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TRANSITION YEAR COLAISTE MUIRE ENNIS CO. CLARE Transition Year can give you opportunities to: - Develop a variety of new skills - Discover more about your own personal strengths – what you are good at - Learn more about the working world through work experience - Catch up on learning missed out during the Junior Cycle - Discover more about job and career opportunities beyond school - Explore the possibilities offered by computers and information technology - Sample and discover new subjects - Build a solid foundation of skills for a Leaving Certificate programme - Take part in outdoor pursuits - Learn about working as part of a team - Practice and develop oral communication skills - Establish contacts with young people in other parts of Europe - Develop skills that are necessary for the world of work and further study - Hear adults talk about their career experiences - Learn through meeting people beyond the classroom - Develop your own natural skills and talents - Undertake projects on topics which interest you - Make informed choices about Leaving Certificate subjects - Practise meeting deadlines for assignments - Engage with civic, social and political issues and form your own opinions - Visit third-level colleges and other workplaces - Improve your skills of relating to people - Become a more independent learner - Become skilled at planning and doing homework on your own - Develop more understanding and confidence about yourself as a person - Develop more mature student-teacher relationships - Learn about leadership, co-operation and dealing with conflict - Become more motivated for the Leaving Certificate Programme - Add a valuable set of experiences on to your CV - Become a more mature person Through a Transition Year programme, students should develop study skills that will enhance their performance in Leaving Certificate examinations. There is growing evidence from third-level institutions that students who have taken a Transition Year are more self-reliant learners. No matter what a person’s previous experience of school has been, what a student gets out of TY depends hugely on the attitude he or she takes to it in the first place. If you are open-minded, you are more likely to see and grasp the opportunities. What you get out of TY will depend very much on what you are prepared to put into it. TRANSITION YEAR Transition year is a one-year programme. It provides a bridge to enable students to make the Transition from Junior to Senior Cycle. It encourages personal and social development and recognises the need for students to grow in independence. Transition Year fosters academic achievement as students prepare for a Leaving Certificate Programme, further study and adult and working life. It encourages the development of a wide range of transferable critical thinking and creative problem- solving skills. CURRICULUM Irish(4) Heritage Studies (History & Geography) (3) English (4) Home Economics (3) Maths (4) Art, Craft & Design (2) French/German (4) Music (2) Japanese (2) Careers (2) Information Technology (3) Woodcraft and Construction (2) Science (4) Religion (2) Business Studies (3) P.E. (2) SELECTION CRITERIA - Interview - Contract of Learning ASSESSMENT - Inspection of Journals - Class tests - Project work/Assignments - Presentations with Powerpoint - Portfolio assessment COMMUNICATION WITH PARENTS - Information meeting prior to selecting T. Y. - Information meeting in September outlining the philosophy of T.Y. and to highlight key dates in each term. - Progress report sent home in 1 st/2nd term - Graduation night in May. Students exhibit their work and are awarded individual certificates of achievement. CERTIFICATION - Participation - Merit - Distinction TITLE OF SUBJECT IRISH AIMS - To foster/encourage a love of the language in students - To place an emphasis on the spoken word - To improve the listening comprehension skills of students - To enrich/foster an interest of literature in the students. CONTENT Debates, Speeches, Oration, Oral Work Students get the opportunity of improving in these skills during Feile na hInse. This celebration of culture occurs every year during Seachtain na Gaeilge. A trip is usually organised at some point in the year to visit a Gaeltacht district. Listening Comprehension: It is envisaged that the Listening Comprehension skills would be improved. (Ceim, Dreimire, R na G, TG4 ) are some of the resources used to achieve