Transition Year is a fundamentally different year to third year or fifth year. Students need to know from the beginning that it will involve different ways of teaching and learning. Mostly the course will incorporate more experiential learning and methodologies in the classroom and will be more active perhaps than they have been used to. The areas of study will be broader and will include new subjects. Activities such as the work experience and outreach programmes will feature. Students will be expected to develop skills of independent learning e.g. completing projects and meeting deadlines.

The induction process starts with an information session for students and an information evening for parents when the students are in third year. Parents discuss this information with their son/s and decide whether to apply for Transition Year or not. Those who apply and are accepted must sign a contract of participation. Students are given further information at relevant times as they approach the end of third year and these ideas are revisited at an induction meeting in September of all new T.Y. Students on their first day back at college. The students are welcomed to what is hoped will be an exciting year of learning for them and receive an induction pack and a journal. It is explained in detail what the Transition Year Programme is trying to do, where it fits in to the whole six-year cycle and how it relates to the various Leaving Certificate programmes. Students are informed about the content of the programme, timetable features, calendar highlights, teaching and learning approaches, assessment types and certification. Students complete an Induction Form.

Oatlands College then provides an induction programme in the form of a trip to Delphi Adventure Centre in Leenane, Co. Galway. Students participate in an activities programme in the inspirational setting of the Delphi Valley. The programme balances learning, fun and instruction and is designed to begin the bonding process and to provide them with a memorable start to the year which will motivate them to gain as much as possible from the Transition Year experience. After this trip, the students will have a much better idea about what they want from their Transition Year individually and as a group.

STUDENT INDUCTION FORM

1.   I have chosen to do Transition Year because:

2.      The five most important goals I want to achieve during my Transition Year are:

   (Choose five priorities from the list below & number them 1 to 5 in order of importance)

3.     In what ways can my attitude contribute to making Transition Year a more successful experience for me?

Signed  ………………………………………………           Date  ……………………

OATLANDS COLLEGE TRANSITION YEAR PROGRAMME

CONTRACT OF PARTICIPATION

Transition Year will help you make the transfer from Junior Cycle to Leaving Certificate. It offers you a unique opportunity to develop in a number of important areas:

Personal                To help you develop your personality and character towards a more

                        positive and confident self-image.

Study/Work           To develop independent work and study habits appropriate to the

                        Senior Cycle.

Career                   To become familiar with workplaces outside school and possible

                        career paths.

Social                    To become more informed about society and more skilled at dealing

                        with people.

This College has high expectations of you during Transition Year.

Transition Year students are expected to contract to do the following:

·         Actively participate in the opportunities offered throughout Transition Year.

·         Develop work and study habits appropriate to Senior Cycle.

·         Establish positive and respectful relationships with fellow students and teachers

·         Participate in class work and complete homework and other assignments on time, to the required standard.

·         Observe the rules and regulations of the College with regard to conduct, attendance, punctuality and uniform.

Signing this contract is a mark of your commitment to the success of your Transition Year. From the staff’s point of view, it represents our commitment to treat Transition Year students as young adults participating in a course which we have planned with the goals of developing greater maturity, relevant skills and an orientation to the working world.

 The Order of Malta Ambulance Corps has been to the forefront in First Aid Training in Ireland since 1938. In this time, they have developed their training programme and trainers to the highest level in the country. They provide a nationwide network of units, our local one delivering this programme at Oatlands.

Duration

Aims

·         To learn basic first aid techniques

·         To increase safety awareness

·         To reduce accident rate

·         To enable the students to save time in an emergency

·         To learn how to cope with minor injuries at work

·         To reduce risk of complications

Objectives

·         The Students will have passed a Certificate Examination Allowing them to practice basic First Aid for the next two years

·         The students will have developed a long-term interest in First Aid

Teaching & Learning Strategies

·         Formal input by Instructor

·         Practical Work

·         Group Work

·         Role-play

Content

The course complies fully with the Health & Safety Authority approved syllabus for Occupational First Aid as laid down in the General Application Guidelines of the Safety, Health & Welfare at Work Act (S.I.44 of 1993).

Topics covered in the course include:

• Principles of First Aid
• Accident Scene Management
• Casualty Assessment
• First Aid Kits
• Control of Bleeding & Wounds
• Treatment of Heart Attacks
• Resuscitation (EAR & CPR)
• Treatment of Unconsciousness
• Injury to Bones, Joints & Muscles
• Burns & Scalds
• Poisons

Assessment

On completion of the course and having successfully passed a practical examination, students will receive Occupational First Aid Certificates, which are valid for 3 years.

• Overhead Projector
• Digital Projector
• Televisions
• Videos / D.V.D.s
• Whiteboard / Blackboard

• First Aid Equipment

Links with other subjects

• Science Subjects

Evaluation

• Students will complete a module evaluation form

"Much stress is laid by educationalists on literacy and numeracy, but we hear little about the importance of being articulate. Footballers practice passing and shooting; pianists, singers and clowns also practice assiduously. Why is it supposed that speaking comes naturally and needs no effort or concentration? Fluency and clear enunciation are particularly important for the lawyer, when our forensic practice is largely oral."

 Glanville Williams, Q.C.

Duration

Aim

Specialised Training in the Skill of Advocacy with an Emphasis Placed on the Forthcoming Mock Trial Competition.

Objective

The students will have experienced training in advocacy – Training in advocacy introduces students to the art of persuasion, speaking succinctly and the skill of "thinking on one's feet". The barrister stages a full mock trial during the course of the module and the mock trial cases used are the same materials that will feature in the national competition. This should prove to be of particular assistance to students who hope to compete in the inter-school mock trial competition later in the year. All assigned tutors are practicing barristers who have teaching experience and therefore possess the necessary skills of classroom management.

Teaching & Learning Strategies

Staging a Mock Trial as a Classroom Activity

The staging of a mock trial as a classroom activity is a centerpiece of the P.A.L. module as it gives the students a real insight into how the law works. Such trials have a usual duration of 60/70 minutes. The P.A.L. tutor acts as the trial judge. He/she also furnishes pupils with the necessary case materials and explains and prepares pupils to partake in the trial as Barristers, Solicitors, Jurors, Witnesses, Court Staff, etc. A detailed marking sheet is used to score the trial. The best student advocate and witness will be announced immediately upon the completion of the trial.     

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Content

1.      An introduction and definition of Law.

2.      Sources of Law.

3.      Concept of Justice.

4.      Life as a practising barrister, how to qualify as a lawyer, and the differences between a barrister and a solicitor.

5.      Rules, etiquette and traditions of the Bar.

6.      The main courts of Ireland

7.      The Judiciary.

8.      Irish Law Offices.

9.      Jury Service.

10. Bunreacht na hÉireann 1937.
11. Fundamental rights, obligations and some constitutional case Law.
12. Burden of proof in criminal Law.
13. Burden of proof in civil Law.
14. Evidence.
15. Rules, techniques of direct examination and cross-examination.
16. Criminal Law.
17. Tort Law.
18. Employment Law.
19. Family Law.
20. Contract Law.
21. European Law.
22. Advocacy.
23. Alternative dispute resolutions.
24. Fundamental rules of Law.
25. Case Law.
26. Explanation and discussion of current law cases and topical legal issues.
27. Staging a mock trial as a classroom activity

Assessment

Students will be given an examination – this will be sent to The Public Access to Law Office for correction. The P.A.L. examination consists of 50 true or false questions and an essay type question. A prize of the highly acclaimed law book, 'Learning the Law' by Glanville Williams, Q.C., will be presented to the student who attains the highest mark in the examination. Round Hall Sweet & Maxwell Irish Law Publisher and P.A.L sponsor these prizes. The corrected exam scripts will be returned to Oatlands within one month from the time when P.A.L. receives them. The P.A.L. examination is completely independent of the Department of Education.

