aim of transition year - Loreto Community School

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Loreto Community School, Milford
Tel: 074 9153399; Fax: 074 9153518
Email: [email protected]
INTRODUCTION
In the forthcoming academic year, we hope to provide a
Transition Year Course for students who have completed
their Junior Certificate. We have received very positive
feedback from students and parents who have already
experienced the programme. It is seen as very worthwhile
and realistic, while fulfilling the following basic aims:
1.
To provide a bridge between Junior and Senior
Cycle.
2.
To continue with the basic subjects and to lay down
good foundations for future study.
3.
To give students a broad education experience free
from exam pressure, to study new subjects and gain
new experiences which the Junior and Leaving
Certificates don’t provide.
4.
To introduce students to the world of work. To give
them opportunities to research career options, plan
for the future and set realistic goals.
5.
To promote the personal and social development of
each student so that they become confident,
responsible, well adjusted adults.
BACKGROUND ON TRANSITION YEAR
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Introduced in 1973.
One hundred and sixty-three schools had adopted it by
1993.
Mainstreamed in 1994.
Five hundred and seventy schools ran
programme by 2008.
Approximately 28,000 students complete this course
each year.
Approximately 75% of all Post Primary schools
run programme.
Certified by DES in 2000.
AIM OF TRANSITION YEAR
“To promote the personal, social, vocational and
educational development of students and to prepare them for
their role as autonomous and participative members of society”.
(DES Transition Year Guidelines 1994/95).
PROGRAMME CONTENT
Our programme includes both academic and non academic
studies. Traditional subject areas such as English, Irish, Maths,
Languages and Sciences are covered whilst students are given the
opportunity to explore options such as Music, Art, Home
Economics, Theory of PE, Product Design, Drama, Woodcraft
Engineering and Tourism Awareness Programme.
In the vocational dimension of the Programme, students are given
an insight into the world of work in a work experience placement.
They develop job search skills and look at career options.
There are also a lot of extra curricular activities such as debates,
public speaking, video making, interviewing and field trips, as
well as trips to outdoor activity centres.
WHAT ELSE DOES TRANSITION YEAR HAVE TO OFFER?
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Work Experience.
Mini Company.
Active PE programme – a lot of which involves travelling
away from the school and opportunities to gain some
coaching qualifications.
Computers.
Field Trips
Road Safety Show.
Build a Bank Challenge.
Careers.
SPHE/Social Innovators.
Two day trip to an adventure centre.
International Soccer Games.
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Trip to Scotland to see Celtic match.
Trip to Croke Park in Dublin.
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Entry into Young Scientist of the Year
competition.
CPR.
Talks from various outside speakers on relevant
topics.
Disability Awareness Training.
Gaisce Presidents Award
Fashion Competitions.
Developing Community Links – working with
the elderly and Fundraising for Charity.
PLEASE NOTE
All of the courses / modules on offer are subject to
demand, the needs of the students and the availability
of teachers. They may be changed or added to at the
discretion of the school management.
* Please note that some trips in TY involve being away
from home (overnights). This is a compulsory part of the
year and all students must take part in this.
TRANSITION YEAR
TEACHING AND ASSESSMENT
A key feature of Transition Year will be the use of a wide range of
teaching / learning methodologies and situations.
The goals and objectives of the programme can best be achieved
by placing particular emphasis on:
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Teacher as facilitator.
Negotiated learning.
Personal responsibility in learning.
Activity based learning.
Integration of appropriate areas of learning.
Team teaching approaches.
Working in pairs and 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 service.
Out of school activities.
Educational activities undertaken will enable students to have a
valid and worthwhile learning experience with emphasis given to
developing study skills and self directed learning.
In addition to traditional styles of homework, Transition Year
students are also asked to undertake projects, assignments,
interviews, research and other demanding tasks.
Varied forms of continual assessment are used such as written,
practical, oral, aural, folders, project displays, personal logs and
exhibitions of work.
