TRANSITION YEAR
COLÁISTE MUIRE
ENNIS
CO. CLARE
2015
CONTENTS
Page
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Transition Year can give you opportunities to:
3
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Transition Year Philosophy and Curriculum
4
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Selection, Assessment, Communication and Certification
5
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Irish
6
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English
8
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Maths
10
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French
11
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German
12
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Japanese
14
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I.T.
15
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Business
16
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Agricultural Science
18
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Biology
20
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Chemistry
21
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Physics
22
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Heritage (History)
23
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Heritage (Geography)
24
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Home Economics
25
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Music
26
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Drama
27
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Art, Design and Illustration
28
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Chinese
29
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Career Education
30
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Technology
31
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Religious Education (YSI)
33
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Religious Education (John Paul II Awards)
34
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Community Work
36
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Work Placement
37
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Modules/Additional Activities
38
2
Transition Year can give you opportunities to:
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Develop a variety of new skills
Discover much 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
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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
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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
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Develop your own natural skills and talents
Undertake projects on topics which interest you
Make informed choices about Leaving Certificate subjects
Practice meeting deadlines for assignments
Engage with civic, social and political issues and form your own opinions
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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
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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 C.V.
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 T.Y. 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 T.Y. will depend very much on what you are prepared to put into it.
3
TRANSITION YEAR
The Transition Year Programme promotes the personal, social, vocational and
educational development of students and prepares them for their role as autonomous,
participative and responsible members of society (Transition Year Guidelines, 1994,
Department of Education and Skills).
It is a unique one-year programme for students who have completed the Junior
Certificate. It provides a bridge to enable them to make the transition from the more
dependent type of learning associated with the Junior Certificate to the more
independent learning environment associated with the 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)
English (4)
Maths (4)
French/German (4)
Japanese (2)
Information Technology (3)
Business Studies (3)
Science (5) organised as follows:
Biology (7 wk block)
Chemistry (7 wk block)
Physics (7 wk block)
Agricultural Science (7 wk block)
Heritage Studies (History) (2)
Heritage Studies (Geography) (2)
Home Ec / Art / Home Ec / Tech (4)
(7 wk block)
Music / Drama (2)
(14 wk block)
Religion (2)
Careers / Chinese (2)
4
SELECTION CRITERIA
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Interview
Contract of Learning
ASSESSMENT
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Inspection of TY Journal (collected and assessed at end of each term)
Class tests
Project work/Assignments
Oral Presentation / Teaching topic (with teaching aid / power point etc)
Mini Portfolio (Christmas)
Portfolio Assessment and Interview
COMMUNICATION WITH PARENTS
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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 in 1st/2nd term
Parent/Teacher Meeting in 2nd term
Graduation/Awards Night in May. Students exhibit their work and are
awarded individual Certificates of Achievement.
CERTIFICATION
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Participation
Merit
Distinction
5
TITLE OF SUBJECT
IRISH
AIMS
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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 in literature in the students.
CONTENT
Debates, Speeches, Oration, Oral Work, Drama and Film.
Students get the opportunity of improving in these skills during Feile na hInse and
Feile Dramaíochta 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. (Céim, R na G, TG4, Make the Transition) are some of the
resources used to achieve this objective.
Literature: Extracts from various novels, short stories, and plays are studied e.g.
Ceim, A thig ná Tit orm, An Triail, Lá Buí Bealtaine.
ASSESSMENT
Continuous Assessment
Debating/Speech making in front of the core class
Portfolio Assessment
RESOURCES
DVDs, CD Player, Computer, Céim, Foinse
EVALUATION
It is the aim of the T.Y. Irish Programme to fulfil as many of the objectives as
possible during the year.
6
GAEILGE – An tIdirbhliain
Aidhmeanne (Aims)
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Grá don teanga a mhúscailt agus a chothú sna daltai.
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Béim a chur ar an ngaeilge labhartha
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Scileanna cluastuisceanna a fheabhsú
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Suim sa litríocht agus sa chultúr a chothú iontu
Clár (Content)
Gaeilge Labhartha
Diospoireachtaí – Féile na hInse
Oráidi
Scrudú Béil
Dramáiocht
Scannáin
Cluastuiscint
Scileanna cluastuisceanna a fheabhsú
(Céim, R na G, TG4)
Cultúr
Rincí Gaelacha
Measúnú
Measúnú leanúnach, oráidí os comhair an ranga
Achmhainní
Teipthaifeadán, Riomhaire, Seinnteoír dluthchéirníní,
DVD
Meastóireacht
Is í aidhm an chursa seo ná an cuspoírí a chomhlíonadh
7
TITLE OF SUBJECT
ENGLISH
(Novel, Newspaper/Media, Poetry, Creative Writing, Film/Media Studies)
AIMS
To develop in students:
- An awareness of the prescribed poets on their Leaving Certificate course and
an appreciation of the internet as a valuable tool for research and learning.
- Presentation skills and an awareness about the dynamics and importance of
group work
- An understanding 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 of language used accurately and appropriately and
a competence in a wide range of language skills both orally and written.
- An understanding and an appreciation of the world of Media, including film.
OBJECTIVES
Students will:
Present their knowledge and understanding of a studied poet using I.T.
Explore film in all its forms
Show confidence and competence in language skills, both oral and written,
through participation in public speaking and debating
Will explore women in media /gender roles – print / radio / TV / film
TEACHING AND LEARNING STRATEGIES
Group Work
Direct Teaching
Use of visual aids
Use of the Internet
Autonomous research
Cross-Curricular Links
Assisting with writing
Reports and presentation skills for competitions,
project work and public speaking
CONTENT
Press Pass Initiative offers a practical insight into 5 key areas of newspaper
journalism – news, sport, features, analysis and photo journalism.
Drama - Extracts
Media Studies – looking at the presentation of topical issues in the media allowing
for development of debating and writing skills.