Resources

Video excerpts, case studies, mock trial materials, written notes, the blackboard and the overhead projector are used as part of the teaching programme. Workshop type discussions and moot courts also form part of the programme. The students will be shown the film “12 Angry Men” on a day shortly before the course takes place. The running time of the said video is approximately 92 minutes. It is viewed in one uninterrupted session.       

Links with other subjects

• Speech & Drama
• English
• History

Evaluation

• Students will complete a module evaluation form

Duration

Aim

One of the key aims of the Transition Year Programme at Oatlands is to provide education through experience of adult and working life as a basis for personal development and maturity. It is intended that Transition Year should create opportunities to vary the learning environment and to dispel the notion that learning is something that happens only within the classroom. In order to do this, Oatlands College includes a component of Work Experience.

Objectives

·         The students will have worked for two calendar weeks, one in each of the first and second terms.

·         At the initial stage, students will have been encouraged to find their own placements, affording them opportunities to write letters of introduction, compile curriculum vitaes and attend interviews. The learning process in searching for work is an important element of the Work Experience Component. Students who have experienced particular problems securing placements through this process will be, in due course, assisted by the College in finding placements. The College has developed a number of contacts with employers over the years and will look for placements on the student’s behalf in situations deemed necessary by the      Co-ordinator of the Work Experience Programme.

·         Prior to placement, both pupils and prospective employers will have been fully briefed about what is involved. In order that pupils obtain maximum benefit from their work experience, sufficient time and opportunity after each work period will be allowed for de-briefing, reporting back and follow-up exercises. To facilitate this process, the Work Experience Component is linked closely to the Career Guidance Programme.

Teaching & Learning Strategies

·         Learning by doing

·         Practical Work

Content

Two placement weeks in recognised places of employment. Working for no money may seem like a crazy idea to the students at first, but in reality, they will soon realise that they are not actually working for nothing. Any work-experience that the students get is valuable, even if not immediately in monetary terms, in helping them to choose and get the right job in the future. Work Experience activities form an important part of the transition from student life to adult life. The vision of the Work Experience Programme is to create a vocational environment where each student can gain self-awareness and self-confidence and achieve the greatest independence and preparedness to become a successful worker. Students learn appropriate work habits, while developing the self-esteem, individual responsibility and independence that become the foundation for securing and maintaining good jobs after they leave school.

Employers will be asked to write full reports on the effectiveness of the work done by students in their care

• College Insurance Policy is extended to cover work placement
• Work Experience Co-ordinator oversees the programme

Links with other subjects

• Career Guidance

Evaluation

• Students will complete debriefing forms
• Employers will provide feedback

During the evaluation stage of the Transition Year Programme in past years, students have regularly highlighted ‘Work Experience’ as an especially memorable feature of the year.

Duration        

Aims

• To inspire in students the importance of being actively involved in all aspects of their learning (including class work, homework and study)
• To provide students with a framework to set goals for their study and to measure their success
• To introduce students to techniques which will improve their reading; writing, organisational and note-making skills
• To demonstrate to students the importance of time management in relation to their study
• To assist students in designing personal Study Plans

Objectives

• Students will have a better understanding of their individual learning styles, what their learning strengths are and any areas requiring concentration
• Students will appreciate the difference between Active and Passive learning and will select some active learning strategies to incorporate in their study plans 
• Students will realise the importance of motivation and goal setting and measurement in achieving success
• Students will identify techniques that best suit them to improve their memory; reading; writing; note-making and organisational skills
• Students will complete a time-management exercise to focus on how they currently spend their time and how they should be spending time during the senior cycle
• Students will know how to design a personal study time-table

Teaching & Learning Strategies

• Formal input by teacher
• Practical work
• Reflection
• Classroom discussion

 Content

• Understanding your Learning Style
• Active versus Passive Learning
• Motivation
• Memory Skills
• Reading Skills
• Note-making
• Writing Skills
• Organisation Skills
• Time Management
• Designing a Study Plan
• Exam Preparation

Assessment

Students will complete a number of exercises to reinforce the issues discussed

Resources

• Overhead Projector
• Resource Booklet

Links with other Subjects

• The Study Skills Programme will be of assistance to students in managing all of their subject choices during senior cycle

Evaluation

• Students will complete a evaluation form
• Teachers will complete a evaluation form

 Duration

Aims

·         To begin the process of developing driving skills in a safe controlled environment with an emphasis on the broad spectrum of road safety issues

·         To encourage a professional attitude in order that they become more responsible on roads

Objectives

·         Students will have experienced driving for the first time in a responsible way and in a safe ‘Off Road’ environment

·         Students will have had an experience which ensures they take a responsible attitude into their future careers as drivers

Teaching & Learning Strategies

·         Formal Driving Instruction

·         Videos

·         Practical Work

·         Group Work

·         Guest Speakers

Content

• Classroom Session
• Break Reaction Simulator Demonstration
• Break Test Demonstration
• Driving Lesson
• Visit to The Museum of Motor Sport

Students will be advised on the basis of their demonstration results and on aspects of their driving during the lesson

• Computers
• Televisions
• Videos/D.V.D.s

• Test Cars
• Dual Controlled Lesson Cars

Links with other subjects

• Career Guidance

Evaluation

• Students will complete a module evaluation form

Duration

Aims

• To introduce students to the sport of sailing

Objectives

• Students will understand boat handling techniques and the background knowledge necessary to operate a boat
• Students will have learned to sail a Dinghy in moderate winds under supervision

Teaching and Learning Strategies

• Formal Sailing Instruction
• Land Drills
• Practical Exercises
• Demonstrations
• Safety Drills

Content

• Clothing, footwear, buoyancy aids and safety
• Rigging, boat controls, wind awareness and land drills
• Capsizing, launching, balance and stopping
• Five essentials
• Land marks
• Tacking
• Gybing
• Points of sailing
• Figure of eight course

 Assessment

• Continuous Assessment
• Students are asked to demonstrate knowledge learned in the classroom and on the water
• Students who complete the module must demonstrate an understanding of responsibility and safety to themselves, their crew and other water users

Resources

• Clothing (including wetsuits and buoyancy aids)
• Changing Facilities
• Sailing Dinghies & Rigging Equipment for Sailing
• Rescue Boats
• Safety Equipment
• Marks

Links with other subjects

• P.E.

Evaluation

• Students will complete a module evaluation form

Duration

Aims

·         To build and expand on the experience of English in the Junior Certificate

·         To provide a broad and solid foundation for the Leaving Certificate

·         To interest students in English as a part of life in general

·         To encourage independent study and decision-making skills in learning

·         To experience the joy of reading

Objectives

·         Students will have read a number of Best Sellers during the course of the year and should have learned to select and read preferred novels and review them.

·         Students will have studied a play and will have experienced acting the roles of the characters in the play.

·         Students will be asked to debate a number of motions during the year. Advice will be given on the key elements of public speaking and speech writing. Students should have learned to express and defend a point of view and they should have developed in confidence and style.

·         Students will watch a number of films at the college and, on occasion, at the Irish Film Centre. They will discuss issues relating to these films. They will also complete a day course in film production where they will learn about the history of film-making and they will produce their own short film. Students should have learned to distinguish between genres of film and experienced producing their own film.

·         Students will have experienced writing their own poetry and should have developed an awareness of the craft of writing poetry.

·         Students will be asked to write short stories. They will have explored different points of view and different styles of writing and should have new perspectives in regard to creative writing.

