Michael O'Learyhas some advice for schools hoping to introduce transition year

The transition-year programme continues to go from strength to strength. Last year more than 530 schools provided it to about 27,000 students. This year the numbers are expected to be even bigger, and a number of schools are planning to introduce transition year in September 2008.

So how does a school go about introducing a transition-year programme? Planning is critical for the development of a broad and balanced curriculum that adheres to the guidelines set down by the Department of Education and Science. Each school designs its own programme, taking into account the needs of its students and its resources. The transition-year rationale promotes the personal, social, vocational and educational development of students and prepares them for their role as autonomous, participative and responsible members of society.

Schools can need several years to plan a curriculum incorporating the four layers of the programme. The core subjects, which students usually take for the full year, include maths, Irish, English, religious education and physical education. Then there are subjects that students can sample, to help them choose their Leaving Cert subjects: science, languages, home economics, photography, art, business studies and so on. The third layer consists of activities specific to transition year - the Get up and Go mini-company programme, the Be Real game, Mental Health Matters, TY Road Safety Programme and Fáilte Ireland's Tourism Awareness, to name but a few. The final element is the calendar layer: work experience, community placements, musical or drama productions, trade exhibitions, trips, speakers and so on. These are usually one-off or out-of-school activities.

Each school tries to strike a balance between the layers, so that students have a wide variety of learning experiences. Transition year is not meant to be an opportunity for schools to spend three years rather than two teaching the Leaving Cert curriculum. It should, instead, develop students' repertoires of skills, to help them prepare for the Leaving Certificate - indeed, for further study. Focusing on oral and aural skills will prepare students for the languages at Leaving Cert level, for example; field studies will be of benefit for Leaving Cert geography; and research and presentation skills will be of benefit in many curricular areas.

Michael O'Leary is national transition-year co-ordinator. For help with developing and promoting transition year in your school, contact him at Transition Year Support Service, Blackrock Education Centre, Kill Avenue, Dún Laoghaire, Co Dublin, 01-2365023, ty@blackrockec.ie