this objective. Literature: Extracts from various novels, short stories are studied e.g. Ecstasy: Ré Ó Laighleis. Mná as an Gnáth: Áine Ní Ghlinn A Thig na tit orm: Maidhc Dainin Ó Sé Foinse, Ceim ASSESSMENT Continuous Assessment. Debating/Speech making in front of the core class. RESOURCES Video, Tape Recorder, Computer and Ceim - newspaper EVALUATION It is the aim of the TY Irish Programme to fulfill as many of the objectives as possible during the year. GAEILGE – An t-Idirbhliain Aidhmeanna (Aims) Grá don teanga a mhúscailt agus a chothú sna daltaí. Béim a chur sa ghaeilge labhartha Scileanna cluastuisceana a fheabhsú Suim sa litríocht agus sa chultúr a fhoirsingiú Clár – Content Gaeilge Labhartha - Diospoireachtaí – Féile na hInse Oráidí Cainteanna Aonair Scrudu Beill Cuairt a thabhairt ar an nGaeltacht Cluastuiscint scileanna cluastuisceanna a fheabhsú (Céim, R na G, TG4) Measúnú: Scrúdaithe leanúnacha, oráidí os comhair an ranga Achmhainní: físeán, teipthaifeadán, Riomhaire Meastóireacht: Is í aidhm an chúrsa seo na cuspóirí a chomhlíonadh. TITLE OF SUBJECT ENGLISH (Drama, Media and Film Studies) AIMS To develop in students: - an awareness of the value of literature for enriching their perceptions, for enhancing their sense of cultural identity and for creating experiences of aesthetic pleasure. - a respect and appreciation for language used accurately and appropriately and a competence in a wide range of language skills both oral and written. OBJECTIVES Students will: Produce and perform a one act play Explore the media in all its forms Show confidence and competence in language skills. TEACHING AND LEARNING STRATEGIES Group work Cross-Curricular Links Some direct teaching Assisting with writing Use of visual aids Reports and presentation skills Use of Internet for Y.S.I. projects and science projects Autonomous research CONTENT Drama – study and production of a one act play Media Studies – looking at the presentation of topical issues in the media allowing for development of debating and writing skills. Introduction to the different styles of writing – language of narration, aesthetics, argument, information and persuasion. Introduction to modern world literature. ASSESSMENT Continuous assessment by teacher Grading of written assignments These will include a report on their participation in a drama festival, a book report, a debate and a newspaper article. RESOURCES Text books, plays, short stories, poem, novel, Video/D.V.D. Prop Room Stage (Danlann) Computer Room newspaper/news reports etc. EVALUATION English Portfolio Key Assignments Production and Performance of a play TITLE OF SUBJECT MATHEMATICS AIMS AND OBJECTIVES To inculcate an interest and confidence in Maths To develop and improve on Junior Mathematical Skills and Knowledge To introduce them to some topics in Senior Cycle Maths CONTENT Module I - Algebra I Module II - Trigonometry Module III - Probability Module IV - Applied Maths – Simpson’s Rule - Cone Module V - Algebra Content and/or order of modules may change due to time constraints and range of ability of students. ASSESSMENT Tests Projects Student Portfolio RESOURCES Work Sheets Answer Sheets TITLE OF SUBJECT FRENCH CONTENT Oral – discussing everyday topics (family, hobbies, social issues, environment, school) Aural – tapework, film Reading – Literary and journalistic texts Writing –Letters, grammer, projects. METHODOLOGY Classroom conversation (group work / pairwork) Listening to tapes, songs, films, T.V., video Reading comprehension, articles from magazines Letter writing ASSESSMENT Film (questionnaires / discussion) Class tests Project Presentations (Aural / Powerpoint) Portfolio Assessment RESOURCES Textbook – Chasse Aux Tresors (and tape) Newspaper – Etincelle Video – Jeunes Francophones Tape of French Songs – Jacques Brel Internet Films – Romauld et Juliette Manon des Sources Au Revoir les enfants Les Choristes Etie et avoir Jean de Florette Le grand voyage TITLE OF SUBJECT GERMAN CONTENT A. Consolidation of the four language skills - Oral - Aural - Reading - Written B. ‘Landeskunde’ Study of the culture and way of life in Germany. A Four Langauge Skills Oral The topics covered will be those which have already been touched upon during the Junior Certificate. The same topics will be revisited for the Leaving Certificate Oral Exam and include among others: family, school, hobbies, future plans, home place and Germany. Role-plays: simple situational role-plays will be practised