·         Students will have examined similar and opposing themes in the novels, the play and the films they have experienced during the year, thus they should understand the meaning of ‘Comparative Studies’. 

Teaching & Learning Strategies

·         Formal input by Teacher

·         Debates

·         Practical Work

·         Group Work

·         Use of Video Tapes

·         Oral Presentations by students

·         Drama in education exercises

·         Classroom discussion

·         Role-play

·         Guest Speakers

Content

·         Literature

·         Drama

·         Public Speaking

• Film Studies
• Media Studies
• Poetry
• Short Stories
• Introduction to Leaving Certificate

Students will be assessed on their book reviews, their public speaking tasks, their submitted poems and their performance as part of a team in preparing a media product.

• Overhead Projector
• Digital Projector
• Computers
• Televisions
• Videos/D.V.D.s
• Whiteboard/Blackboard

• Displays of Student Work

Links with other subjects

• Speech & Drama
• Computer Studies
• History

Evaluation

• Students will complete a subject evaluation form
• Teachers will complete a subject evaluation form

Duration

Aims

·         To explore various aspects of news media, both print and broadcast

·         To explore the idea of ‘spin’ and the relationship between journalism and public relations

·         To develop in students the conceptual tools to think critically about cinema, television, advertising, print journalism and the internet

·         To explore how the mass media shape and convey meaning

Objectives

·         Students will have watched films and T.V. programmes critically

·         Students will have researched media ownership, the definition of news, the role of journalists and the influence of public relations

·         Students will have been introduced to the history of media

·         Students will have been acquainted with practical issues that affect media professionals, including libel, invasion of privacy, access to government information and open and closed courts

·         Students will have experienced reporting having produced media products such as newsletters, radio programmes and digital photography

·         Students will have looked critically at how the media cover poverty issues and the role of media in making citizens aware of the poor

·         Students will have examined T.V. conventions such as situation comedies, dramas, law programmes, game shows, and ‘reality T.V.’

·         Students will have examined how media affects the way we think about products

Teaching & Learning Strategies

·         Formal input by Teacher

·         Debates

·         Practical Work

·         Group Work

·         Use of Video Tapes / D.V.D.s / Cinema

·         Oral Presentations by students

·         Classroom discussion

Content

·         Films

·         T.V. programmes

·         Newspapers / Magazines / Brochures

• Internet Research
• Creation of News Products

Assessment

Students will be assessed on their ability to work in groups in creating quality news products for the college

Resources

• Overhead Projector
• Digital Projector
• Computers
• Televisions
• Videos/D.V.D.s
• Whiteboard/Blackboard

• Displays of Student Work

Links with other subjects

• English
• Computer Studies
• Religion

Evaluation

• Students will complete a subject evaluation form
• Teachers will complete a subject evaluation form

Duration

Aims

·         To give students exposure to Irish language, mythology and culture in an enjoyable and meaningful way

·         To enable all students to play a traditional Irish instrument

·         To increase students’ understanding and awareness of Gaeilge as it exists in modern Ireland

·         To give students a broad general understanding of the history of the language, its development, its decline and its place in contemporary Irish society.

·         To provide a foundation for the Leaving Certificate

Objectives

·         Students will act out a radio play based on one of the major Irish sagas

·         Students will be able to play at least one piece on the tin whistle

·         Students will make a simple film based on themselves

·         Students will be able to sing a few Irish songs

·         Students will do one project on a subject relating to Gaeilge agus an Cultúr Gaelach which is of interest to them

Teaching and Learning Strategies

·               Formal input by teacher

·               Textbook – Tobar Na Gaoise [Edel Ní Bhriain]

·               Drama in education exercises

·               Classroom discussion

·               Group work

·               Use of video tapes and camera

·               Music in education exercises

Content

·               Mythology

·               Drama

·               Music

·               Ancient and modern history

·               Creative writing

Assessment

Students will be assessed on their project, their musical performance, their video and they will also complete a short written assignment

Resources

·               Overhead projector and slides

·               Computers

·               Videos

·               Maps

·               Televisions

·               Work displays

·               Tin whistles and other instruments

Links with other subjects

·               History

·               Modern foreign languages

Evaluation

·               Students will complete a subject evaluation form

·               Teachers will complete a subject evaluation form

Mathematics will be streamed in order to facilitate students working at a pace they are comfortable with. There will be more focus with the lower ability group on compensatory studies

Duration

Aims

·         To identify and eliminate weaknesses in key areas of the Junior Certificate Course

·         To stimulate the interest and enthusiasm of pupils through practical activities in units designed specifically for Transition Year

·         To make Mathematics more relevant to everyday life and to explore any opportunities of connecting Mathematics with other subjects

·         To increase the confidence of students in Mathematics and to enable them to have more balanced views of their respective abilities

·         To provide interesting insights into what lies ahead in the Leaving Certificate Course

Objectives + Content

The course will consist of seven substantial units which will be presented in the following order:

• Unit One -Algebra:   

(1) Revision of Basic Algebra

(2) Solving Linear Equations

(3) Algebraic Division

(4) Adding Algebraic Fractions

(5) Linear Inequalities

(6) Factorising Quadratic Expressions

(7) Solving Quadratic Expressions

(8) Solving Quadratic Expressions involving Fractions

(9) Difference of two squares

(10) Factorising by Grouping

(11) Manipulation of Formulae

(12) Simultaneous Equations

Objectives:

Having revised all aspects of Junior Certificate Algebra and experiencing Leaving Certificate type problems, students should have a thorough grounding in the topic.

·         Unit Two – Geometry:

(1)    Revision of Angles and Triangles

(2)    Axial Symmetry – Central Symmetry

(3)    Translations

(4)    Parallelogram Theorems

(5)    Circle Theorems

(6)    Similar Triangles

(7)    The Theorem of Pythagoras

Objectives:

Students will connect with ‘History’ and ‘Computer Studies’ by first of all using the Internet to research the history of Greek Geometers. At the end of this unit, they should be better able to work in teams with problem-solving exercises.

·         Unit Three – Social Arithmetic:

(1)   Wages

(2)   Insurance

(3)   Bills

(4)   Profit and Loss

(5)   Taxation

(6)    P.P.S.

(7)    Weights and Measures

(8)    Foreign Exchange

Objectives:

Students should be able apply Mathematical skills to real-life situations. Students will be asked to construct questions, introducing them to an alternative approach to finding solutions.

• Unit Four – Use of Calculator:

(1)     Functions of a calculator

(2)     Solving problems involving a number of functions

Objectives:

Students will be required to take part in extensive activities with calculators, enabling them to use calculators skilfully.

• Unit Five – ‘Statistics’ and ‘Graphs and Functions’:

(1)    Frequency distributions

(2)    Histograms

(3)    Cumulative Frequency

(4)    Standard Deviation

(5)    Drawing accurate graphs

Objectives:

The focus of this unit will be activity-based learning. Students will be required to complete a survey (e.g. local traffic, favourite sports/subjects of students in college). They will integrate their work in this unit with their work in Computer Studies by preparing a project including a spreadsheet and statistical graphs followed by conclusions and recommendations. Students should see more clearly how Mathematics connects with other subjects and with real life.

• Unit Six – Mental Arithmetic:

(1)    Estimation

(2)    Approximation

Objectives:

This unit is designed to develop the ability of students in interpreting data and making judgements. The problems will be based on real life situations (e.g. shopping, accounting etc.) and games will be played, such as the mathematical element of the game “Countdown”.

