TRANSITION YEAR by hcj

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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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