Gender Roles in Media
Introduction to the various styles of writing – language of narration, aesthetics,
argument, information and persuasion.
Introduction to modern world literature – including poetry and fiction
Film – Study and explore film under various genres.
8
ASSESSMENT
Continuous assessment by teacher including class work and homework
Grading of written assignments and project work
Oral assessment – questions and class discussion
Externally, judges will assess the standard of students’ work produced for various
competitions.
RESOURCES
Textbook by Celtic Press – access to plays, poems, short stories and various literature
extracts.
“Rubicon” – Hugh Holms
Use of Internet, library, film, newspapers and school Danlann.
9
TITLE OF SUBJECT
AIMS
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MATHS
to inculcate an interest and confidence in Maths
to give greater emphasis to the understanding of mathematical concepts
and the application of mathematical knowledge and skill
to contribute to the development of higher order skills, including logical
reasoning and problem solving
to engender an appreciation of the value of a good maths education to the
present and future lives of students.
OBJECTIVES
Students should acquire knowledge and develop an understanding of the methods and
concepts required for the new project maths syllabus.
TEACHING AND LEARNING STRATEGIES
Demonstration
Discussion
Teacher led
Activity based learning
Group work/Paired work
Project work and research
CONTENT
Algebra
Trigonometry
Probability
Statistics
Geometry
ASSESSMENT
Work sheets
Class tests
Grading of all written assignments
Oral assessment
RESOURCES
Work sheets
Interactive Whiteboard
Computer Lab
Guest Speakers
EVALUATON
Student Portfolio and Interview
10
TITLE OF SUBJECT
FRENCH
CONTENT
Oral – discussing everyday topics (family, hobbies, social issues, environment, daily
life, school)
Aural – tape work, film and song
Reading – Literary and journalistic texts
Writing – Letters, e-mail, grammar, research projects
METHODOLOGY
Classroom conversation (group work/paired work)
Listening to tapes, cds, songs, films, T.V., video and digital media
Reading comprehension
Letter writing
ASSESSMENT
Film (questionnaires/discussion/review/project)
Class tests
Research Project
Presentations (Oral/PowerPoint)
Portfolio Assessment
RESOURCES
Textbook – Chasse Aux Tresors
Novel – Le Petit Prince – Antoine de St. Euxpery
Newspaper – online/teenage magazines
Video – Jeunes Francophones
French Songs – Jacques Brel/Depalmas
Internet
Films –
Romauld et Juliette
Manon des Sources
Les Choristes
Etre et avoir
Jean de Florette
Le Grand Voyage
Mic Macs
Le diner de Cons
Comme une image
Joyeux Noel
11
TITLE OF SUBJECT
GERMAN
AIMS
To develop and improve 4 existing language skills; speaking, writing, listening
and reading.
To develop students’ awareness of ‘landeskunde’ i.e. knowledge of the
culture, way of life and traditions of the 3 main German speaking countries –
Germany Austria and Switzerland.
To introduce student to modern German cinema.
OBJECTIVES
Improve oral skills by practising conversations on topics of like self, family, hobbies,
school, part-time jobs, future plans and TY. (These topics will be revisited for the
Leaving Cert. Oral).
Improve written skills by writing letters, reports post cards, e-mails and diary entries.
Develop aural skills by listening to a wide range of topics relevant to young people,
by listening to songs, and watching German language films.
Develop reading comprehension skills by reading and exploring a variety of literary
and journalistic texts.
To introduce students to film studies.
TEACHING AND LEARNING STRATEGIES
Active methodologies used as much as possible; role play, conversation, discussion,
debating, projects, word searches, puzzles, quizzes.
Wide variety of grammar exercises (close texts, translations, tense manipulation etc.)
Wide range of reading and listening material designed to extend vocabulary and
comprehension skills and lead to an increased awareness of ‘Landeskunde’.
IT – use of internet for research purposes.
CONTENT
Topics relating to self, family, school, hobbies, homeplace, holidays, weekends, parttime jobs, TY (subjects, activities e.g. Delphi and Work Placement). This forms the
basis of much of the oral and written work.
Project work on Germany, Austria and Switzerland (topics to include customs and
traditions, festivals, school life, music, sport and famous personalities).
DVD’s – Lola Rennt, Jenseits der Stille, Vitus, Unterfall. Themes include family,
Goodbye Lenin, love, relationships, growing up, disability and war. (Work sheets on
all films).
Songs – songs in German by contemporary bands and singers.
Grammar – review of tenses (present, perfect, future), word order and conjunctions
Reading and listening material on topics relevant to young people and current
issues.
12
ASSESSMENT
Continuous assessment
Regular written exercises (reviews, letters etc.) based on aforementioned
topics, corrected and graded.
Regular oral contributions from students in class assessed, through
questions and answer sessions.
Monthly Reading and Aural Comprehensions.
Grammar exercises and tests corrected and graded.
Worksheets on German language films – graded exercises on plot, film
genre, characterisation, mood etc.
RESOURCES
Ausblick
Deutsch fur die mundliche Prufung (Oral)
Articles from various sources (L. Cert German text books, newspapers,
magazines, the Internet)
Grammar exercises from Ubung macht den Meister.
DVD’s Lola Rennt, Jenseits der Stille, Vitus, Unterfall, Goodbye Lenin,
CD’s Perfekte Welle, Geile Zeit, Tim Bendzko.
Worksheets downloaded from the IFI website
Horschatz (listening comprehension)
EVALUATION
End of Term
Portfolio Assessment and Interview
Reading and Aural Comprehension tests
Oral Examination
Written exam – (grammar and letter)
13
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 basis language skills
OBJECTIVES
To introduce students to Japanese culture and Language and cover following content
(see Content)
TEACHING AND LEARNING STRATEGIES
Vocabulary/Grammar Workbook Exercises
Writing Workbook Exercises (hand-outs, prints)
Listening Tape Exercises
CONTENT
Language
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Culture
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Self Introduction/Greetings
Basis daily conversations
Shopping conversations
Travel conversations
Basis writing skills
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 and Interview
14
TITLE OF SUBJECT
I.T.