• Unit Seven – Introduction to Leaving Certificate Units:

(1)    Sequences and Series

(2)    Probability

(3)    Permutations and Combinations

(4)    Complex Numbers

(5)    Calculus

Objectives:

Having been introduced to elements of the Leaving Certificate Course, students should be more prepared for Fifth Year Mathematics.

Teaching & Learning Strategies

·         Formal input by Teacher

·         Debates

·         Practical Work

·         Group Work

·         Demonstrations

·         Computer-based learning

·         Project Work

·         Mathematics Quizzes

·         Research

Assessment

The project unit (Unit six – Statistics) counts for thirty marks in regard to the year’s work. Each of the other seven units counts for ten marks. Units one, three and four will conclude with an exam and units two, five and seven will be assessed by pupil performance. Unit eight will be evaluated in relation to the student’s ability to work effectively in a group.

Resources

• Calculators
• Displays of work
• Posters
• Charts
• Geometry Sets
• Whiteboard/Blackboard
• Computers

• Students will complete a subject evaluation form
• Teachers will complete a subject evaluation form

Duration

• To stimulate an interest in modern history among the students
• To promote an understanding of the present through historical study
• To develop students’ understanding of historical concepts
• To act as a bridge between Junior and Leaving Certificate History
• To encourage students to conduct their own historical research and to develop a range of research skills essential for the study of Leaving Certificate History
• To teach students the importance of Classical Studies and its significance to the formation of politics, philosophy and psychology today

Objectives

·         Students will have studied the lives of important figures in World History

·         They will have selected and studied the lives of several leading figures from Irish Modern History:

·         Prior to trips of historical interest, students will have studied the past history of the place in class. 

·         Students should have developed their research skills by having completed a major project during the course of the year.

• Students will have read extracts from The Odyssey by Homer – the first modern novel and interpret the book as oral poetry and rhetoric of ancient times
• Students will have learned the basic philosophical principles of Socrates, Plato and Aristotle and their huge contribution to the field of philosophy.
• Students will have read extracts from playwrights Sophocles, Aeschylus and Euripides.

Teaching & Learning Strategies

·         Formal input by Teacher

·         Debates

·         Practical Work

·         Group Work

·         Use of Video Tapes

·         Classroom discussion

·         Role-play

·         Class Excursions

Content

 
·                                                  Nelson Mandela

·         Mahatma Gandhi

·         Yasser Arafat

·         Ho Chi Minh

·         Fidel Castro

·         Mao Tse Tung

·         Padraigh Pearce

·         Countess Markieviez

·         Edward Carson

Assessment

Students will be required to undertake two research projects relating to the topics studied in class. They will be required to produce a short report on each research study and they will receive their final grades based on this work.

Resources

• Overhead Projector
• Digital Projector
• Televisions
• Videos/D.V.D.s
• Whiteboard/Blackboard

• Displays of Student Work

Links with other subjects

• Geography
• English

Evaluation

• Students will complete a subject evaluation form
• Teachers will complete a subject evaluation form
• Specific Event Evaluations

Duration

Aim

·         To cultivate and advance students interest in geography, through the provision of opportunities to explore and experience geographical concepts in a unique and novel manner.

Objectives

1. To develop and extend the pupils’ knowledge and understanding of the complex interactions and processes which occur naturally and have helped to create the world in its present form.

2. To encourage the pupils to think and act like geographers by providing opportunities to develop their cognitive abilities in relation to factual knowledge, application, analysis, synthesis, evaluation and imagination.

3. To stimulate and promote the pupils innate desire and willingness to learn about the world around them, in a fun and interesting manner.

4. Students will develop their problem solving skills and will further enhance their ability to analyse, evaluate and communicate ideas and information in a variety of forms i.e. oral, written, maps etc.

5. Students will develop and expand their social and interpersonal skills through the use of a wide variety of teaching and learning strategies including group work, role-plays, oral presentations etc.

Teaching & Learning Strategies

·         Formal input by Teacher

·         Practical Work

·         Group Work

·         Use of Video Tapes

·         Classroom discussion

·         Class Excursions

Content

Unit One – Maps and Aerial Photographs:

·         Reading Photographs

·         Scale in Photographs

·         Locating places on Ordnance Survey Maps

·         Understanding colours and shade on aerial photographs

·         Understanding slopes on aerial photographs

·         Drawing sketch maps from aerial photographs and ordnance survey maps

Map work and aerial photography are integral aspect of both the junior and leaving certificate courses and this transition year unit will attempt to link these courses by providing an in-depth examination of both areas. This unit will for the most part be based on the school grounds and the surrounding area, ensuring that the material covered is both relevant and interesting to the students, as well as introducing concepts that will be further developed at Leaving Certificate level. This unit will also be linked in with orienteering from the Physical Education programme. The pupils will be required to utilise the map reading and orientation skills learned during class in real life situations to help reinforce and further develop their understanding and comprehension.

Unit Two – Development:

·         Defining Development

·         Models of development

·         Appropriate development

·         Underdevelopment

·         Eurocentric Thinking

·         Media Images of the Third World

·         Work of Aid Agencies

This unit of the transition year programme will concentrate on examining the issues, problems and assumptions held by the developed world in relation to the third world. This unit will be aimed at developing the students analytical and problem solving skills and will utilise guided discovery as the main teaching strategy. The students will be encouraged to identify and define development and also create a variety of theoretical methods which would ensure that third world countries would no longer be disadvantaged. It will also challenge the students’ opinions regarding the third world in relation to topics like child labour, which will be dealt with through debates and project work.

Unit Three – Nation States:

·         Nations/Nationality

·         Sate boundaries and frontiers

·         Nationalism

·         Physical and political boundaries

·         Effect of political boundaries on Cultural Groups

·         Cultural groups within nation states

·         Conflicts between cultural groups and Nation States

This unit will be aimed at developing the pupils’ knowledge and understanding of the concept of nations and nationality and the importance that these concepts have for the inhabitants of certain regions of the world. The unit will be aimed at clarifying the situation in Northern Ireland and attempting to dispel any misconceptions that students have regarding the situation. This unit provides the perfect opportunity to increase pupils understanding of the political and cultural situation in their own country while increasing understanding and acceptance of a variety of points of view. Again this unit will be taught using a variety of pupil-centred approaches that make them responsible for their own learning - including project work, debates and group work.

Unit Four – Rivers:

• Processes of River Erosion and Deposition
• Physical features of Erosion and Deposition
• Rejuvenation
• River drainage patterns
• Profiles of Rivers

This section of the geography course will be focused on providing students with the background knowledge necessary to successfully complete a field trip to Kippure House estate in January 2005. As field trips are now an essential component of the new leaving certificate syllabus, this will equip the students with the experience and the necessary skills to successfully complete their field trip next year. The topic of rivers is also contained in both Leaving and Junior Certificate programmes, but the content in this unit will aim to provide students with a wide, in-depth background knowledge that will supplement the Leaving Certificate Geography content next year.

Unit Five –Day Programme & Excursions:

Included in the transition year geography programme will be a one day farm studies programme, where the students will spend a day on a farm and learn about the daily routine of a farmer and about farm management. They will also go on an excursion to the head office of the Irish Ordnance Survey office in the Phoenix Park, where the students will be informed about the processes involved in the creation of ordnance survey maps. Students will be going on a foreign trip in the final term. Prior to this trip, a number of relevant geographical themes will be discussed which the students will later have an opportunity to experience.

Assessment

Assessment of all four units will be a mixture of continuous assessment and formative assessment. Each pupil will be assessed on the basis of their participation in class activities and on the quality of the work and projects that they submit over the year. This will then be supported by a formal examination at the end of the year on the four modules covered, the results of which will be combined to give a final result for the subject.