in class to allow students to become familiar with role-plays. The student will research a short project on some aspects of German life and a report will be written up in German on the doing of the project and the findings. The student in their Leaving Certificate Oral Exam may use this. Aural Listening exercises will be based on the above topics and also on articles from the German language learner’s newspaper Katapult. This newspaper provides language learners with authentic articles, which are lively and interesting as well as being topical. There is a tape to accompany each edition of the newspaper and this is the text which students will use throughout the year. Films such as Lola Rennt and Jenseits der Stille will be shown in class and discussed as will the five part German television series Susanne. Susanne was produced especially for schools as part of the BBC language learner programmes. Reading Texts from Katapult will be read and explored. Other texts will be sourced from Leaving Certificate books and the Internet etc. Written A Written summary of each film, or programme or interview or article will be kept in each student’s folder. There will be some writing practice developing the letter writing skills already started at Junior Certificate level. B. Course Book ‘Ausblick’. The book covers a wide range of topics relevant to the Leaving Certificate German course. METHODOLOGY Where possible the methodologies used will be active: discussions, role-plays, quizzes, games, questionnaires, surveys etc. Students will be encouraged to use all of the media available to them to enrich their language, vocabulary and knowledge of the country. ASSESSMENT Assessment will be continuous. At the end of the year there will be a final exam consisting of an oral presentation on the project completed by the student, an aural and reading comprehension test and a short written piece. TITLE OF SUBJECT JAPANESE AIMS Cover language and culture content with students Familiarise students with Japanese Culture through Project work and Competition To provide students with basic language skills. OBJECTIVES To introduce students to Japanese culture and Language and cover following content (see Content) TEACHING AND LEARNING STRATEGIES Vocabulary/Grammer Workbook Exercises Writing Workbook Exercises (hand-outs/prints) Listening Tape Exercises CONTENT Language - Self Introduction/Greetings Basic daily conversations Shopping conversations Travel conversations Basic writing skills Culture - Life in Japan (Video tapes, Newspaper etc) Traditional Festivals/Ceremonies Origami (Art of Paper) Cooking Introduction to Japanese Music ASSESSMENT Continuous language Assessment Tests Group Project (Aspect of Japanese Culture) Quiz, Tests (Culture) RESOURCES Calligraphy, Japanese Musical Instruments , Japanese Cooking EVALUATION Participation in Project and Speech Competitions Oral Exams Student Portfolio TITLE OF SUBJECT I.T. EUROPEAN COMPUTER DRIVING LICENCE – ECDL The ECDL establishes standards for everyone who uses a computer in either a professional or a personal capacity. It is a certificate that verifies your competence, declares your computer skills, and makes you readily mobile within Irish business and across the Community. European employers and job seekers all agree on the need for this standard definition of practical competence in Information Technology. THE EUROPEAN COMPUTER SKILLS CARD The European Computer Driving Licence builds around a special user-friendly skills card. This card records the skills you demonstrate in each of seven computer-related modules. As you pas each module successfully, the corresponding skill is noted in your card. The final achievement of a full card leads to the award of your licence. The modules are: Basic Concepts of Information Technology (IT) Using a Computer and Managing Files Word Processing Spreadsheets Databases Presentations Information and Communication All but the first module are tests of practical skills rather than theory. Tests consist of tasks chosen at random from a store of typical day-to-day computer operations. The guiding principle is reality; the licence is a definition of your actual skills. The seven tests may be taken in any order and over a period of time. All tests are free of any bias towards any computer producer or software product. TRANSITION YEAR ECDL - All students participate in all ECDL course material, but students have the choice if they wish to buy the skills card