EUROPEAN COMPUTER DRIVING LICENCE – ECDL
The ability to use a computer effectively is an essential life skill. Computer skills
enable people of all ages to understand and use technology to improve their personal
and professional lives. Certified computer skills can help the holder’s professional life
by making them more attractive to employers, while increasing their ability to
communicate and access information and services in their personal life.
The new ECDL is made up of a range of modules – each module provides a practical
programme of up-to-date skills and knowledge areas, which are validated by a test.
New ECDL enables you to develop and certify your computer skills in the subject
areas of your choosing and to the level that you need – either for school, or for day-today life. Through the module combination that you choose, you create your individual
ECDL Profile.
TRANSITION YEAR ECDL
As part of TY, students are given the opportunity to complete ECDL. Candidates
essentially register once and they have a skills card for life. This means in years to
come they can add additional ECDL modules to their skills card. There is a choice of
at least eleven ECDL modules.
The modules to complete this year are
Computer Essentials
Online Essentials
Word Processing
Spread sheets
Presentation
Image Editing or
Using Databases or
Online Collaboration
For those that opt out of doing ECDL exams, they will still follow the ECDL syllabus
material during class time and will complete all worksheets and practice tests. They
will have to create an alternative ICT item for their end of year IT portfolio.
There is a cost of €40 to register for ECDL, but the cost to our TY students is €20.
There is a charge of €10 per exam which is payable on the day of the exam. Exams
take place at lunchtimes.
15
TITLE OF SUBJECT:
BUSINESS STUDIES
Aims:
To give students a sample of some topics from three leaving cert subjects
To make students aware of inequalities and injustice in underdeveloped countries.
To increase an awareness of economic issues in the everyday life of teenagers.
To link economic with current culture.
To promote critical thinking and self-awareness.
To encourage questioning and mathematical skills.
To develop life skills and value the role of economics/business/accounting as part of
these skills.
To create a sense of social awareness and social justice in students.
Objectives
To help students choose Leaving Cert. Subjects – Economics, Accounting or
Business.
To enable students to set up and run a School Bank.
To enable students to run Childline Cheerios Breakfast.
To allow students to run a sustainable mini business by organising school hoodies for
TY students and running Christmas shoe box appeal.
To enable students become involved in Fair Trade and Amnesty International
Friendship Bracelet week.
To develop critical thinking and personal responsibility in students Information
processing.
To develop students skills in organising, planning, marketing, advertising, selling,
fundraising, finance and meeting deadlines.
Teaching and Learning Strategies/Active Learning Methodologies/Student
Centred Learning
Powerpoint
Handouts
Newspaper articles
Case Studies
Video Clips
Songs/Images
Class discussion
Presentations
Assignments
Think-pair-share
Project work
Report writing
Mathematical and practical analysis
Ranking Exercise
Group discussions
Group work
CONTENT
Economics/ Introduction to Economics
Economic Problem
Factors of Production
Scarcity of Resources, Choice, Opportunity cost,
Needs and wants
Land Labour Capital and Enterprise
16
Utility
Trade
Development education
Supply and demand
Current Economic Issues
Maximising Utility, Law of Diminishing Utility
Apply the economic term to real life and see
how it affects our choices.
Importance of trade, trading terms
Third world problems with particular emphasis
on inequalities and injustice in trade in underdeveloped countries and unfair terms of trade.
Factors affecting both.
Accounting/Management Accounting
The following topics are covered:
Marginal costing/Break even analysis
Absorption Costing
Cash Budget
Production Budgets
Cost-Profit-Volume analysis
Purpose of product costing
Cash Budget for period
Nature, objectives and advantages of
budgeting.
Classify costs into fixed, variable and
mixed.
Flexible Budgets
Business
Enterprise
The importance of entrepreneurs
Characteristics of entrepreneurs
Research an entrepreneur
Effective Communication, Report
writing
Social Responsibility/Ethics and the
Environment
Consumer rights
Communication
Business Ethics
Consumer Laws
Assessment
Worksheets
Completed Assignments
Class Test
Reports
Individual Project
Group Project
Oral Presentation
Evaluation Form
Practical Work
Organising Christmas Shoebox Appeal
Organising Childline Cheerios Breakfast
Organising TY hoodies
Running Fair Trade Shop
Fundraising for Amnesty International
Resources:
Textbooks, Video clips & Music, Guest Speakers, Newspaper articles, Internet, PDST
Evaluation:
Student Folders, Projects, Reports, Oral Presentations, Portfolio at End of Year.
17
TITLE OF SUBJECT:
AGRICULTURAL SCIENCE
AIMS:
To broaden and develop student’s practical knowledge of Agricultural Science and
highlight the modern role it plays in the Irish economy.
To develop a curiosity for modern scientific applications and environmental issues
surrounding agriculture, genetics and the food industry.
To develop students skills of scientific analysis, research and review and how to
present their findings to the working group.
To develop the spirit of co-operation, teamwork and sharing of information and
resources.
To give the students an overview of the Agriculture Science Leaving Certificate
Curriculum and how it would benefit students in third level career choice.
TEACHING AND LEARNING STRATEGIES
Activity based learning
PowerPoint presentations and use of multimedia
Group work – Discussion and debate
Project Work and research (Individual and within groups)
Practical Work and investigations (Laboratory Based)
Visiting Speakers and Seminars
Peer Learning and Assessment
Self-Evalution
Evaluating Transition Year module via student surveys
All projects have relevant links to the Agricultural Science Curriculum and will assist
their further studies in this area.