Resources

• Overhead Projector
• Televisions
• Videos/D.V.D.s
• Whiteboard/Blackboard

• Displays of Student Work

·         Maps

·         Photographs

• Computers

Links with other subjects

• History
• English

Evaluation

• Students will complete a subject evaluation form
• Teachers will complete a subject evaluation form
• Specific Event Evaluations

Duration

Aims

• To expand on the experience of French in the Junior Certificate
• To provide a foundation of appreciation of French Culture and Language for the Leaving Certificate
• To explore areas of French civilisation which would only be touched on briefly in normal French class
• To allow students to become autonomous learners of the French language and to promote an atmosphere of task based learning
• To develop the French skills in listening, speaking, reading and writing

Objectives

·         Students will have revised a number of basic elements of the French Language – Those who have not studied the subject will build a basic vocabulary and those who have studied French to Junior Certificate level will revise this essential material

• Students will have examined a famous French personality in order to learn about the life of people who have been important to the French nation – Students will examine the impact on France of these people
• Students will have examined French cinema, including viewing classic and contemporary francophone film in order to build awareness and appreciation of this central part of French culture
• Students will have learned about French food and drink and will have prepared a menu of their own so as to experience the skills of cuisine preparation common to French people

Teaching & Learning Strategies

·         Formal input by Teacher

·         Computers Room Work

·         Group Work

·         Use of Video Tapes / D.V.D.s

·         Oral Presentations by students

·         Classroom discussion

·         Role-play

Content

• French Language Revision
• Film Studies
• ‘Famous Person’ Project
• ‘Menu’ Project

Assessment

Students will be assessed by written examinations at Christmas and in the summer and through their oral, aural and project work. There will also be monthly exams to facilitate formative assessment as the year progresses.

Resources

• Overhead Projector
• Computers
• Televisions
• Videos / D.V.D.s
• Blackboard

• Displays of Student Work
• Home Economics Room

Links with other subjects

• Home Economics
• Computer Studies
• History

Evaluation

• Students will complete a subject evaluation form
• Teachers will complete a subject evaluation form

Duration

Aims

•  To increase vocabulary in a number of different areas [friendship, travelling, media studies, sports & records, fashion, food & drink, parties, detective stories, neighbourhood, pocket money, typical German culture]

•  To revise and expand important grammar aspects in relation to the above topics – personal pronouns in dative case, verbs in dative case, conjunctions, prepositions, perfect tense [regular and irregular forms], comparatives, imperfect tense, superlatives, adjectives, possession, modal verbs, relative clauses, question forms.

• To broaden the students’ cultural and historical knowledge of Germany by means of authentic texts and films:

1.      Nazi Germany [ Films – Das Tagenbuch Van Anne Frank, Sophie Scholl, Rosensbrasse, Der Untergang] [ Novels – Das Tagenbuch Van Anne Frank, Weiter Leben, Der Nazi und der Friseur];

2.      GDR History – East Germany and Reunification [Films – Sonnenallee, Das Leben der Anderen, Goodbye Lenin] [Novel – Sonnenallee];

3.      Racism – Tied in with theme on genocide [Film – Der Schwarzfahrer];

4.      Contemporary problems experienced by youths [Film – Die Kinder von Bahnhof Zoo, Lola Rennt, Absolute Giganten, Die Wilden Kerle, Nirgendwo in Afrika, Crazy];

5.      Football & Germany [Films – Das Wunder Aon Bern, Deutschland, ein sommermarchen].

Objectives

•  Students will have expanded their vocabulary in general;

•  Students will have practised new grammatical rules in context;

•  Students will have read authentic materials on different aspects of German history;

•  Students will have studied and critically analysed media representations of various 

    historical periods in German history on a more human/individual level;

•  Students will have researched the historical and cultural backgrounds of the

    aforementioned topics.

Teaching & Learning Strategies

•  Formal input by Teacher;

•  Pair Work;

•  Group Work;

•  Background Research [Internet, History Books];

•  Oral Work and Classroom Discussions;

•  Use of D.V.D.s and Authentic Literature;

•  Use of Course Book [Genial A2] and Workbook for written oral + aural work and 

   Grammar Exercises.

Content

•  Documentary films

•  Internet Research

Assessment

•  Test after each topic covered in course book [Reading Ability + Comprehension, 

    Aural/Listening Comprehension, Written Production + Grammatical Awareness];

•  Presentation on one of the studied topics.

Resources

•  DVDs + D.V.D. Player + T.V.;

•  Whiteboard;

•  Internet;

•  Course Book [Genial A2 + C.D.s];

•  Workbook [Genial A2 + C.D.s];

•  Textbook + C.D.;

•  Literature [German + Jewish].

Links with other subjects

·                     History

·                     Geography

·                     Religion

·                     Computer Studies

·                     English

Evaluation

• Students will complete a subject evaluation form
• Teachers will complete a subject evaluation form

Duration

Aims

·                     To introduce Spanish as a further European language  

·                     To provide students with some basic language skills

·                     To introduce students to the cultural aspects of Spain

·                     To encourage independent study

·                     To experience the joy of understanding a foreign tongue

Objectives

·         Students will have been introduced to basic vocabulary through simple conversations

·         Students will have listened to native speakers on audio recordings

·         With the help of simple exercises, students will have practiced their new knowledge

Teaching & Learning Strategies

• Formal input by Teacher
• Listening to the audio recordings of conversations
• Speaking practice through role-play
• Speaking practice as encouraged through audio recordings

Content

• Saying ‘hello’ and ‘goodbye’
• Introducing themselves
• Telling where you’re from
• Buying a drink
• Meeting people
• Shopping for food
• Talking about family and friends
• Asking where places are
• Understanding simple directions

• Explaining where you live
• Saying that you’re on holiday
• What languages you speak
• Getting directions
• Buying petrol and maps
• Ordering snacks
• Talking about what there is to see
• Telling the time
• Talking about your job
• Ordering food and drink
• Buying postcards and stamps
• Buying clothes
• Shop opening times
• What you like to do in your spare time
• What you’re going to do
• Travelling by public transport - asking about times - buying tickets
• Booking in at a hotel
• Talking about where you live
• Buying things at the chemist’s
• Talking about weather and climate

Students will be continuously assessed by means of assignments and tasks.

• Whiteboard
• Cassette / CD Player
• ‘Espana Viva’ course book (BBC)

Links with other subjects

• Geography

Evaluation

• Students will complete a subject evaluation form
• Teachers will complete a subject evaluation form

Duration

Aims

·         To experience Screen-Printing

·         To experience Calligraphy work

·         To experience Copperwork

·         To become more aware of the Arts in Dublin

Objectives

·         Students will have designed, prepared and cut a stencil, suitable for printing

·         Students will have printed a T-shirt

·         Students will have designed and created a finished piece of ‘repoussé’ copperwork

·         Students will have visited various galleries, museums and exhibitions during the year

Teaching & Learning Strategies

·         Formal input by Teacher

·         Practical Work

·         Group Work

·         Presentations of work

·         Classroom discussion

·         Guest Workshops

Content

• Screen Printing
• Copperwork
• Trips to various galleries, museums and exhibitions

Students will be assessed on a number of written reviews and on the general quality of their application and co-operation in classes.

