken theTransition YearProgramme are moreself-reliant learners when theyenter third-level education thantheir peers.Commission on the Points System, Final Report &Recommendations, 1999, p46

The ProgrammeEach school devises its own timetabled programme tocater for the needs of its students. This is done inaccordance with the Department of Education &Science guidelines and school and communityresources. The programme is designed and delivered

by the Co-ordinator, core team andteaching staff in consultation with

management. Essentially aTransition Year programme

offers students a broadand balanced

curriculum coveringsuch areas as:

CORE SUBJECTSe.g. Irish, English,Maths

S U B J E C TSAMPLING

e.g. Physics, Drama,E n v i r o n m e n t a l

Studies, ICT,Economics, Spanish

MODULES DESIGNEDSPECIFICALLY FOR TY

e.g. Family Awareness, Tourism Awareness,Mental Health Matters

CALENDAR EVENTS e.g. Work experience,community care, social outreach, visiting speakers,field trips

Transition Year is a one year programme. Itprovides a bridge to enable students makethe transition from Junior to Senior cycle. Itencourages personal and social developmentand recognises the need for students to growin independence. Transition Year fostersacademic achievement as students preparefor a Leaving CertificateProgramme, further study andadult and working life. Itencourages thedevelopment of a widerange of transferablecritical thinking andcreative problem-solving skills.

Calendar -‘once off’ layer

TY specific module& subject layer

SubjectSampling layer

Coresubject

layer

Parents

Students

“Develops responsibility and initiative”

“Helps the students to step into adult life with supports”

“Great year for them to participate and communicate with their peers and also adults”

“Opportunity to work in the community”

‘Time to mature”

“It helped me choose the right career”

“Would have been too young going to college”

“Made me what I am today”

“Helped me choose my Leaving Certificate subjects”

“Building of self-esteem”

Transition Year SupportBlackrock Education Centre,

Kill Avenue, Dun Laoghaire, Co. DublinTel: (01) 236 5023 Fax; (01) 236 5070

Email: ty@blackrockec.ie

National Co-ordinator: Michael O’LearyAdministrator: Mary Sorohan

This initiative is funded by the Teacher Education Section of the Department of Education and Science under the National Development Plan

THE TRANSITION YEAR PROGRAMMETHE TRANSITION YEAR PROGRAMME

Transition Year - a different year of learning

TransitionYear

op

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a lif

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ccrreeaa

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ssooccii

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From

the dependency of childhood towards the independence of adulthood

develop new skills varied teaching strategiespromote enterprise and initiative self-directed learningLinking the School with the local community

Orientation towards adult and working lifeLearning-Led, rather than examination driven

‘catch up’ - with remediation and compensationInternal evaluation Schoolbased certification

Promoting intrinsic motivationLEARNING HOW TO RELATE WELL TO OTHER PEOPLE

a distinct one-year programme education for maturityimproved social

competenciesTeamwork skills

workexperienceplacements

s a m p l e

subjects

developingstudy skills

I N C RE A S E DMOTIVATION

independent learnersLeading to more informed choices

Personal developmentinter-disciplinary learningenhancing self-esteem

different learning stylesmultiple intelligencesactivity-based learningTrips academically

challenging

PROJECT WORK learning from experiencesshort modules

varied forms of assessmentEXTENDING LEARNING BEYOND THE CLASSROOM