CONTENT
Designer Cows (Investigation and research project into Breeding principles and the
selection criteria for cross breeding).
Cheese Plate (Investigation and research project where students design and produce
their own Cheese. The marketing of their project is also considered).
Intensive vs. Organic (Investigation into the two styles of food production, their
health and environmental impacts, and also the economic drivers behind both models)
Determining the health of Local River (Investigation and research project to look at
the health of a local river).
Using our compost to Grow – Growing Crops (As we are a Green School, we will
look at using our own compost to fertilise and produce our own crops).
18
Genetics (Investigation and research project to look at the role of genetics in
Agriculture and the food industry, involving several Laboratory based experiments).
Microbiology of Money (Investigation and experimentation project to determine the
levels of bacteria and micro-organisms in our environment. This project would look
at the various micro-organisms, their role and importance).
ASSESSMENT
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
Homework
Grading of assignments
Grading of Practical Work and competency
Grading of Presentations
Observation of progress and application in class
Assessment of final product and report by the Teacher
Self-Evaluation of Project by Student
RESOURCES
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



School Laboratory
Lab. Technician
Farmers Journal
Website Lists suggested to students to assist with research
Milk (Cheese Production), Muslin Cloth and relevant Lab chemicals
Prepared handouts, worksheets and resources (see Ag. Science subject folder)
EVALUATION



Student Portfolio and Interview
Level of engagement with classroom activities and with peers
Creativity with their project work
19
TITLE OF SUBJECT
AIMS
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BIOLOGY
to broaden students’ practical knowledge of Biology
to develop a curiosity for modern scientific applications and environmental
issues
to develop students skills of scientific analysis and research through
review and presentation of current articles and issues.
TEACHING AND LEARNING STRATEGIES
Power Point presentations
Activity-based learning
Group work – discussion, debate
Project work and research
Practical work – laboratory based
Visiting speakers and seminars
CONTENT
Reproduction and Birth
Biopharmaceuticals and Biotechnology
Vaccinations and Viruses
Flowers of the Burren
DNA and Me
DNA and Forensic Science
Medical Imaging
Stem Cells and Cloning
Climate Change
ASSESSMENT
Grading of written assignments
Practical Work
Research Project
Model Making
Case Study
Report Writing (article for media/newspaper/Health Supplement)
RESOURCES
School Laboratory
Lab Technician
Text books
Magazines/Health Supplement
DVDs
Internet
EVALUATION
Student Portfolio and Interview
20
TITLE OF SUBJECT
AIMS
-
CHEMISTRY
To broaden students’ practical knowledge of Chemistry
To develop a curiosity for modern scientific applications and
environmental issues.
OBJECTIVES
To develop students’ skills of scientific analysis and research
To give a basic grounding in some Leaving Certificate Chemistry topics
To link Chemistry to Forensic Science
To introduce Cosmetic Science
TEACHING AND LEARNING STRATEGIES
Project Work
Practical Work – laboratory based
Visiting Speakers
Industrial Visit
Research of Chemistry Courses in 3rd level
Group Work – discussion debate and activity based learning
Powerpoint Presentations
CONTENT
Introduction to some Leaving Certificate Chemistry topics
Investigation of Organic Chemistry, Polymers and Plastics, Soap Making
Analysis of modern drugs
Pharmaceutical Science
Environmental Science
Cosmetic Science
Forensic Science
ASSESSMENT
Research Project
Practical Work
Grading of written assignments
Powerpoint Presentation prepared by each student and presented to class
RESOURCES
School Laboratory
Industrial Visit
Internet
Platform designed for Transition Year
Powerpoint Presentations
Cosmetic Science designed for Transition Year students
Forensic Science module designed for Transition Year
EVALUATION
Student Portfolio and Interview
21
TITLE OF SUBJECT
AIMS
-
PHYSICS
(Energy – Renewable Energy)
to broaden students’ practical knowledge of Physics
to introduce students to different types of renewable energy, in particular
wind and solar energy
OBJECTIVES
Students should acquire knowledge and develop an understanding of:
How these renewable energies produce electricity
Advantages and disadvantages of the different types of renewable energy
How efficient is renewable technology
TEACHING AND LEARNING STRATEGIES
Activity based learning
Practical work – making and operating an appliance
Project work and research
Group work- discussion, debate
CONTENT
Wind Energy
Solar Energy
Electric motors/Electric generators
Solar cells/Photovoltic cells
Blade design for wind power
ASSESSMENT
Grading of written assignments
Practical work
Research project
Power Point presentation of one aspect of renewable energy
RESOURCES
School laboratory
Text books/handouts
DVDs
Internet
Guest Speaker
Field Trip
EVALUATION
Student Portfolio and Interview
22
TITLE OF SUBJECT
AIMS
-
HERITAGE (HISTORY)
to develop students’ sense of local, national and world history
to develop students’ understanding of historical terms/concepts
to develop students’ ability to locate, assess and use 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 variety of presentation skills (written, oral and I.T.)
CONTENT
Introduction to terms and concepts (as used in the DBQ at Leaving
Certificate level)
Using the internet as a research tool, evaluating websites, etc.
Using Ennis Library, the Local Studies Centre and www.clarelibrary.ie
Introduction to American history (Civil Rights era)
Introduction to Northern Irish history (background to ‘the Troubles’).
RESOURCES
Access to the computer room (min. one period a week)/internet
Visits to Clare Library, Clare Museum, Clare Local Studies Centre etc.
Worksheets and handouts
Copies of primary sources
DVDs
Day trip of historical relevance to be arranged
ASSESSMENT
Continuous assessment by teacher
Grading of written assignments
Project work (including a Power Point presentation on an aspect of U.S.
History and Irish History)
Portfolio Assessment
23
TITLE OF SUBJECT
AIMS
-
HERITAGE (GEOGRAPHY)
Help students develop an understanding of their physical and human and
social surroundings.
