Daniel Korolev | Contributing Writer
Transition Year. A year that I thought had so much potential. A year where you can engage in many different projects, experience the workplace and have a great time. I have heard people tell me that it is one of the best school years they ever had. Quite frankly, I’m not sure what year they experienced.
Here’s the problem. Transition Year has throughout the years, built up a reputation as a “doss” year for students. Many students first come into the year rubbing their hands in delight at the prospect of a whole year having no work coming home and watching TV. This attitude comes somewhat from the exam year students face the previous year. Now, I’m not one to turn down an opportunity to relax, but (I can’t believe I’m saying this) it gets boring. I hear friends and students telling me how they’re bored of doing nothing, words that I would never think would escape the mouths of some of those who say this. But their boredom is very understandable. The majority of the year is spent having classes that are supposed to be educational and different, but are spent going through movie after movie, none related to the subject whatsoever. From “I Am Legend” in maths class to “The Dark Knight” in english, no movie will be left unwatched by the end of the year.
How can it teach organisation skills when that is its main problem?
Another problem is it has so much promise, and it occasionally shows glimpses of that. For example, I am involved in a CanSat competition, which involves building a small satellite in a can. This has by far been the highlight of my year, as I enjoyed it immensely. I learned presentation skills (as this was my area) and how to work in a team, among other things. I cannot stress enough how important it was for me to be a part of this project, and it epitomised what Transition Year should be all about. However even this was poorly organised as most of the first month was spent without a clue of what we were doing. This is where Transition Year is supposed to work, teaching organisational skills which help with projects like these and with life after school. But of course, how can it teach organisation skills when that is its main problem?
Now, lets say that I do not have an interest in this CanSat competition, which many people did not, as only ten people took part out of a year of 90 students. Perhaps you would expect a back-up project, or in fact several, that students can also be a part of? Of course not. The other eighty students went through the same routine of movie watching and half-attempted classes. And it can be worse. The Transition Years were part of a play organised and directed by the school. Another great idea but with the same problems again. Not everyone got involved in the play, as some had no interest in it or did not get through the auditions. Perhaps you would expect a back-up project, or in fact several, that students can also be a part of? Of course not. What made this one even worse was the fact that because around half the students and many of the teachers were involved in the play, usual classes were disrupted even more. So how did the school make up for it? Why, with more movies of course.
Also, I have started to notice that Transition Year seems to be the year taken less seriously, not only by the students but by the staff. Because this year is not about preparing you for exams, the school seems to take a step back and is only half-trying to work with you. If a teacher is missing from a junior cert class, then they will do everything they can to find a teacher that can teach the subject to them. If a teacher is missing from a Transition Year class, how do you think the school responds to this? Why, with more movies of course.
Many schools would reply to this by saying that it is up to the student to get involved, and that if they do not want to do anything in the year they will not get much from it. But of course, it’s always just students being lazy, not the educational system, right?
