The Programme RESEARCH INSPECTORATE …pdst.ie/sites/default/files/Parent Brochure.pdf · multiple...
Transcript of The Programme RESEARCH INSPECTORATE …pdst.ie/sites/default/files/Parent Brochure.pdf · multiple...
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: [email protected]
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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nit
ies
for
a lif
etim
eiinn
ccrreeaa
sseedd
ssooccii
aall aa
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eenneess
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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