Develop geographical skills that will help them to make informed
judgements about issues at local, national and global 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, literacy and
numeracy
TEACHING AND LEARNING STRATEGIES
Groupwork
Research
Surveys
Geographical investigations
Cross curricular integration
CONTENT
Physical Environment: Karst Landscape / Coastal Studies
Historic Settlement: relative to Ennis town
Environmental Issues: local, national and global studies
Urban Environment: a study of traffic patterns
Geographical Diversity: a study of Clare
ASSESSMENT
Written Reports
Collages
Mind Mapping Skills
Power Point Presentations
Group Assignments
Geographical Investigations
RESOURCES
Computer Technology – websites
Library – school & local library
Maps & Photographs
Guest Speakers
DVDs
Field Studies
EVALUATION
Portfolio Assessment
24
- Documentaries
- Education Packs
TITLE OF SUBJECT
AIMS
-
HOME ECONOMICS
To enable students to acquire the knowledge and practical skills for
application in everyday life as individuals and family members.
To provide students with a knowledge and understanding of food and the
principles and process involved in preparation of meals.
To develop an awareness of health and safety practices.
To foster an appreciation for Irish and international cuisine
To encourage a sense of enjoyment and achievement in the study of Home
Economics.
OBJECTIVES
Students will research, investigate and cook suitable dishes from both
cookery modules and complete practical cookery assignments.
Students will develop skills of weighing, measuring, preparing, cooking,
presenting a variety of dishes during both modules.
Students will become aware of and to be able to use variety of kitchen
utensils and appliances.
Students will feel confident reading, understanding and following recipes.
Students will follow safety and hygiene procedures in relation to safe food
practices.
Students will be introduced to a variety of international cuisines by
participating in an international cookery module.
CONTENT
The Transition Year Home Economics course has been divided into two cookery
modules.
International Cookery and General Cookery
International Cookery Module
Content
Cuisine from Italy, Thailand, India and France
General Cookery Module :Baking – Different Bread
And Cake Making Methods
Practical Work, class demonstration, co-operative group
Teaching and Learning
learning, peer learning, handouts and worksheets,
Strategies
assignments, audio visual aids, - ppt, video clips, internet
searches, posters, leaflets etc.
Assessment
 Continuous Assessment
 Practical culinary skills
 Presentation of dishes
 Coursework assignments
 Folder with recipes and evaluation
Evaluation
 Self evaluation and product analysis at end of
lesson enables students to critically analyse their
implementation of the recipe and the recipe itself.
 Feedback on coursework assignments
 End of module evaluation & report
 Portfolio Assessment
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TITLE OF SUBJECT
MUSIC
AIMS
To encourage students to listen to a wide variety of music.
To encourage students to be open and positive towards all genres.
To provide students with an insight into 3 areas of Leaving Cert. Music.
OBJECTIVES
Students will be able to edit an MP3 file in audacity.
Students will be able to make editorial decisions and use the software to create a new
version of a song
Students will be able to record and edit own audio
Students will write and rehearse a script for a podcast based on 4 poems
TEACHING AND LEARNING STRATEGIES
AFL methods
Sample Scores
Discussion
ICT
Paired work/Group work
Performance opportunity
Project work
Report writing
CONTENT
Unit 1. Music Research Project
Listen to favourite artist and give personal response
Listen to Grandparents favourite artist and give personal response
Unit 2. Audacity
Listen to MP3 file
Analyse the form of music
Cut the music into those sections
Add effects, change pitch, change speed
Use a microphone
Make a podcast (English Poetry)
RESOURCES
“An evening in Paddy Cons” (video)
Kerry Videos
Computer Room (PC)
Music Room (Mac)
Data projector
PDF guide to audacity
Sound files
Computer Room (PC)
MP3 files
Youtube
Microphone
ASSESSMENT & EVALUATION
Final power point presentation
Submission of completed recording
Student portfolio and interview
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TITLE OF SUBJECT
DRAMA
This programme is a fast-paced, intensive learning, practical experience,
culminating in the production of short scenes.
AIMS
-
To introduce the pupils to improvisation and drama techniques through a
series of drama workshops.
To develop student awareness of theatre.
To develop the pupils understanding and appreciation of the processes
involved in devising, storytelling, characterisation,script and play writing.
OBJECTIVES
The students will:
-
Gain an awareness of different dramatic techniques, storytelling and acting
by examining and interpreting the work of others.
Gain an appreciation, understanding and awareness of storytelling.
Experience working autonomously and in small groups.
Develop the skill of critical thinking by examining their work and the
work of their peers.
CONTENT AND LEARNING GOALS
By the end of the course, students will:
-
-
Understand the fundamentals of story and production.
Understand the key elements of theatre including: lighting, sound, framing
and shooting for edit, direction (film) or staging, set, props, lighting, sound
and direction (theatre).
Develop an understanding of theatrical space and play with the division
between the actor and the audience.
Understand the various roles involved in a production that is ; scriptwriter,
producer, director, assistant director, lighting artist, sound design, costume
design, set design, etc.
ASSESSMENT
Continuous assessment of class work and homework.
Each pupil will be assessed on their individual input and also their ability to work
within the team.
Every pupil must keep a folder for the module in which to hold notes, scripts,
worksheets and information.
RESOURCES
Examples of play scripts / Handouts and worksheets.
Use of Dánlann an Chláir – access to stage, lighting equipment, and sound system.
Evaluation
Student portfolio and interview
27
TITLE OF SUBJECT
Introduction to Art, Craft and Design
This is a short project-based module of about 6-8 weeks. Students in TY typically
are mixed-ability; some will just have finished an intensive 3 years preparing for
and completing their Junior Cert. Art project, and others will not have done art
since they left primary school. In this module, projects are chosen where students
of all artistic abilities will be able to take part at their own level, and learn a new
skill.