• Computers
• Whiteboard/Blackboard

• Displays of Student Work
• Copperwork Materials
• Screen Printing Facilities

Links with other subjects

• History

Evaluation

• Students will complete a subject evaluation form
• Teachers will complete a subject evaluation form

Duration

Aims

• To build and expand on the experience of Religion in the Junior Certificate
• To interest students in religion as part of life in general
• To give the students opportunities to engage in outreach experiences

Objectives

• Students will have had the experience of community involvement
• Students will have completed an outreach programme
• Students will have supported a number of charities
• Students will have completed project work about their experiences
• Students will have an awareness conflict resolution strategies
• Students will have a greater amount of knowledge which will allow them to become more compassionate  people

Teaching & Learning Strategies

• Formal input by teacher
• Practical work
• Group Work
• Use of Video Tapes
• Oral presentation by Students
• Reflection
• Guest Speakers
• Classroom discussion

Content

• Outreach Programme
• Meditation
• Project Work

Assessment

Students will be assessed on their response to the programme and on their personal reflections and evaluations in class.

Resources

• Overhead Projector
• Computers
• Television
• Video/ D.V.Ds
• Whiteboard
• Displays of Student Work

Links with other Subjects

• History
• Geography
• English

Evaluation

• Students will complete a subject evaluation form
• Teachers will complete a subject evaluation form

The Religion Programme is committed to the principle of real experience of community involvement. The themes of ‘giving and sharing’ and ‘trust’ involve challenging and purposeful work. Outreach programmes for the forthcoming year will be the Schools Cross Borders Programme and the Young Social Innovators Project.

Outreach experiences are followed by a process of personal reflection and evaluation conducted in R.E. classes. These experiential situations should prove invaluable to their education in general and their growth into more knowledgeable and compassionate people.  The R.E. programme also involves supporting the efforts of selected charity causes during the year. This year, the causes will be:

·     St. Vincent De Paul

·     The Irish Society for Autism

·     The Make a Wish Foundation of Ireland

1) The Society of St. Vincent de Paul is a Christian voluntary organisation, working with poor and disadvantaged people. Inspired by founder, Frederic Ozanam and patron, St. Vincent de Paul, the society are involved in a diverse range of activities characterised by support and friendship, promoting self-sufficiency and working for social justice. Transition Year Students will co-ordinate a number of collections that take place during the Christmas period, such as collecting proceeds from a non-uniform day and proceeds from a Christmas carol session in Stillorgan Shopping Centre.

2) The Irish Society for Autism (ISA) seeks to provide caring and compassionate environments within which children and adults with Autism can further their education and develop new skills that will enable them to live a life of dignity and security. A guest speaker from the society will be invited to speak to T.Y. Students and they will be asked to help this society with its annual Roseweek collection in October.

3) The Make-A-Wish Foundation of Ireland aims to grant the wishes of children aged between 3 and 18 who are living with a life-threatening illness.  A wish granted is true magic for the child, providing respite from their normal routines of hospitals, doctors and treatment. Since its inception in 1992, Make-A-Wish in Ireland has granted wishes for over 450 special children and realised their greatest dream and experienced the hope, strength and joy each wish provides. A wish provides long-lasting and happy memories for the whole family, whatever the future may hold. A guest speaker from the Foundation will be invited to speak to T.Y. Students. The students will be asked to help with a fundraising drive in September.

Duration

Aims

·         To develop among students an understanding of the world of work, an insight into their own interests and aptitudes and how these relate to the world of work.

• To develop an understanding among students of the relationship between the subjects available at senior cycle level, their own interests and aptitudes and the third level courses and career options that are open to them depending on the nature of the basket of subjects they are choosing to study at the end of Transition Year.

Objectives

• Through a process of review and evaluation, to ensure that all students reflect upon the learning potential of their work experience.
• To guide the students in gaining an understanding of the many options that face them in both the world of employment and further study.
• To ensure that students understand the qualification structure operating in Ireland and the relationship between various awarding bodies and specific levels of qualification.
• To enable students to understand the relationship between the subjects they opt to study in senior cycle and the career and college choices that such choices afford them.
• To help students gain an understanding of the current level of interest they have in particular categories of careers.
• Through undertaking a battery of Aptitude Tests, students gain an insight into their strengths and weaknesses across a range of aptitudes, be they verbal, numerical, abstract, spatial, spelling, clerical speed, accuracy etc.

Teaching & Learning Strategies

·         Formal input by Teacher

·         Practical Work

·         Group Work

·         Classroom discussion

·         Guest Speakers

·         I.Q. Tests

Content

·         The Real Game Programme: The Programme in the current year is built around an interactive role-play of adult life. The purpose of the programme is to show students that a person’s career is holistic involving a continuous process of decision-making. Students experience a simulation of adult work and life. Students assume life/work roles working in small groups functioning as communities. There are eighty different roles in Real Game, which students take on not through choice, but by picking up a card. This removes any stigma associated with carrying out a particular job, as it is simply acquired by chance. The various roles cover a broad range of employment. Roles evolve as students confront real life issues, budgeting, mortgage/rent bills etc., so they learn the realities that adults confront on a daily basis.

·         A study of senior cycle choices, how they should be made and the implications of the choice facing students at the end of Transition Year to either terminate their education or proceed to senior cycle

·         An exploration of careers – to provide students with detailed descriptions of how to research all aspects of their future educational and career decisions.

·         An explanation of effective study techniques and time management skills – to enable students to maximize their examination performance.

·         An exploration of the skills necessary to secure employment – including C.V. preparation, job application techniques and the interview skills necessary to secure employment.

·         An initial introduction to training and future education options – including application methods, the points system and all other systems of progression from second level education.

·         An exploration of the relationship between lifestyle and health.

Assessment

Ongoing assessment and feedback

• Overhead Projector
• Digital Projector
• Computers
• Televisions
• Videos/D.V.D.s
• Whiteboard/Blackboard

Links with other subjects

• All subject teachers will be consulted

Evaluation

• Students will complete a subject evaluation form
• The Teacher will complete a subject evaluation form

Duration

Aims

• To encourage and promote pupil’s physical, social and personal development through the provision of a broad, balanced and challenging Physical Education Programme.

• To provide students with a safe and enjoyable learning environment to develop and expand their natural sense of creativity and individuality.

• To develop and expand pupils’ sense of personal responsibility and decision making through specifically designed games and activities.

• To cultivate and develop pupils awareness and respect for each other in relation to different beliefs, cultures and differing levels of ability.

Objectives

• To develop the pupils understanding and awareness of the principals, rules, tactics and skills involved in a variety of activities, while simultaneously educating them in regarding the purpose of each activity.
• Students will develop and enhance their appreciation for the importance of physical activity to their health and well being in their daily lives in addition to becoming more aware of how to lead a healthy lifestyle.
• To foster and promote positive pupil attitudes towards physical activity through the provision of a number of challenging and enjoyable activities.
• To enhance students’ knowledge and understanding of physical activity, its effects on the body and the benefits associated with being physically active.
• To increase and develop pupils’ confidence and positive self image through participation and success in a wide variety of activities.
• To increase the pupil’s social and interpersonal skills through group and team tasks.
• Pupils will acquire an understanding and tolerance of each other relating to varying levels of ability and beliefs through participation and group activities.
• Pupils will enhance their moral development through the acquisition of an understanding and appreciation for fair play.

Teaching & Learning Strategies

·         Formal input by Teacher

·         Trips Away

·         Practical Learning

·         Group Work

·         Guest Speakers

·         Individual Programmes

Transition Year students will participate in a broad and varied physical education curriculum that will include a wide variety of regular physical education activities including health related exercise, soccer (involving some sessions on the Astro-Turf in U.C.D.), Gaelic Football, basketball and bowling.

In addition to their regular involvement in these activities a wide range of additional/extra curricular activities have been planned for the up coming year for the current transition year group.