and take exams. - In Transition Year in Colaiste Muire, we aim to cover as many modules as possible in the time available. Students have three years to complete all seven modules. - Skills card cost €35, but the cost to the student here is €20. - Each exam costs €10. TITLE OF SUBJECT SCIENCE AIMS AND METHODOLOGY This programme is designed to broaden the student’s practical knowledge of Science by guiding them through the process of observation, measurement, collection of data and analysis of results. Material is drawn from the Leaving Certificate Physics, Chemistry and Biology courses but is extended beyond these to develop a curiosity for modern scientific applications and environmental issues. The course will have a strong practical element, with an emphasis on individual initiative. Students will develop their skills of scientific analysis and research through review and presentation of current articles and issues. Students will undertake a project of their own choice in a related area which will be assessed by report, presentation of display and oral interview. Assessment will be based on assignments related to the topics studied, the completed Project, and individual progress and participation. TOPICS Practical Measurement – Introductory sessions on observation, accurate measurement and analysis. Genetics – Bio-diversity/Monohybrid and Dihybrid Crosses/Basic Cell division/Inheritance of paternal and maternal chromosomes – how genes are sorted in heredity )Bead game)/Blood groups Interactive CD sessions - Pedigree Studeis - Correlation of Down’s Syndrome and Maternal Age Light Reflection/Refraction/Total Internal Reflection/Prisms/uses of Electromagnetic Radiation Practical Activities Light Box – concave and convex mirrors and lenses - Reflection in a Plane mirror - Angles of Incidence and reflection - Dispersion Date Logging – Light Intensity and distance - Periodic Phenomena/Fluorescent lights Related Topics: polaroid sunglasses; telescopes; swimming goggles; iridescence of butterflies; Ultraviolet radiation and suntanning; Ozone layer; spots before your eyes; rainbows and soap bubbles; wearing black in the desert; photosensitive glasses. Sound Sound and Waves/properties of sound; ultrasound; diffraction and interference; intensity of sound; Doppler Effect; standing waves; Resonance; Acoustics Practical Activities Factors affecting the frequency of vibration in a stretched string using (a) Sonometer and Signal generator (b) Sonometer and tuning forks. Measuring the Velocity of Sound Study of decibel levels in different parts of the school Data-logging – study of musical instruments Related Topics – bats and moths; radio waves over mountains; catching prey at night. Polymers and Plastic Polymerisation; PVC; epoxy resins; industrial processes/injection moulding/vacuumforming/extrusion Data-logging/Glue Strength Visit to Plastics Company Detergents Biodegradable detergents; non-ionic detergents; alternatives to natural oils and fats Practical Activities – Making Soap Pharmaceutical Science: A look at the making of modern cosmetics and medicines; the development of moisturisers, tanning agents and lipsticks; the evolution of drugs involved in cough mixtures, asthma medication and pain killers. Assignment: Investigate the origin, development and use of one pharmaceutical and one cosmetic product. Human Physiology: The principal physiological systems and anatomy in the human Assignment: Teach a Topic. Research and presentation on any one modern disease or condition: symptoms, diagnosis, treatment and prognosis. Human reproduction: A more in-depth study of the biological aspects of reproduction/hormone cycles/pregnancy. Foetal development and birth. Science Journalism: Review of topical articles from New Scientist, National Geographic, Scientific American etc. Assignment: Write a scientific article for the Irish Times Science Supplement, aimed at the general reader. Eco-Unesco Environmental Awareness Awards: Select and develop an environmental project on any of the following areas- Biodiversity, Waste Management, Air Quality, Water Quality or Eco-Enterprise, Working in groups of two to five, develop an awareness campaign to raise/heighten public awareness on the chosen topic. Skills- research, initiative, dealing with Local Authorities, the public, and working with local newspaper and radio, presentation of final project to external judging panel. The Physics of How Things Work – Young Innovators Award Enterprise