AIMS
-
-
-
To give a glimpse of what the Leaving Cert. Art course is like, to allow
students to make informed choices when picking their subjects for Leaving
Cert.
To teach students a new skill, or allow students to develop previously
learned skills to a higher standard.
To encourage students to develop artistic thinking and problem solving
skills.
To allow students to engage in creative practice and to provide learning
experiences which develop the student’s aesthetic and artistic skills,
confidence, and art and design appreciation.
To encourage the student to work collaboratively with others.
OBJECTIVES
The student will:
Gain an awareness of different artistic styles and techniques.
Teaching and Learning Strategies
Activity-based learning
Project work
Peer learning (students with experience assist those new to subject area)
CONTENT
Previous projects in this module have included:
The Art of Mural Painting
Myself as a superhero (Linoprinting)
Designing a t-shirt using the craft of Batik
ASSESSMENT
-
Observation of progress and application in class
Assessment of final project by teacher
RESOURCES
-
All materials and equipment provided by Art Department
Evaluation
Display of project
Student Portfolio an interview.
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Title of Subject
CHINESE
AIMS
Cover Chinese language and culture content with students
Provide students with language skills: listening, speaking, reading and writing at basic
level
Familiarize students with Chinese culture.
OBJECTIVES
Master about 260 words around various topics
To be able to use simple Chinese in daily life
To be able to talk about some topics (daily life, campus life related)
To develop an interest in learning Chinese language and culture
To gain a general understanding of Chinese culture, set up cross-cultural awareness
TEACHING AND LEARNING STRATEGIES
Vocabulary / Grammar Workbook exercises
Listening Exercises
Dialogue / Conversation
Content
Language:
Greetings, introductions, talking about family, talking about age, birthday & Chinese
Zodiac, telling the time, briefly introducing hobbies, shopping, ordering dishes in a
Chinese restaurant, talking about Christmas and Chinese Spring Festival.
Culture:
Chinese cultural elements (calligraphy, paper cutting, use chopsticks, Chinese
traditional songs)
China’s geography, customs and social etiquette
ASSESSMENT
Class assignments
Presentation (culture)
Quiz
RESOURCES
Textbook “Introduction to Chinese language and culture”
Calligraphy
Paper cutting
EVALUATION
Class assignment, Oral Exam, Portfolio Assessment
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TITLE OF SUBJECT
AIMS
-
CAREER EDUCATION
To give students a greater insight into Senior Cycle Programmes and Subjects.
To enhance students’ ability to find, select and evaluate further and higher
education options that best fit their profile.
To develop an understanding of the World of Work.
To develop an understanding of the service providers in the Voluntary and
Community Sector.
To promote physical, mental and emotional health and well being.
OBJECTIVES
Students will:
undertake a Career Investigation (National Career Skills Competition)
Produce a C.V, Updated CV & Cover letter
Complete one week of Community Work and one week Work Placement.
TEACHING AND LEARNING STRATEGIES
Power point presentations
Classroom based learning in the form of students (Reach +) workbook alongside
online activities
Group work; discussion, debate, interview, role play
Project work and research
Visiting Speakers and Seminars
Study Visits and Field Trips
Work Experience, Work Simulation, Community Work
CONTENT
Jobsearch (CVs, Letters of Application, Interviews)
CAO, UCAS, Further Education,/PLC Systems
Preparation for open days in NUIG, UCC, UL, UCD, TCD
Career Interest Profiler
Study Skills
Personality: the 4 Temperaments
Communication Styles
Self-Esteem,
Health and Welfare.
Senior Cycle Programmes and Subjects
ASSESSMENT
Grading of all written assignments
Research Project – Career Investigation
Community Work and Work Placement Reports
Updated C.V. in May
RESOURCES
www.careersportal.ie, www.qualifax.ie
Reach+ Workbook, Guest Speakers
Textbook ‘Better Communication and How to Achieve it’ Sheila Hoctor and Karine Lynn
Visits to NUIG, UCC, UL, UCD, TCD.
EVALUATION
Student Portfolio and Interview
All students are required to enter National Career Skills Competition (Careersportal)
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TITLE OF SUBJECT
Technology
AIMS




To develop the students cognitive and problem solving skills through the
application of knowledge and skills to practical problems.
To develop students’ skills in creativity and manual dexterity.
To develop the spirit of co-operation, teamwork and sharing.
To foster an employment of learning Technology.
OBJECTIVES




Students will be able to execute a solution in CAD and output to a CNC
machine.
Students will be able to apply key processing and skills to the execution of an
acrylic artefact.
Students will develop and apply their soldering skills to the population and
testing of an electronic PCB.
Students will adhere to Health and Safety requirements associated with the
work undertaken.
TEACHING AND LEARNING STRATEGIES






Teacher demonstrations
Activity-based learning
Project work
Peer learning (students with experience assist those new to subject area).
Prototype building
Self evaluation
CONTENT





Sketching skills
Soldering skills and electronics based project work
Design activity and prototype building
Use of CAD and CNC
Assembly and testing
ASSESSMENT



Observation of progress and application in class
Assessment of final product and report by teacher
Evaluation of final product by student
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RESOURCES






Technology/Construction Rooms
Laptop Computers and Printer
CNC equipment
Electronic components, board and equipment
Graphics equipment
Acrylic sheets
EVALUATION




Creativity in design
Quality of finished product
Level of engagement with classroom activities and with peers
Student portfolio and interview
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TITLE OF SUBJECT
RELIGIOUS EDUCATION
Young Social Innovators (YSI)
AIMS
YSI as a social awareness education and action programme invites young people to
make radical and innovation suggestions for change that can make a real and positive
difference to people’s lives in their own school, community, locality and beyond.