These activities include:

·         Trip to Delphi Adventure Centre: The induction programme for Transition Year students involves an away trip to Delphi, where the students participate in an intensive outdoor activities programme for four days. The activities include kayaking, surfing, raft building, abseiling, hill walking, initiative exercises, rock-climbing, swimming, archery and so on. The emphasis is to maximise learning and enjoyment of new activities.

·         Sailing Course: This will be run over a six-week period in March/ May 2005 and each student will receive five days of instruction.

·         Westwood Gym. and Leisure Facility: Transition Year students will participate in a 6 week programme in Westwood gym. and leisure facility where they will receive expert tuition in a variety of exercise areas ranging from body conditioning, aerobics, strength training and endurance training. This programme will be linked in closely with the Health Related Exercise aspect of their regular Physical Education Programme. The goal is to increase pupil participation in exercise and to develop their knowledge and appreciation of the immediate and long-term effect of physical exertion on the body.

• Gaelic Football and Hurling Coaching Courses: The transition Year students will participate in a Gaelic Football and Hurling coaching course run by Kilmacud Crokes Football club. The students have the opportunity to progress on to complete a basic Gaelic Football and Hurling refereeing course.
• Orienteering: Students will participate in a course on Orienteering, which will include an introduction to the basic skills of map reading, map orientation, thumbing, pacing and feature recognition. These activities, while extremely valuable and educationally worthwhile in their own right, also provide excellent opportunities for cross curricular work with geography where map reading and aerial photography are an essential aspect of the new leaving certificate geography syllabus.
• Staff-Student Events: Staff-student events are planned to provide the students with an opportunity for a greater and more diverse range of interactions with the staff. A basketball competition has already been planned with further activities in the pipeline.

Assessment

Assessment will completed on an ongoing basis with weekly records being retained in relation to pupil participation, effort, improvement, enthusiasm and willingness to explore and experiment with new activities. Overall the assessment will be geared towards rewarding those students who actively participate in all activities to the best of their abilities in a positive and enthusiastic fashion.

• Overhead Projector
• Digital Projector
• Computers
• Televisions
• Videos / D.V.D.s
• Whiteboard/Blackboard

• Displays of Student Work

Links with other subjects

• Geography
• Computer Studies
• Science Subjects

Evaluation

• Students will complete a subject evaluation form
• Teachers will complete a subject evaluation form

Duration

Aims

• To teach students the importance of self esteem and the notion of drama as a fun and worthwhile subject that will enhance their cultural, social, personal and intellectual health
• To learn that drama is about resolving problems through experiential learning
• To show the importance of working together in pairs and groups and to prepare students for the workforce
• To learn basic principles of speech, so students will feel confident to express themselves in group or peer situations
• To learn the basic concepts of public speaking for class and external debating activities within and outside the school.

Objectives

• Students will learn the basic principles of Forum Theatre – Augusto Boal and its potential for learning in class
• Students will learn the fundamentals of stage combat and physical stage work through a stage combat workshop
• Students will be asked to analyse diverse texts and interpret them in pairs or groups
• Students will learn the concepts of mine for stage performance
• Students will also be able to show an understanding of Stanislavski’s method acting approach and the theatre ideologies of Brecht and Edward Bond. Students will be able to see drama as a theoretical subject with many applications
• Students will also perform and work together on musical theatre through the various stages of production i.e. script to stage and work
• Students will see the arts as humanistic subjects that will provide a cultural awareness
• Students will visit the National Theatre – Abbey Theatre during the year and they will also visit a theatre performance i.e. Theatre in Education programme
• Students will also get an external perspective of the arts through working with guest workshop leaders from the drama field
• Students will have the opportunity of sharing and defending their opinions and also opposing other opinions
• Students will learn how to make effective presentations with key reference to good organisation and planning

Teaching and Learning Strategies

• Games and exercises
• Practical exercises
• Demonstrations
• Improvisations
• Role Plays
• Formal input by teacher
• Pair work
• Group work
• Research methods

Content

·         Students will use the following textbooks – ‘Games for actors and non actors’ (Augusto Boal) and ‘A sense of wonder’ (Ted O’Regan).

• Extracts drawn from playwrights John B Keane, David Mamet, Brendan Kennelly and Nigel Williams.
• A study of the various techniques of stage performance and public speaking.
• Learning to stage a ‘one act play’ for performance at the end of term.
• Debating
• Basic acting techniques formed by Constastin Stanislavski, Theatre of the Absurd – Beckett, Ionesco, and Brecht.

Assessment

Students will be asked to submit a short project on the history of drama. Their participation in class and overall application to the subject will be assessed as will their involvement in a school musical which will take place before the Easter holidays.

Resources

• Whiteboard
• T.V. / D.V.D. / Stereo
• Drama scripts & Handouts

Links with other subjects

• English
• Law Module
• Music Appreciation
• Most subject areas – drama permeates the curriculum

Evaluation

• Students will complete a subject evaluation form
• Teachers will complete a subject evaluation form

Duration

Aims

• To prepare students for the Official Driver Theory Test
• To develop in students critical knowledge, awareness and life skills
• To foster a better understanding of how the road system works 

Objectives

• The students will have engaged in an interactive and challenging course
• The students will have experienced computer presentations
• The students will have undergone workshop based learning 
• The students will have revised course material and completed a multiple choice exam

Teaching & learning strategies

·         Formal input by teacher

·         Practical work

·         Group work

·         Use of audio & visual resources

·         Presentations

·         Classroom discussions

Content

·         Practical assignments

·         Workshops

·         Discussion

Assessment

Students will be assessed on their understanding of concepts and principles involved in driving and car maintenance. Students will also be assessed on their practical ability to drive a car during the programme at Mondelo.

Resources

·         Technology Room Facilities

·         Overhead projector

·         Digital projector

·         Computers

·         Television/ video

·         White board, chalkboard, inter active white board.

·         Car [provided by teacher]

Links with other subjects

·         Science

·         Mathematics

Evaluation

·         Students will complete a subject evaluation form

·         Teachers will complete a subject evaluation form

Duration

Aims

• To identify and eliminate weaknesses in key areas of basic computer usage 
• To increase the confidence of students in Computers and enable them to use computers more proficiently in everyday life          
• To equip the pupils with computer skills that will make life easier for them in what lies ahead in the Leaving Certificate course.
• To provide the pupils with a focus to achieve the above aims by studying for a worldwide qualification in computers, the European Computer Driving Licence (ECDL)

Objectives

• Students will have completed ‘The European Computer Driving License” (ECDL) Programme, the world's leading end-user computer skills certification programme
• Students will be competent in the use of a personal computer and common computer applications and know the essential concepts of IT
• Students will have increased skills levels in essential IT and computer use
• Students will have an internationally recognised qualification
• Students will have improved job prospects/job mobility
• Students will have a passport to higher-level IT education
• Students will have increased confidence

Teaching & Learning Strategies

·         Formal input by Teacher

·         Practical Work

·         Assignments

·         Group Work

·         Use of Inter-active whiteboard

·         Classroom discussion

Content

Unit 1 is a theoretical test of computing knowledge at a general level and Units 2-7 are practical skills Tests, as follows:

Unit One - Concepts of Information Technology (IT):

1.      Getting Started

2.      Hardware

3.      Storage

4.      Software

5.      Information Networks

6.      Computers in everyday life

7.      I.T. and society

8.      Security copyright and law

Unit Two - Using a Computer and Managing Files:

1.      Viewing your desktop

2.      Working with Windows Explorer

3.      Working with your application. This includes printing, saving and closing a document

Unit Three - Word Processing:

1.      Getting started, launching MS word.

2.      Entering text

3.      Editing text

4.      Standard word processing functions

5.      Printing

6.      Advanced tasks

7.      Adding and editing objects, importing objects and graphics

Unit Four – Spreadsheets:

1.      Basic concepts

2.      Entering data

3.      Editing data

4.      Formatting

5.      Printing

6.      Formulas

7.      Charts

8.      Importing objects into workbooks

Unit Five – Database:

1.      Getting started

2.      Setting up a database

3.      Changing a database

4.      Sorting records in a database

5.      Creating queries

6.      Reports and printing

Unit 6 – Presentation:

1.      Creating text slides

2.      Working with an existing presentation

3.      Charts

4.      Graphics

5.      Importing objects

6.      Preparing for distribution, adding slide numbers and printing

Unit Seven - Information and Communication:

1.      E-mail

2.      Managing your e-mail

3.      World Wide Web

4.      Search engines

Students will be assessed with a written examination after the completion of each unit. These examinations will be marked externally

• Digital Projector
• Computers
• Inter-Active Whiteboard/Blackboard

Links with other subjects

• Mathematics
• Business Studies
• Economics

Evaluation

• Students will complete a subject evaluation form
• Teachers will complete a subject evaluation form     

Duration

Aims

·         To build a knowledge of how to operate and evaluate your own business

·         To provide a broad and solid foundation for further study of Business

·         To provide the platform for further entrepreneurship

·         To encourage independent learning and decision making

·         To experience the joy of  creating a business and generating a profit

Objectives

• Students will have formed a mini-company in groups of one to four and worked on building that company from idea generation to profit making concern
• Students will have studied types of business organisations in order to enable them to choose an appropriate style for their business
• Students will have learned about mission statements and other types of planning to enable them to effectively design an appropriate action plan for their company
• Students will have examined basic accounting practises in order to set cash flow forecasts and to enable them to control working capital and to evaluate the performance of their company
• Students will have received instruction in marketing theory to enable them to successfully communicate with their potential customers and the general public
• Each company will have run a stand at the ‘Oatlands College Christmas Market’ where they will have had the opportunity to make sales to the general public

Teaching & Learning Strategies

·         Formal input by Teacher

·         Classroom Discussion

·         Oral Presentations by students

·         Group Planning

·         Use of D.V.D. on Entrepreneurship

·         Use of textbooks on areas of theory relevant to the project

·         Computer Room Time

·         Guest Speakers (Previous County Finalists)

Content

• Text books
• Handouts
• Study of Business Organisations
• Planning
• Marketing
• Accounting
• Evaluation

Assessment

Each group’s project will be marked using the Young Entrepreneur’s guidelines. The best two projects will be entered into the County Enterprise Awards Weekend in March

• Overhead Projector
• Computers
• Televisions
• D.V.D.s
• Blackboard

• Christmas Market Venue

Links with other subjects

• English
• Computer Studies
• French

Evaluation

• Students will complete a subject evaluation form
• Teachers will complete a subject evaluation form

Duration

Aims

·         To develop analytical and investigation skills

·         To learn to work with others as a team

·         To develop good organisational and safety skills

·         To build on the knowledge and skills acquired at Junior Certificate level

·         To gain an understanding of and develop skills in the conduct of experimental investigation

·         To obtain an insight into leaving certificate science subjects

·         To give confidence to students in dealing with scientific terminology as used in the modern world

·         To connect scientific situations to everyday applications and ideas

·         To invite students to share with the class their ideas in relation to certain topics covered

Objectives

·      Students will be able to identify and put together relevant equipment

·      Students will be able to carry out tasks in a safe and methodical manner

·      Students will be able to write comprehensive reports

·      Students will have engaged in practical methods

·      Students will have experienced problem solving techniques

·      Students will have maintained a Work Book / Practical Notebook

·      Students will have been introduced to aspects of the senior courses

Teaching and Learning Strategies

·       Practical Work

·       Group Work

·       Use of video tapes and demonstrations

·       Computer-based learning

Content

1. Demonstration videos
2. Tests
3. Scientific techniques

Assessment

·           Report by student on each weekly session

·           End of module test (One Hour Paper)

• Overhead Projector
• Digital Projector
• Computers
• Televisions
• Videos/D.V.D.s
• Whiteboard/Blackboard

• Displays of Student Work
• Lab Equipment

Links with other subjects

• Computer Studies
• Mathematics

Evaluation

• Students will complete a subject evaluation form
• Teachers will complete a subject evaluation form

Duration

Aims

·         To introduce students to the basic skills of cooking

·         To provide insights into the Leaving Certificate course so that students can make an informed subject choice at the end of the year

Objectives

·         Students will have experienced different cooking processes such as baking, frying and grilling

·         Students will have developed skills in the use of yeast

·         Students will have learned about and prepared some dishes from different countries

·         Students will have learned about the importance of hygiene– Students will have been constantly reminded to wash their hands and not to mix raw and cooked foods. They will have been trained to clean all counter tops and discard raw meat packaging immediately. They will have been made aware that utensils used on raw meat must not be used on other foodstuffs.

·         Students will have learned about the value of good preparation

·         Students will have learned time management skills having experienced the importance of having a work sequence, e.g. putting pasta/rice on early to coincide with completion of the dish. They will have operated under a ‘clean as you go’ policy to avoid delay at the end and to facilitate better hygiene.

·         Students will have learned about the importance of healthy eating

Teaching & Learning Strategies

·         Formal input by Teacher

·         Practical Work

·         Group Work

·         Preparation and Cleaning-Up Work

Content

• A variety of recipe assignments

Assessment

As part of the assessment process, students will be expected to present their completed dishes to the teacher and discuss their work. They will also be asked to write a number of reports. Their enthusiasm and application will be taken into account as well.

• Use of The Home Economics Room Facilities
• Ingredients (Purchased by students)

Links with other subjects

• Science Subjects

Evaluation

• Students will complete a subject evaluation form
• The Teacher will complete a subject evaluation form

Duration

Aims

·         To provide a broad foundation in contemporary musical styles and genres

·         To encourage students to appreciate various musical styles and genres and discuss their influence on society and music form progression

·         To interest students in the placement of music within life in general

Objectives

At the end of the programme pupils will:

• Have gained knowledge about the backgrounds and histories of musical styles and genres
• Have gained knowledge about the backgrounds and histories of musical instruments
• Have learned of its (styles, genres) importance in the social life of the time it evolved and emerged
• Have gained knowledge about the professions available to those who would like a career in the music industry
• Be able to express their personal musical tastes having being exposed to a wide range of  musical styles

Teaching & Learning Strategies

·         Formal input by Teacher

·         Debates

·         Group Work

·         Use of Video Tapes / DVDs / CDs

·         Use of internet resources

·         Oral Presentations by students

·         Classroom discussion

·         Outings to performances when possible

Content

In this programme students will study a number of musical styles and the historical settings of such styles as well as incorporating modern musical preferences:

·         Jazz & Swing – Louis Armstrong, Ella Fitzgerald, Cole Porter

·         Musical Theatre – Origins & Contemporary

·         Country Music & Bluegrass – Johnny Cash, Bill Monroe, Emmy Lou Harris

·         Folk Music – Irish Ballads

·         Classical – Bocelli, Pavarotti

·         Contemporary – Dance, Trance, Hip-Hop, Metal, Popular Music

A project on a musical style and personality of the student’s choice compared to another style and personality of the student’s choice.

• Overhead Projector
• Computers
• Televisions
• Videos / D.V.D.s / CDs / Cassettes
• Whiteboard/Blackboard

Links with other subjects

• Speech & Drama
• Computer Studies
• History

Evaluation

• Students will complete a subject evaluation form
• Teachers will complete a subject evaluation form