TRANSITION YEAR

COLÁISTE MUIRE

ENNIS

CO. CLARE

2015

CONTENTS

Page

- Transition Year can give you opportunities to: 3

- Transition Year Philosophy and Curriculum 4

- Selection, Assessment, Communication and Certification 5

- Irish 6

- English 8

- Maths 10

- French 11

- German 12

- Japanese 14

- I.T. 15

- Business 16

- Agricultural Science 18

- Biology 20

- Chemistry 21

- Physics 22

- Heritage (History) 23

- Heritage (Geography) 24

- Home Economics 25

- Music 26

- Drama 27

- Art, Design and Illustration 28

- Chinese 29

- Career Education 30

- Technology 31

- Religious Education (YSI) 33

- Religious Education (John Paul II Awards) 34

- Community Work 36

- Work Placement 37

- Modules/Additional Activities 38

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Transition Year can give you opportunities to:

- 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

- Explore the possibilities offered by computers and information technology- Sample and discover new subjects- Build a solid foundation of skills for a Leaving Certificate Programme- Take part in outdoor pursuits- Learn about working as part of a team

- Practice and develop oral communication skills- Establish contacts with young people in other parts of Europe- Develop skills that are necessary for the world of work and further study- Hear adults talk about their career experiences- Learn through meeting people beyond the classroom

- Develop your own natural skills and talents- Undertake projects on topics which interest you- Make informed choices about Leaving Certificate subjects- Practice meeting deadlines for assignments- Engage with civic, social and political issues and form your own opinions

- Visit third-level colleges and other workplaces- Improve your skills of relating to people- Become a more independent learner- Become skilled at planning and doing homework on your own- Develop more understanding and confidence about yourself as a person

- Develop more mature student-teacher relationships- Learn about leadership, co-operation and dealing with conflict- Become more motivated for the Leaving Certificate Programme- Add a valuable set of experiences on to your 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.

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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) Heritage Studies (History) (2)English (4) Heritage Studies (Geography) (2) Maths (4) Home Ec / Art / Home Ec / Tech (4)French/German (4) (7 wk block)Japanese (2) Music / Drama (2)Information Technology (3) (14 wk block) Business Studies (3) Religion (2) Science (5) organised as follows: Careers / Chinese (2)Biology (7 wk block) Chemistry (7 wk block)Physics (7 wk block)Agricultural Science (7 wk block)

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SELECTION CRITERIA

- Interview- Contract of Learning

ASSESSMENT

- 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

- 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

- Participation- Merit- Distinction

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TITLE OF SUBJECT IRISH

AIMS

- To foster/encourage a love of the language in students- To place an emphasis on the spoken word- To improve the listening comprehension skills of students- To enrich/foster an interest 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 AssessmentDebating/Speech making in front of the core classPortfolio 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.

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GAEILGE – An tIdirbhliain

Aidhmeanne (Aims)

- Grá don teanga a mhúscailt agus a chothú sna daltai.

- Béim a chur ar an ngaeilge labhartha

- Scileanna cluastuisceanna a fheabhsú

- Suim sa litríocht agus sa chultúr a chothú iontu

Clár (Content)

Gaeilge Labhartha Diospoireachtaí – Féile na hInseOráidiScrudú BéilDramáiochtScannáin

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

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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 Cross-Curricular LinksDirect Teaching Assisting with writingUse of visual aids Reports and presentation skills for competitions,Use of the Internet project work and public speakingAutonomous research

CONTENT

Press Pass Initiative offers a practical insight into 5 key areas of newspaper journalism – news, sport, features, analysis and photo journalism.Drama - ExtractsMedia Studies – looking at the presentation of topical issues in the media allowing for development of debating and writing skills.Gender Roles in MediaIntroduction to the various styles of writing – language of narration, aesthetics, argument, information and persuasion.Introduction to modern world literature – including poetry and fictionFilm – Study and explore film under various genres.

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ASSESSMENT

Continuous assessment by teacher including class work and homeworkGrading of written assignments and project workOral assessment – questions and class discussionExternally, 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 HolmsUse of Internet, library, film, newspapers and school Danlann.

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TITLE OF SUBJECT MATHS

AIMS- 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.

OBJECTIVESStudents should acquire knowledge and develop an understanding of the methods and concepts required for the new project maths syllabus.