OBJECTIVES
That our students participate in the YSI competition and enter their project for
national assessment and special certification.
That project participants share learning, advocate on their social issue (to a large
audience of local people and peers) and promote their project.
TEACHING AND LEARNING STRATEGIES
Teacher acts as a facilitator
Students – team work, research skills, organisational and communication skills,
evaluation and social skills.
CONTENT
Identify an issue of social concern
Carry out research project stage by stage using the ‘Planning Workbook’ for YSI.
ASSESSMENT
A project is looked at from 4 perspectives (4Cs)
Care – What did you care about and how much did you understand and have empathy
with the theme?
Co-operation – Did you learn to work as a team and did you work in partnership with
other relevant groups?
Change – What change did you bring about and did it impact on what you cared
about? Was your innovative action led by yourselves?
Communication –Did you tell your story and advocate for change to influence others
as part of creating change and how did you see this?
RESOURCES
YSI PlanningWorkbook
www.youngsocialinnovators.ie
Relevant groups and organisations in the local community, Internet, DVDs, guest
speakers.
EVALUATION
All completed projects submitted will be invited to a Regional SpeakOut.
Projects selected will participate in the Annual Showcase in May.
Portfolio Assessment and Interview.
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TITLE OF SUBJECT
RELIGIOUS EDUCATION
John Paul II Awards
AIMS
The purpose of the award is to recognise and affirm the good work that young people
are doing in the parish and in their community.
OBJECTIVES



It is hoped the award will enable students to become more actively involved in
the life of their parish and community.
Through taking an active part in church and community students will
experience the contentment and fulfilment that comes from serving others,
especially those in need.
Through participation in the award, students will be able to show future
employers and educators that they are people who can make an ongoing
commitment to a task.
TEACHING AND LEARNING STRATEGIES
Teacher acts as a facilitator
Visiting speakers
Classroom discussion
Collaborative Work
Group Work
Pair Work
CONTENT
Parish involvement
Examples
 Play and Pray
 Reading at Mass
 Altar Server
 Member of Choir/Folk Group
 Preparing articles for the parish bulletin
Social Awareness
Examples
 Member of St. Vincent DePaul
 Community Work
 Log on Learn
 Christmas Shoebox Appeal
 Working in a Youth Club
 Ongoing Fundraising
 Regular visitation of residential homes.
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ASSESSMENT
Four levels of Award





The papal cross
Gold Award
Silver Award
Bronze Award
Award Top-Up
RESOURCES




Fr. Ger. Jones, John Paul II award Co-ordinator, Killaloe Diocese
Parish
Outside Agencies
Visiting speakers
EVALUATION


Reflective Essay (Preparation of a 1500 word presentation)
Portfolio Assessment and Interviews
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COMMUNITY WORK
All Transition Year students undertake one week of 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:
Alzheimers Society
Parish Office
Clare Youth Service
Enable Ireland Shop
St. Claire’s School
Enable Ireland Adult Services
Mrs. Quinn’s Charity Shop
Clarecare
Enable Ireland
Somalia Shop
Irish Wheelchair Association
Conquer Cancer Shop
St. Anne’s School
Pairc na Choille Nursing Home
Clare Haven Services
I.S.P.C.A. Animal Shelter
Day Care Centre, Clarecastle
Holy Family Junior School
Oxfam Shop
Cahercalla Community Hospital and Hospice
ASSESSMENT/EVALUATION
Student completes a Diary and Workbook which includes
-
Company Research, Personal Objectives
Daily Journal
Work Experience Evaluation
Key Skills Development
Employers complete a ‘student evaluation’
RESOURCES:
Work Experience, Diary and Work book from CareersPortal.ie
36
WORK PLACEMENT
All Transition Year students undertake one week of 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
Pharmaceutical Science
General Nursing
Medical Laboratory Science
Radiography
Physiotherapy
Occupational Therapy
Cultural, Heritage and Leisure Tourism
Veterinary
Animal Care
Leisure/Marine
Social Work
Support Services
Auctioneering and Estate Agency
Beauty Therapy
Speech and Language Therapy
Pharmacy
Traditional Music
Primary Teaching
Montessori Teaching
Special Needs Assistant
Childcare
Arts Administration
Media/Radio
Journalism
Medicine
Photography
Outdoor Education
Sports/Leisure
Architecture
Accountancy
Hairdressing
Catering
Costume Design
Librarian
I. T.
ASSESSMENT/EVALUATION
Students complete a Diary and Workbook which includes
Company Research, Personal Objectives
Daily Journal
Work Experience Evaluation
Key Skills Development
Employers complete a ‘student evaluation’
RESOURCES
Work Experience Diary and Workbook from CareersPortal.ie
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MODULES/ADDITIONAL ACTIVITIES
CARDIAC FIRST RESPONDERS COURSE
The purpose of this course is to enable students to assess a collapsed casualty and
perform CPR on an adult, child and infant. Students learn how to recognise the signs
of choking and how to clear an obstruction. They also learn how to recognise the
signs of heart attack / stroke and how to provide treatment. All students learn how to
operate a defibrillator safely. Following the course students are certified Cardiac First
Responders.
YOUNG SOCIAL INNOVATORS (YSI) (R.E. MODULE)
Designed to encourage young people to use their talents, skills, bright ideas to help
create a better society.
ALL IRELAND T.Y. DRAMA FESTIVAL
Helps develop and encourage students’ appreciation for the performing arts while
they discover their own individual creative gifts and talents. Students direct and
perform a one-act play of their choice.
AN FHEILE SCOILDRAMAIOCHTA – FEILE NA MUMHAN
Students have the option of participating in this Irish drama competition.
LAW EDUCATION FOR SCHOOLS (LES)
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 CRIMIMAL COURTS OF JUSTICE
Organised by ‘The Courts Service’. Students have a guided tour of the complex.