Ireland Competition, Design/Create innovative solution to a particular engineering/technical problem. Scale drawing and story board. Visit to UL or LIT: Participate in third-level workshops on selected topics e.g. Testing for Glucose in Diabetes, Breathaliser Test, Pregnancy Test, Fermentation, Enzymology, DNA finger printing Electronics Module TAPS Programme DATE LOGGING PRACTICALS - Energy content of foods - Effect of Temperature on cold-blooded organisms - Respiration of Sugars by Yeast - The effect of Alcohol on biological membranes - Population Dynamics - Dissolved oxygen in Water - Heart-Rate and Physical Fitness - Ventilation and Heart-Rate - Acid Rain - Biodiversity and Eco-Systems - The Buffer in Lemonade - Determining the free-Chlorine content of Swimming Pools - Determining the Phosphoric Acid content in Soft Drinks - The Quantity of Iron in a Vitamin Tablet - Analysis of Bungee-Jumping using CBL/CBR TITLE OF SUBJECT BUSINESS STUDIES AIMS To give students a ‘sample’ of some topics from 3 Leaving Certificate Business subjects. To make students aware of inequalities and injustices in Trade in underdeveloped countries. OBJECTIVES To help students make a choice for Leaving Certificate regarding Economics, Accounting and Business. To enable student to become involved in Fair Trade. TEACHING AND LEARNING STRATEGIES Talk and Chalk Handouts/Photocopies Assignments Group Discussion Project Work Report Writing CONTENT ECONOMICS Economics Problems – scarcity of resources, choice opportunity cost. Trade – importance of Trade – multilateral, trading terms Development Education – Third World problems, particular emphasis on inequalities and injustice in trade in underdeveloped countries, unfair terms of trade, our reliance on products from these countries yet treated unequally etc. The following topics are covered: Reasons for Trade Primary, secondary production International Trade Visible/Invisible exports and imports Terms of trade Balance of Trade/Balance of payments Protectionism versus Free Trade Tarriffs, quotas, embargos, subsidies GATT, WTO, IMF, IBRD Global Economy Role of transnationals International Debt Economics Growth and Development Environmental issues – depleting natural resources etc. Globalisation Factors of Production (duration 12 weeks) METHODOLOGY Handouts Use of resource material – group work Questionnaires Surveys Research Video Project work Practical work – fundraising for Amnesty, running Fair Trade Shop ASSESSMENT Project Work Test: terms definitions Work sheets Completed assignments Folder of Work Oral presentation (where appropriate) ACCOUNTING Management Accounting The following topics are covered: Marginal Costing – Break even analysis Absorption Costing Cash Budgets Production Budgets Flexible Budgets METHODOLOGY ‘Chalk and Talk’ Group work – to complete a/c Small Assignments ASSESSMENT Completed Assignments Tests BUSINESS Enterprise - Importance of Entrepreneurs - Characteristics of entrepreneurs Business Law - Law of Contract - Company Law - Consumer Law Communication - Effective Communication - Report Writing Business Ethics - Social Responsibilities - Ethics and the environment The following topics are covered: Entrepreneurial Characteristics Market Research Developing a prototype Franchising Calculating costs Break-even-Analysis Business Plan Law of Contract Companies Act Consumer Laws Methods of Communication Effective Communication Barriers to Communication Business Code of Ethics Social Responsibility (Duration 10 weeks) METHODOLOGY Handouts Research Case Studies Form filling ASSESSMENT Written Report Assignments Oral Presentation Test Worksheets ASSESSMENT Completed assignments/Reports Project Tests Oral presentation and Folders of Work. RESOURCES Textbooks, videos, guest speaker, newspaper articles, Business magazine EVALUATION Student folders/Portfolio at end of year TITLE OF SUBJECT HERITAGE (HISTORY) AIMS: To develop an understanding of Irish and World history To develop students’ understanding of historical concepts To develop students’ ability to handle a variety of historical sources. OBJECTIVES Students should acquire knowledge and develop an understanding of Local, national and international sources Research skills for Irish and International history A range of presentation skills CONTENT Examination and use of sources I.T. and History Research and Presentation Skills Introduction to American history A project of students own choosing Day trip of historical