TEACHING AND LEARNING STRATEGIESDemonstrationDiscussionTeacher ledActivity based learningGroup work/Paired workProject work and research

CONTENTAlgebra TrigonometryProbabilityStatisticsGeometry

ASSESSMENTWork sheetsClass testsGrading of all written assignmentsOral assessment

RESOURCESWork sheetsInteractive WhiteboardComputer LabGuest Speakers

EVALUATONStudent Portfolio and Interview

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TITLE OF SUBJECT FRENCH

CONTENTOral – discussing everyday topics (family, hobbies, social issues, environment, daily life, school)Aural – tape work, film and songReading – Literary and journalistic textsWriting – Letters, e-mail, grammar, research projects

METHODOLOGYClassroom conversation (group work/paired work)Listening to tapes, cds, songs, films, T.V., video and digital mediaReading comprehensionLetter writing

ASSESSMENTFilm (questionnaires/discussion/review/project)Class testsResearch ProjectPresentations (Oral/PowerPoint)Portfolio Assessment

RESOURCESTextbook – Chasse Aux TresorsNovel – Le Petit Prince – Antoine de St. EuxperyNewspaper – online/teenage magazinesVideo – Jeunes FrancophonesFrench Songs – Jacques Brel/DepalmasInternetFilms – Romauld et Juliette

Manon des SourcesLes ChoristesEtre et avoirJean de FloretteLe Grand VoyageMic MacsLe diner de ConsComme une imageJoyeux Noel

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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.

OBJECTIVESImprove 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 STRATEGIESActive 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.

CONTENTTopics relating to self, family, school, hobbies, homeplace, holidays, weekends, part-time 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.

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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)

EVALUATIONEnd of Term

- Portfolio Assessment and Interview- Reading and Aural Comprehension tests- Oral Examination- Written exam – (grammar and letter)

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TITLE OF SUBJECT JAPANESE

AIMSCover language and culture content with studentsFamiliarise students with Japanese culture through Project Work and CompetitionTo provide students with basis language skills

OBJECTIVESTo introduce students to Japanese culture and Language and cover following content (see Content)

TEACHING AND LEARNING STRATEGIESVocabulary/Grammar Workbook ExercisesWriting Workbook Exercises (hand-outs, prints)Listening Tape Exercises

CONTENTLanguage - Self Introduction/Greetings

Basis daily conversationsShopping conversationsTravel conversationsBasis writing skills

Culture - Life in Japan (Video tapes, Newspaper etc)Traditional Festivals/CeremoniesOrigami (Art of Paper)CookingIntroduction to Japanese Music

ASSESSMENTContinuous Language Assessment TestsGroup Project (Aspect of Japanese Culture)Quiz/Tests (Culture)

RESOURCESCalligraphy, Japanese Musical Instruments, Japanese Cooking

EVALUATIONParticipation in Project and Speech CompetitionsOral ExamsStudent Portfolio and Interview

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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-to-day 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.

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TITLE OF SUBJECT: BUSINESS STUDIES

Aims:

To give students a sample of some topics from three leaving cert subjectsTo 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 AssignmentsHandouts Think-pair-shareNewspaper articles Project workCase Studies Report writingVideo Clips Mathematical and practical analysisSongs/Images Ranking ExerciseClass discussion Group discussionsPresentations Group work

CONTENT

Economics/ Introduction to Economics

Economic Problem Scarcity of Resources, Choice, Opportunity cost, Needs and wants

Factors of Production Land Labour Capital and Enterprise

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Utility Maximising Utility, Law of Diminishing Utility Apply the economic term to real life and see how it affects our choices.

Trade Importance of trade, trading termsDevelopment education Third world problems with particular emphasis

on inequalities and injustice in trade in under-developed countries and unfair terms of trade.

Supply and demand Factors affecting both.Current Economic Issues

Accounting/Management AccountingThe following topics are covered:

Marginal costing/Break even analysis Cost-Profit-Volume analysisAbsorption Costing Purpose of product costingCash Budget Cash Budget for periodProduction Budgets Nature, objectives and advantages of

budgeting.Flexible Budgets Classify costs into fixed, variable and

mixed.

