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www. pdst. ie THE TRANSITION YEAR PROGRAMME An Overview Brendan Waldron PDST

www. pdst. ie Introduced in schools by 1993 Mainstreamed in schools in 2010/11 Approx. 39,000 students Over 80% of all post primary schools Certified by DES in 2000 Transition Year

www. pdst. ie Transition Year is a one year school based programme between Junior and Senior Cycle. It is designed to act as a bridge between the two by facilitating the smooth transition from the more dependent learning of the Junior Cycle to the more independent self-directed learning required for the Senior Cycle Transition Year

www. pdst. ie AIMS of Transition Year Education for MATURITY with emphasis on social awareness & increased social competence Education Through experience of ADULT & WORKING LIFE as a basis for personal development & maturity Promotion of general, technical and academic SKILLS with an emphasis on interdisciplinary and self-directed learning

www. pdst. ie “To promote the personal, social, vocational, and educational development of students and to prepare them for their role as autonomous and participative members of society” (DES, Transition Year Guidelines 1994/1995 ) Mission Statement of Transition Year

www. pdst. ie Enable students to take a greater responsibility for their own learning and decision making. Help students to develop a range of transferable critical thinking and creative problem solving skills Prepare students for the world of work. Transition Year Guidelines

www. pdst. ie Enable students to develop basic competencies in key areas according to their individual needs, including remediation where appropriate. This would include: Identification and elimination of weakness Development of self-confidence The development of transferable and specific skills in students. Transition Year Guidelines

www. pdst. ie Learning led not exam driven School based – unique to each school Student focused Teachers’ expertise is used Individual syllabii written DES /SLSS 10-step TY Template TY Programme

www. pdst. ie Varied teaching & learning Varied modes/techniques of assessment School-based /agency certification Department support/ certification Internally and externally evaluated Inspectorate monitoring TY Programme

www. pdst. ie Challenges facing our Young People Changing attitudes to Education Need for Skills based learning Age Profile of Irish students Time to mature and develop Space to reflect and plan Develop new competencies Recent research re. impact of TY NCCA Senior Cycle Consultative Process Why Opt for TY?

www. pdst. ie  Informed Subject Choice  Multiple Intelligences  Study Skills / Learning Styles  Independent self-directed learning  Assessment /Self assessment  CAO choices /Course requirements Challenges Facing Young People – Leaving Certificate

www. pdst. ie High drop out rate /dependency culture Age profile/maturity Leaving home skills Self management skills Time management skills Study skills –independent self-directed Group /Project work /Research skills I.C.T. skills Challenges Facing Young People – Third Level

www. pdst. ie Adult and Working life : Self esteem/awareness / assertiveness Relationships Teamwork Maturity /critical judgement Careers / Work experience /Work simulation Interviews –C.V., Portfolios Technical skills I.C.T. skills /E.C.D.L Health Education Certification – Dept.of Ed./ School /Agencies. Challenges Facing Young People – Adult and working Life

www. pdst. ie Research on Transition Year  NCCA Longitudinal Study  Report of Commission on Points System  Skills Initiative Unit  Report  NCCA – Senior Cycle Consultative Paper  ESRI Evaluation 2003  FAS –Soft Skills Report  NUI Maynooth Research  ‘War on Attrition’ –HEA Impact on LC performance Enhanced capacity of TY students to ‘navigate’ Work Exp.and Part-time work to be distinguished Transition Year /Units to become integral part of SC Personal / Ed./ Voc. benefits Contribution of TY to operacy Benefits of TY TY students avoid ‘dropout’

www. pdst. ie Personal development in secondary education: The Irish Transition Year Clerkin A 2012) Growth of the ‘Transition Year’programme nationally and in schools serving disadvantaged students, 1992–2011 (Clerkin A 2013) Exploring the Student Experience (ISSU 2014) Research on Transition Year

www. pdst. ie National Council of Curriculum and Assessment found that TY students achieved an additional 26 CAO points compared to those who went through straight to Leaving Certificate. (Smyth et al, 2004) Research on Transition Year

www. pdst. ie Communication Guidance & Counselling Maths Physical Education Personal and Social Development Aesthetic & Cultural Studies Philosophical & Religious Education Science & Technologies Civic, Social and Political Education Business Studies & Enterprise Education Environmental Education (Transition Year Guidelines Department of Education 1994/95) Areas of study in TY

www. pdst. ie Peeling the Layers of a TYP “The Onion”

www. pdst. ie Core Subject Layer English Irish Maths European Language Religion PE ICT SPHE

www. pdst. ie TY Subject Sampling Layer Science Subjects Home Economics History Geography Business Subjects Ab Initio Languages Art Music Technology Subjects Classical Studies Leaving Cert Subjects on offer in the School

www. pdst. ie Transition Specific Layer Minicompany Safe Food for Life Mental Health Matters Shaping Space Public access to law Balance – Who Cares? In Search of Europe Staying Alive First aid……... Get up and Go ICT Drama Archaeology Politics Horticulture Philosophy Car Maintenance Information studies

www. pdst. ie Work Experience Placements Visiting Speakers Outdoor Pursuits Excursions Field trips Trade Exhibitions Community Outreach Competitions School musical…….. Calendar Layer

www. pdst. ie Programme Planning Written Programme Tailored Timetable Programme Delivery Active Teaching and Learning Focus and Locus of Learning Programme Balance Multi layered Programme Varied Assessment / Widely Certified Programme Management Communication - internal and external Evaluation Hallmarks of a successful TY

www. pdst. ie Balance in the TYP Traditional Subjects and New modules Didactic Teaching and Learning and Active Teaching and Learning Class based learning and Out of school activities Traditional School Tests and Assessment /Portfolios Individual Study Habits and Group Work Skills