significance RESOURCES Handouts Computers Videos/DVD’s Documents ASSESSMENT Project Work Continuous assessment by teacher Grading of written assignments Portfolio assessment TITLE OF SUBJECT HERITAGE (GEOGRAPHY) AIMS Help students develop an understanding of their physical and human surroundings Develop geographical skills that will help them to make informed judgements about issues at local, national and international levels. OBJECTIVES To study the inter-relationships between physical, environmental, social, cultural and economic processes. To develop skills in the following areas: information gathering, presentation and communication, investigation and evaluation. TEACHING AND LEARNING STRATEGIES Groupwork Research Surveys Fieldwork CONTENT Historic Settlement in Ireland Rural settlement Patterns Urban land use patterns Planning strategies in Rural and Urban areas Heritage issues in Rural and Urban areas ASSESSMENT Class tests Written Reports Geographical investigations RESOURCES Computer Technology – Web sites * Maps Library * Videos Photographs EVALUATION Portfolio preparation TITLE OF SUBJECT: HOME ECONOMICS AIMS: 1. To introduce students to different areas within Home Economics OBJECTIVES: 1. To construct a fashion item using recyclable materials 2. To learn basic safety, hygiene and culinary skills in practical food studies class 3. To gain an understanding of basic nutrition 4. To examine sociological issues in contemporary Ireland 5. To gain an understanding of Tourism in Ireland CONTENT: Content Teaching Strategies Assessment Food Studies and Culinary Skills demonstrations practical skills Baking practical classes presentation of work Starters research research techniques Main courses surveys evaluations Desserts projects International cookery Fashion and Design Development of a fashion item workshops week by week diary and creation of this item visits mood board Social Issues Contemporary social issues research research techniques Project work project Tourism Awareness Programme Introduction to tourism research portfolio of coursework Tourism education & training project work certification of course History of food in Ireland visits by Failte Ireland Guest speakers endoresd by Dept. of Education & Science EVALUATION Questionnaire on each module TITLE OF SUBJECT ART/CRAFT AIMS To introduce students to a variety of crafts. To raise their confidence in the use of the particular materials. To suggest the notion that any craft can be a hobby. OBJECTIVES To produce objects of a craft nature to a relatively high standard. That students become confident and competent in the use of the particular materials. TEACHING AND LEARNING STRATEGIES CONTENT Jewellery making - Fimo Modelling Glass painting Fabric painting - T/Shirts Leatherwork ASSESSMENT Presentation by student to teacher. Student should be able to discuss and explain particular craft. RESOURCES Teachers Experience Equipment: Fimo/Glass paints Fabric Paints and Leather EVALUATION Student Portfolio TITLE OF SUBJECT MUSIC AIMS To encourage active participation in music To develop teamwork skills To build confidence in performance To develop an appreciation of a variety of music genres OBJECTIVES Students will: Be involved in the production and performance of a musical Prepare performances as needed throughout the year Learn basic music notation through the use of notation software Develop aural, critical and comparative skills TEACHING AND LEARNING STRATEGIES Group work Some direct teaching Use of notation software Trips to concerts Use of oral aids CONTENT Performance – participation in the production of a musical, and other group performances, such as Feile na hInse Introduction to basic notation – becoming fluent in the use of ‘Sibelius’ notation Software. This is an option, for the Leaving Certificate Music Practical Examination. Aural skills – Developing aural skills through the rehearsal process and by listening to many different genres of music. ASSESSMENT Continuous assessment by teacher RESOURCES Sheet music and scores CD player and CDs Instruments Sibelius software Computer Room Visiting Musicians EVALUATION Sibelius Portfolio Active performance TITLE OF SUBJECT CAREER EDUCATION AIMS To give students a greater insight into Senior Cycle Programmes and Subjects To give students an insight into various Career Options. OBJECTIVES That students will be capable of making informed decisions regarding selection of senior cycle subjects That students will