Business

Enterprise The importance of entrepreneurs Characteristics of entrepreneursResearch an entrepreneur

Communication Effective Communication, Report writing

Business Ethics Social Responsibility/Ethics and the Environment

Consumer Laws Consumer rights

Assessment

Worksheets Practical WorkCompleted Assignments Organising Christmas Shoebox AppealClass Test Organising Childline Cheerios BreakfastReports Organising TY hoodiesIndividual Project Running Fair Trade ShopGroup Project Fundraising for Amnesty InternationalOral PresentationEvaluation Form

Resources: Textbooks, Video clips & Music, Guest Speakers, Newspaper articles, Internet, PDST

Evaluation:Student Folders, Projects, Reports, Oral Presentations, Portfolio at End of Year.

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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 learningPowerPoint presentations and use of multimediaGroup work – Discussion and debateProject Work and research (Individual and within groups)Practical Work and investigations (Laboratory Based)Visiting Speakers and SeminarsPeer Learning and AssessmentSelf-EvalutionEvaluating Transition Year module via student surveysAll 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).

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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

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

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

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TITLE OF SUBJECT BIOLOGY

AIMS- 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

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TITLE OF SUBJECT CHEMISTRY

AIMS- 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

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TITLE OF SUBJECT PHYSICS(Energy – Renewable Energy)

AIMS- to broaden students’ practical knowledge of Physics- to introduce students to different types of renewable energy, in particular

wind and solar energy

OBJECTIVESStudents 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

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TITLE OF SUBJECT HERITAGE (HISTORY)

AIMS- 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

OBJECTIVESStudents 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

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TITLE OF SUBJECT HERITAGE (GEOGRAPHY)

AIMS- 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 - Documentaries- Library – school & local library - Education Packs- Maps & Photographs- Guest Speakers- DVDs- Field Studies

EVALUATION- Portfolio Assessment

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TITLE OF SUBJECT HOME ECONOMICS

AIMS- 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.

CONTENTThe Transition Year Home Economics course has been divided into two cookery modules.International Cookery and General CookeryContent International Cookery Module

Cuisine from Italy, Thailand, India and FranceGeneral Cookery Module :Baking – Different BreadAnd Cake Making Methods

Teaching and LearningStrategies

Practical Work, class demonstration, co-operative group learning, peer learning, handouts and worksheets, 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.

OBJECTIVESStudents 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 songStudents will be able to record and edit own audioStudents will write and rehearse a script for a podcast based on 4 poems

TEACHING AND LEARNING STRATEGIESAFL methodsSample ScoresDiscussionICTPaired work/Group workPerformance opportunityProject workReport writing

CONTENTUnit 1. Music Research ProjectListen to favourite artist and give personal responseListen to Grandparents favourite artist and give personal responseUnit 2. AudacityListen to MP3 fileAnalyse the form of musicCut the music into those sectionsAdd effects, change pitch, change speedUse a microphoneMake a podcast (English Poetry)

RESOURCES“An evening in Paddy Cons” (video) PDF guide to audacity Kerry Videos Sound files Computer Room (PC) Computer Room (PC)Music Room (Mac) MP3 files Data projector Youtube Microphone

ASSESSMENT & EVALUATIONFinal power point presentationSubmission of completed recordingStudent 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.

OBJECTIVESThe 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 GOALSBy 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.

ASSESSMENTContinuous 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.

RESOURCESExamples of play scripts / Handouts and worksheets.Use of Dánlann an Chláir – access to stage, lighting equipment, and sound system.

EvaluationStudent portfolio and interview

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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

AIMSCover Chinese language and culture content with studentsProvide students with language skills: listening, speaking, reading and writing at basic levelFamiliarize students with Chinese culture.

OBJECTIVESMaster about 260 words around various topicsTo be able to use simple Chinese in daily lifeTo be able to talk about some topics (daily life, campus life related)To develop an interest in learning Chinese language and cultureTo gain a general understanding of Chinese culture, set up cross-cultural awareness

TEACHING AND LEARNING STRATEGIESVocabulary / Grammar Workbook exercisesListening ExercisesDialogue / Conversation

ContentLanguage: 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

ASSESSMENTClass assignmentsPresentation (culture)Quiz

RESOURCESTextbook “Introduction to Chinese language and culture”CalligraphyPaper cutting

EVALUATIONClass assignment, Oral Exam, Portfolio Assessment

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TITLE OF SUBJECT CAREER EDUCATION

AIMS- 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.

