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 %2SOCRATES GRUNDTVIG2 Parent  Teacher Partnership for Children s Transition to School Northern Ireland Report March 2007eZed  Aims: >To share information and expertise among participating organisations on the inclusion of parents in programmes facilitating children s transition to school To devise a training programme to help parents and teachers in transition-facilitating contexts To produce educational materials for parents and teachers To train at least 10 trainers to operate the training programme To train at least 40 parents and teachers (at the pre-school and primary school levels) in every participating country to design transition-to-school programmes for children To develop self-evaluation tools to help parents and teachers evaluate the effects of the transition-to-school programmes 4" PP   SOCRATES GRUNDTVIG2 Parent  Teacher Partnership for Children s Transition to School Northern Ireland Report March 2007eZed  Introduction  bBackground to the Consultation 3 schools and 1 playgroup Methodology Focus Groups Use of Resourcesb Table of Responses Pre School Children E General observations Age Amendments to questions Quality of answers $F0E Pre School Children Summary of responses References to practical activities Main differences: - Homework - Big boys and girls - reading books - different classroom -  Big School is bigger Support available "Z Primary 1 Children TGeneral observations Age difference Timing of consultation Amendments to questions U@T  Primary 1 Children Summary of responses Change in curriculum New surroundings Main differences: - desks -  more work - Outside play - snack time  I love homework  you get to colour in Support networks  friends, parents, support staff, teachers "Z  Parents General observations Importance of smooth transition Personal experience Experience v first time Significance of age Experience and views of the transition process Major role for parents No remit for change    Parents Suggestions for improvements: - support network - Information booklet - Curriculum based information - Reporting structure - Summer scheme s   Teachers General observations: Description of current process Supporting good relationships Willingness to build on partnerships with parents Awareness of issues Constraints to addressing issues    Teachers   Issues highlighted: - Restrictions on outdoor play - Resources - Large numbers - Toilets and dinner hall - Play time - Priority within schoolz   Support Staff  Highlighted issues Important role in supporting and comforting Parents role Priority within school policies Awareness of budget constraints   Conclusions  For children: - Age - Curriculum - Physical environment For Parents: - Information - Involvement For Teachers / Support Staff - Support - Resources - Meaningful Partnership  Z  0` 33` Sf3f` 33g` f` www3PP` ZXdbmo` \ғ3y`Ӣ` 3f3ff` 3f3FKf` hk]wwwfܹ` ff>>\`Y{ff` R>&- {p_/̴>?" dd@,|?" dd@   " @ ` n?" dd@   @@``PR    @ ` ` p>>   D (  D D 6| " `}  T Click to edit Master title style! !$ D 0 " `  RClick to edit Master text styles Second level Third level Fourth level Fifth level!     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KP  ATo draw up the initial version of the training programme scenarioBB  B  @` \ <lT?/K  rWorking Group meetings    @` \ <T?K/ /Every participating organisation in its country00  0  @` \ <T?TK 8October 2006  February 2007    @`7  \ <? K gDetailed timetable is drawn up, evaluation tools are devised Training programme guidelines are definedhh  h  @`  \ <?P K DRepresentatives of Working Groups in all participating organisationsEE  E  @``  \ <? P K To draw up cooperation rules and a timetable To find out how the Project Approach and transition programmes are used in participating countries    @`  \ <,?/  K 0Seminar for 20 representatives of Working Groups11  1  @`  \ <.? /K jWarsaw, Poland    @` \ <8?T K {September 2006 (3 working days)      @`B \ <2?  rWorking Groups are set up Presentations are prepared and translated for a seminar for participating organisationsss  s  @`3 \ <L?P   cAll participating organisations. 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 %VParent  Teacher Partnership for Children s Transition to SchoolAA(@     Introduction  ]Background to the Consultation Methodology Results and Key Findings Conclusions Next Steps ([^]  Background to consultation dLocal Transitions work International Transitions Group Pilot work Links with Department of Educationd  Methodology  Three schools ( with nursery school attached) and one voluntary playgroup selected Three sets of questions developed  Voice of the Child approach Small groups of 2-3 children Resources - The Box of Feelings, puppets and drawing  Table of Responses Pre School Children E General observations Age Amendments to questions Quality of answers $F0E Pre School Children Summary of responses References to practical activities Main differences: - Homework - Big boys and girls - reading books - different classroom -  Big School is bigger Support available "Z Primary 1 Children TGeneral observations Age difference Timing of consultation Amendments to questions U@T  Primary 1 Children Summary of responses Change in curriculum New surroundings Main differences: - desks -  more work - Outside play - snack time  I love homework  you get to colour in Support networks  friends, parents, supx(     4%,R$ݖM(۸>ɍz#a3 0AA@83ʚ;ʚ;g4BdBd80ppp@ <4ddddA10L 80___PPT10 pp?  %Parent  Teacher Partnership for Children s Transition to School  B  Introduction  YBackground to the Consultation Methodology Results Key Findings Conclusions Next Steps (WZY  Background to consultation dLocal Transitions work International Transitions Group Pilot work Links with Department of Educationd  Methodology  Three schools ( with nursery school attached) and one voluntary playgroup selected Three sets of questions developed  Voice of the Child approach Small groups of 2-3 children Resources - The Box of Feelings, puppets and drawing  Table of Responses Pre School Children E General observations Age Amendments to questions Quality of answers $F0E Pre School Children Summary of responses References to practical activities Main differences: - Homework - Big boys and girls - reading books - different classroom -  Big School is bigger Support available "Z Primary 1 Children TGeneral observations Age difference Timing of consultation Amendments to questions U@T  Primary 1 Children Summary of responses Change in curriculum New surroundings Main differences: - desks -  more work - Outside play - snack time  I love homework  you get to colour in Support networks  friends, parents, support staff, teachers "Z  Parents General observations Importance of smooth transition  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|} Personal experience Experience v first time Significance of age Experience and views of the transition process Major role for parents No remit for change    Parents Suggestions for improvements: - support network - Information booklet - Curriculum based information - Reporting structure - Summer scheme s   Teachers General observations: Description of current process Supporting good relationships Willingness to build on partnerships with parents Awareness of issues Constraints to addressing issues    Teachers   Issues highlighted: - RestrPowerPoint Document(4DocumentSummaryInformation8TRoot EntrydO)p[OPictures3Current User&SummaryInformation(~U _PCPCJoanne՜.+,0$    On-screen ShowNippa4 Arial Trebuchet MSNIPPA Presentation TemplateAParent Teacher Partnership for Childrens Transition toictions on outdoor play - Resources - Large numbers - Toilets and dinner hall - Play time - Priority within schoolz   Support Staff  Highlighted issues Important role in supporting and comforting Parents role Priority within school policies Awareness of budget constraints   Conclusions  For children: - Age - Curriculum - Physical environment For Parents: - Information - Involvement For Teachers / Support Staff - Support - Resources - Meaningful Partnership  Z 0  $(  r  S @8>HM > r  S x9>H2G  > H  0޽h ? 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School IntroductionBackground to consultation MethodologyTable of ResponsesPre School ChildrenPre School ChildrenPrimary 1 ChildrenPrimary 1 ChildrenParentsParents Teachers Teachers Support Staff Conclusions Conclusions Next Steps  Fonts UsedDesign Template Slide Titlesport staff, teachers "Z  Parents General observations Importance of smooth transition Personal experience Experience v first time Significance of age Experience and views of the transition process Major role for parents No remit for change    Parents Suggestions for improvements: - support network - Information booklet - Curriculum based information - Reporting structure - Summer scheme s   Teachers General observations: Description of current process Supporting good relationships Willingness to build on partnerships with parents Awareness of issues Constraints to addressing issues    Teachers   Issues highlighted: - Restrictions on outdoor play - Resources - Large numbers - Toilets and dinner hall - Play time - Priority within schoolz   Support Staff  Highlighted issues Important role in supporting and comforting Parents role Priority within school policies Awareness of budget constraints   Conclusions  hFor children: - Age - Curriculum - Physical environment For Parents: - Information - Involvement iZh(h  Conclusions  PFor Teachers / Support Staff - Support - Resources - Meaningful Partnership P  Next Steps  6 session training programme completed with practitioners Focus on Partnership with Parents Findings: Support Additional Training Clarity of roles Commitment to process from all stakeholders *\ Z 0  *(  r  S zH` z x  c $x9>H% u  > H  0޽h ? 33___PPT10u..dAh+D=' = @B +} 0 0 $(   r  S  s D `}  s  r  S  s D9% s  H  0޽h ? 33___PPT10i.dO+D=' = @B +$ 0 <$(  <r < S  8| D `}  |  r < S 8| D ` |  H < 0޽h ? 3380___PPT10.dP!>J$ 0 $(  r  S  D `}   r  S TD `  H  0޽h ? 3380___PPT10.bC$ 0 |$(  |r | S L D `}   r | S 1D `  H | 0޽h ? 3380___PPT10.ߪr( @\   1