be capable of investigating particular career areas. TEACHING AND LEARNING STRATEGIES Completing ‘Interest Inventory’ Powerpoint presentations regarding subjects/course. Linking with world of work through ‘Community Work’ and ‘Work Placement’. CONTENT Details regarding senior cycle subject content Career Options – CAO - level 6/7 - level 8 - UCAS - PLCs - visit to Third Level College Open Days ASSESSMENT Students will complete a ‘Career Investigation’. RESOURCES Websites: www.careersworld.com Books ‘Jobfile Ireland’ www.careerdirections.ie ‘Applying to College’ www.qualifax.ie College Prospectuses www.cao.ie EVALUATION Portfolio Assessment TITLE OF SUBJECT PERSONAL DEVELOPMENT CONTENT Choosing positive attitudes Self-awareness through colour Understanding personality types Effective/respectful communication Aggressive, passive, passive-aggressive communication Conflict resolution METHODOLOGY Questionnaires Large-group discussions Small –group sharing Reports to large group Role play Overheads and handouts Reflection papers Research ASSESSMENT Questionnaires Self-assessment Quizzes Reflection papers Essays RESOURCES People Types and Tiger Stripes by Gordon Lawrence Centre for Applications of Psychological Types Gifts Differing by Isabel Briggs Myers Consulting Psychological Press On My Own Two Feet – Assertive Communication Department of Education and Science A Woman in Your Own Right by Anne Dickson Quartet Books In the Driving Seat – Genprint TITLE OF SUBJECT WOODCRAFT AND CONSTRUCTION AIMS To introduce students to the uses of tools and machinery when working with wood. To give the students an understanding of some modern construction techniques and practices. To introduce students to use of solid Works CAD. OBJECTIVES The students will execute a number of projects using appropriate skills and safety techniques. The students will carry out independent research into a modern construction practice. The students will use Solid Works to generate 3d drawings. TEACHING AND LEARNING STRATEGIES Demonstrations on safety and skills. Individual designs for projects. Peer helpers (students with experience assist those new to subject area). CONTENT Use of marking tools, drills, scrollsaws, sanders. Execution of pyrography project. Design and manufacture of mosaic mirror. Research project on modern construction. Two topics from Leaving Certificate Construction course. Vacuumforming project. Drawings completed on Solid Works. ASSESSMENT Grading of 1. Completed projects 2. Report 3. Test on construction topics 4. Completed Projects RESOURCES Construction room equipment and machines Pineboard, Tiles, Plywood, Plastics O.H.P. for Theory sections, Computer room EVALUATION Did students seem to enjoy their classes? Did their practical skills improve during the course? Did course give students an insight into construction? TITLE OF SUBJECT RELIGIOUS EDUCATION The Young Social Innovators of the Year AIMS To motivate students to engage with social issues in order to create change in how we live, think and care for others in our community. OBJECTIVES That our students participate in the Young Social Innovators competition and enter their project for national assessment and special certification. TEACHING AND LEARNING STRATEGIES Teacher acts as a facilitator Students – team work, research skills, organisational and communication skills. Evaluation and social skills. CONTENT Identify a social issue Carrying out the project stage by stage using the ‘Planning Workbook’ for Young Social Innovators. ASSESSMENT 20% understanding the issue identified 35% process – teamwork and partnership/links within and outside the school RESOURCES 25% Innovation 20% Communication Relevant groups and organisations in the community, Internet, Video’s, Books, Local Library, Guest speakers. EVALUATION All completed projects submitted and accepted will be assessed by a judging panel. Projects selected will participate and display at a final showcase at City West towards the end of the school year. TITLE OF SUBJECT PHYSICAL EDUCATION AIMS To promote long-term learning and motivate students to choose a lifestyle that is active, healthy and meaningful OBJECTIVES Students will develop competence in the performance of a range of activities and appreciate the value of participation in physical activities. TEACHING AND LEARNING STRATEGIES Students work on their own and at times in teams. Leadership, confidence building and taking responsibility for a healthy lifestyle