OBJECTIVESStudents 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 SpeakersTextbook ‘Better Communication and How to Achieve it’ Sheila Hoctor and Karine LynnVisits to NUIG, UCC, UL, UCD, TCD.

EVALUATIONStudent Portfolio and InterviewAll 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 EDUCATIONYoung Social Innovators (YSI)

AIMSYSI 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.

OBJECTIVESThat 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 STRATEGIESTeacher acts as a facilitatorStudents – team work, research skills, organisational and communication skills, evaluation and social skills.

CONTENTIdentify an issue of social concernCarry out research project stage by stage using the ‘Planning Workbook’ for YSI.

ASSESSMENTA 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?

RESOURCESYSI PlanningWorkbookwww.youngsocialinnovators.ieRelevant groups and organisations in the local community, Internet, DVDs, guest speakers.

EVALUATIONAll 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 EDUCATIONJohn 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 facilitatorVisiting speakersClassroom discussionCollaborative WorkGroup WorkPair 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 AwarenessExamples

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

COMMUNITY WORK

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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 OfficeClare Youth Service Enable Ireland ShopSt. Claire’s School Enable Ireland Adult ServicesMrs. Quinn’s Charity Shop ClarecareEnable Ireland Somalia ShopIrish Wheelchair Association Conquer Cancer ShopSt. Anne’s School Pairc na Choille Nursing HomeClare Haven Services I.S.P.C.A. Animal ShelterDay Care Centre, Clarecastle Holy Family Junior SchoolOxfam ShopCahercalla 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

WORK PLACEMENT

All Transition Year students undertake one week of Work Placement

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A ‘work experience’ placement where employers co-operate with schools in allowing student to sample a workplace environment at first hand is an integral part of our Transition Year Programme.

All work placements are organised in consultation with the student. Placements vary from year to year depending on individual student’s areas of interest.

Examples of Placements

Quality Control Chemist Primary TeachingPharmaceutical Science Montessori TeachingGeneral Nursing Special Needs AssistantMedical Laboratory Science ChildcareRadiography Arts AdministrationPhysiotherapy Media/RadioOccupational Therapy JournalismCultural, Heritage and Leisure Tourism MedicineVeterinary PhotographyAnimal Care Outdoor EducationLeisure/Marine Sports/LeisureSocial Work ArchitectureSupport Services AccountancyAuctioneering and Estate Agency HairdressingBeauty Therapy CateringSpeech and Language Therapy Costume DesignPharmacy LibrarianTraditional Music 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

MODULES/ADDITIONAL ACTIVITIES

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CARDIAC FIRST RESPONDERS COURSEThe 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 FESTIVALHelps 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 MUMHANStudents 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 JUSTICEOrganised 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 GAOLAs 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 CHAMPIONSHIPSAll TY students attend the National Ploughing Championships which showcases Irish Food, Farming and Culture.

MOCK TRIAL COMPETITIONStudents are entered into the annual Mock Trial Competition held in either Loughrea, Gort or Athlone Court House.

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OUTDOOR PURSUITSStudents 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 PROGRAMMEThis 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.

SONGSCHOOLTwo 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 TUITIONAll 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 DAYSAll 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 AWARDSStudents 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 WRITINGStudents 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.

ENVIRONMENTAL FIELD WORK – Burren Outdoor Education CentreAs 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.

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TRANSITION YEAR GIRLS SPIKEBALL LEADERS PROGRAMMEVAI (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 BANKA 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 NOGUp 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 APPEALAll TY students organise and co-ordinate the collection and stocking of Christmas shoeboxes for Team Hope.

ENNIS FARMERS MARKETTY 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 SLEEPOVERAll TY students participate in a school sleepover. Funds raised through sponsorship are donated to a nominated charity.

ON BEING AN ARCHAEOLOGIST FOR A DAYClare 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 VISITAn 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.

BORD GÁIS ENERGY THEATREAttendance annually at a production /performance related to TY English programme.May 2015: Harper Lee’s Pulitzer Prize-winning novel, To Kill a Mockingbird.

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OTHER ACTIVITIES MAY INCLUDESelf DefenceTai ChiBasketball Ireland Introductory Refereeing CourseGAA Coaching CourseCheerios Childline Breakfast Together WeekBord Bia WorkshopTour of Ennis FriaryRTE 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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