A Barrister facilitates a mock trial among the students. They then have the
opportunity to attend various court cases.
VISIT TO KILMAINHAM GAOL
As part of the History programme students visit Kilmainham Gaol where a guided
tour is provided.
VISIT TO IRISH AID VOLUNTEERING AND INFORMATION CENTRE
The Irish Aid Centre offer schools workshops on development and Ireland’s role in
fighting global poverty and hunger. By taking part in Irish Aid’s workshop and guided
tour of the interactive Khulungira exhibition, TY students will learn about the realities
of life in a rural African community and learn about how Ireland is taking a leadership
role in the fight against hunger.
NATIONAL PLOUGHING CHAMPIONSHIPS
All TY students attend the National Ploughing Championships which showcases Irish
Food, Farming and Culture.
38
MOCK TRIAL COMPETITION
Students are entered into the annual Mock Trial Competition held in either Loughrea,
Gort or Athlone Court House.
OUTDOOR PURSUITS
Students undertake a multi-activity programme in Horizon Adventure Centre for four
days which includes surfing, kayaking, orienteering, climbing Croagh Patrick, quad
biking, archery and various team building tasks.
RTE LYRIC FM EDUCATIONAL OUTREACH PROGRAMME
This project involved making classical music based radio programmes. A mobile
radio studio is brought to the school where the fundamental aspects of radio
programme making are discussed. Students prepare, script, present and produce their
own programme. Facilitated by Lorcan Murray and Eamon Lenihan.
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 along
with a Songschool Certificate of Participation.
DRIVING TUITION
All students undertake driving tuition with Tim Kelly School of Motoring. They also
attend a workshop on driver safety and awareness. Students are encouraged to study
for the Driver Theory Test.
THIRD LEVEL COLLEGE OPEN DAYS
All students have the opportunity to visit N.U.I.G, U.C.C, UCD and TCD Open
Days. They have the opportunity to attend introductory lectures, visit exhibition
stands and tour each campus.
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.
SHORT STORY / SPEECH WRITING
Students are actively encouraged to develop their writing skills by entering various
competitions that are launched from year to year.
Examples of competitions that students have entered in the past include “The Clare
Champion Short Story Competition”, “Action Aid National Speech Writing
Competition” and NNI Press Pass.
TY LOL (Log on Learn Initiative)
Intel, in collaboration with Microsoft and supported by An Post has come up with an
initiative called ‘Log on Learn’ or LOL for short. The LOL initiative will involve TY
students ‘buddying up’ with older people from their local community to teach them
how to use computers and the internet.
39
ENVIRONMENTAL FIELD WORK – Burren Outdoor Education Centre
As part of Geography students undertake study of coastal erosion. The emphasis will
be on students doing practical work themselves, using equipment and collecting data.
The date collected will be analysed to ensure full understanding.
TRANSITION YEAR GIRLS SPIKEBALL LEADERS PROGRAMME
VAI (Volleyball Association of Ireland) will deliver a 6 hour TY Leadership course to
TY students on how to introduce Spikeball (adapted version of volleyball) to primary
schools in the local community.
TY students organise and coach a class for 6 weeks. They will receive instruction on
coaching, refereeing and the administration of the programme. They will be certified
by the VAI and ISC (Irish Sports Council) on completion of the course.
TY students will organise a Spikeball Blitz at the end of a 6 week coaching session.
The VAI monitor and evaluate the programme.
SCHOOL BANK
A school bank is run by a TY class on behalf of the Bank of Ireland who interview
applicants for positions and who provide training. The bank opens at lunchtime one
day each week.
CLARE COMHAIRLE NÁ NOG
Up to ten TY students represent the school at this local showcasing event held
annually. The main aim of the event is to give young people the opportunity to discuss
and debate matters of relevance to them in their community.
TEAM HOPE CHRISTMAS SHOEBOX APPEAL
All TY students organise and co-ordinate the collection and stocking of Christmas
shoeboxes for Team Hope.
ENNIS FARMERS MARKET
TY Home Economics students have the opportunity to visit the Farmers Market. In
addition to learning about the local produce available they also meet with the market
supervisor who outlines how one can become a member of the market.
SCHOOL SLEEPOVER
All TY students participate in a school sleepover. Funds raised through sponsorship
are donated to a nominated charity.
ON BEING AN ARCHAEOLOGIST FOR A DAY
Clare Museum offers this Geography programme to secondary schools. Students get a
chance to examine artefacts up close and learn the scientific techniques used by
Archaeologists for dating finds, testing soil and extracting artefacts from the ground
through fun hands on experiments.
INDUSTRY VISIT
An industry visit is organised for interested students. The aim is to give students an
insight into career opportunities in the area of science, engineering and technology.
Included are visits to Roche Ireland, Clarecastle and LM Ericsson in Athlone.
40
BORD GÁIS ENERGY THEATRE
Attendance annually at a production /performance related to TY English programme.
May 2015: Harper Lee’s Pulitzer Prize-winning novel, To Kill a Mockingbird.
OTHER ACTIVITIES MAY INCLUDE
Self Defence
Tai Chi
Basketball Ireland Introductory Refereeing Course
GAA Coaching Course
Cheerios Childline Breakfast Together Week
Bord Bia Workshop
Tour of Ennis Friary
RTE Transition Year Programme (2 students)
TY Physics Experience Programme (TYPE) TCD (2 students)
BOI Bond Trader Challenge (class group)
Pathology Dept Open Morning (4 students)
Tyndall Lecture UL (TY Physics class)
Radiography Dept Open Afternoon (4 students)
Iveagh Scholars Programme, Dept of Foreign Affairs (1 student)
Bar Council – TY Programme (1 student)
Defence Forces Work Placement (2 students)
UCC Prep for Med Programme (2 students)
NUI Galway Arts Taster Programme (24 students)
YSI Showcase
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