are encouraged. CONTENT First Aid Self Defence Tai Chi Healthy Lifestyle Outdoor Pursuits Pitch and Putt ASSESSMENT Certificate awarded in First Aid, Self Defence, Portfolio of Outdoor Pursuits. RESOURCES Delphi Outdoor Education Centre/Local Pitch and Putt, External instructors for some activities. Sportshall – Local Pool and Gym. EVALUATION Student Portfolio Observation by Teachers MODULES/ADDITIONAL ACTIVITIES FIRST AID All students complete 5 days tuition in First Aid. Awarded Certificate by The Red Cross. YOUNG SOCIAL INNOVATORS (YSI) (R.E. MODULE) Designed for T.Y. students to encourage young people to use their talents, skills, bright ideas to help create a better society. NATIONAL T.Y. DRAMA FESTIVAL Students direct and perform a one act play of their choice PUBLIC ACCESS TO LAW (PAL) The main aim of PAL is to de-mystify the law. All assigned tutors are practicing barristers. PAL places emphasis on teaching the student the skill of advocacy. Training in advocacy introduces the student to the art of persuasion, speaking succinctly and the skill of ‘thinking on one’s feet’. TOUR OF FOUR COURTS Organised by ‘The Courts Service’ Guided tour, information pack, discussion with Barrister, attend Court sitting. MOCK TRIAL COMPETITION Students are entered into the annual Portobello Mock Trial Competition in The Four Courts. OUTDOOR PURSUITS Students undertake a multi-activity programme in Delphi for four days. STEPS Science, Technology and Engineering Programme for Schools. School is linked with a local industry. SONGSCHOOL Two day workshop. Students get an overview of songwriting and the music business. They write, perform and record their own songs. All receive an individual CD and a certificate from IMRO. DRIVING TUITION All students undertake driving tuition with Tim Kelly School of Motoring. They also attend a workshop on driver safety and awareness. THIRD LEVEL COLLEGE OPEN DAYS Students have the opportunity to visit U.L, Mary I, L.I.T, Limerick College of Art & Design, N.U.I.G. and U.C.C. ECO- UNESCO YOUNG ENVIRONMENTALIST AWARDS Students select and develop an environmental project on any of the following areas – Biodiversity, Waste Management, Air Quality, Water Quality or Eco-Enterprise. Working in groups of two to five they develop an awareness campaign to raise/heighten public awareness on the chosen topic. OTHER ACTIVITIES INCLUDED ARE: Self Defence Tai Chi Preventative Medicine Pitch’ n’Putt Sign Language Reading of Braille COMMUNITY WORK All Transition Year students undertake one weeks community work in December each year. A Community Work Placement heightens students awareness of the service providers in the Voluntary and Community Sector. Examples of Placements: Fair Trade Shop Clarecare Ennis West Partners Alzheimers Society Clare Youth Service Enable Ireland Shop St. Claire’s School St. Joseph’s Training Unit Mrs. Quinn’s Charity Shop Oxfam Shop Enable Ireland Somalia Shop St. Anne’s N.S. Brothers of Charity Clare Haven Services I.S.P.C.A. Animal Shelter DayCare Centre, Clarecastle Disabled People of Clare Cahercalla Community Hospital and Hospice St. Martin’s preschool for Travelling children ASSESSMENT/EVALUATION Student complete a report containing - What I expect from Community Work Placement - Diary - Final Report Employers complete a student evaluation. WORK PLACEMENT A ‘work experience’ placement where employers co-operate with schools in allowing student to sample a workplace environment at first hand is an integral part of our Transition Year Programme. All work placements are organised in consultation with the student. Placements vary from year to year depending on individual student’s areas of interest. Examples of Placements: Quality Control Chemist Primary Teaching Pharmaceutical Science Montessori Teaching General Nursing Special Needs Assistant Medical Laboratory Science Childcare Radiography Arts Administration Physiotherapy Media/Radio Occupational Therapy Journalism Cultural, Heritage & Leisure Tourism Medicine Veterinary Photography Animal Care Outdoor Education Leisure/Marine Sports/Leisure Social Work Architecture Support Services Accountancy Auctioneering and Estate Agency Hairdressing Gardai Beauty Therapy Speech & Language Therapy Costume Design Pharmacy Librarian Traditional Music I.T. Office Administration ASSESSMENT All students complete a daily diary and a final report. Employers complete a ‘student evaluation’.
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