At the end of the year, students will undergo Portfolio/ Interview
Assessment. If successful they will receive a Department of
Education Certification.
Balance in the Transition Year Curriculum
Traditional Subjects
New Modules
Didactic Teaching Methods
Active teaching modules
Academic Skills
Self Directed Learning
Class Based Learning
Out of School Activities
Basic Study Habits
The capacity to work in
groups
WHY SHOULD A STUDENT CONSIDER
DOING TRANSITION YEAR?
BECAUSE:
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You get the opportunity to study a wide range of subjects
which will help you to make a more informed choice of
subjects for your Leaving Certificate.
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You get the opportunity to do work experience - which
could lead to Summer work or a possible career.
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You will have more time to research careers, consequently
you will have more knowledge of what grades and subjects
you will need for the future.
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You will be able to get involved in extra curricular activities i.e. President’s Award, Swimming and Lifesaving,
Karate, Cookery, Art Competitions, Public Speaking
Competitions, Community Involvement etc.
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Colleges in England and Northern Ireland all look for
“Personal Statements” from students about their
interests and hobbies.
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You will develop skills, such as interview skills, cookery
skills, decision making skills, consumer skills, enterprise
skills, business computer skills.
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You will develop confidence in yourself and improve your
social skills with the very comprehensive Health
Education Programme.
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You will get a chance to take on more responsibilities
- very important when filling in your Curriculum
Vitae.
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There is a more relaxed atmosphere, so greater
opportunity for making new friends.
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You may discover hidden talents e.g. Drama Module,
Dance , Sports!
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You will learn how to study effectively and efficiently
so that you can make full use of your potential.
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You will be one year older doing your Leaving
Certificate and going to college. Hopefully, you will
be more assertive and more capable of handling
academic studies, the social life and leaving home.
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You will have a portfolio of official certificates to
show for all the various activities you were involved
in, provided you show commitment and reach a
satisfactory standard of work.
WHAT KIND OF STUDENT BENEFITS FROM
TRANSITION YEAR PROGRAMME?
We have found that students with the following qualities gain most
from Transition Year:
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Good Motivation/Earnest Worker/Young Student/those
undecided about subject choice.
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Those who are interested in an “all round” education rather
than a purely academic one.
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The student that needs to develop greater confidence and
maturity before facing Senior Cycle.
Recent studies completed by the National Council for Curriculum &
Assessment show that, overall, students who take Transition Year:
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Score higher results in the Leaving Certificate - Transition
Year students do better by an average of 26 points (Repeat
students only gain by an average of 5 points).
Are more likely to select Leaving Certificate subjects at higher
level.
Transition Year students are more likely to be ’educationally
adventurous’ - they are more likely to try subjects they had not
tried before.
COST OF TRANSITION YEAR
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Initial payment of €100.
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The school matches every €100 put into the fund by students.
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It is important to note that it is not a cheap year but we do our
best to keep the cost down. *Please note that on each trip
students go on they will have to pay a contribution - the
school will also pay a contribution.
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If there is a problem with regard to
money, please speak to us confidentially
and we will do our absolute best for you
and your child.
ENGLISH
Aims:
Our English Programme aims to introduce the students to
Leaving Certificate English whilst allowing them the
opportunity to develop an appreciation of literature.
Creative writing plays an important role in Transition Year
English with each student encouraged to develop their own
individual style.
Programme includes:
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Comprehension
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Film Studies Module
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Production of newsletter / magazine
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Creative Writing Module
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Introduction to Leaving Certificate poetry
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Drama/Role Play
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Functional Writing
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Participation in Literary Competitions
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Book Reports/Reviews
Assessment:
Continual Assessment through homework and project work.
IRISH
The Irish course is broken into two general areas:
1. Communicating Irish
2. Studying Celtic Ireland and our culture
Communication:
To improve communicative skills aural work, oral work and
reading comprehensions are studied.
Students often have the opportunity to take part in a Public
Speaking Competition and also to make and edit their own
Radio Programme. Small dramas and conversations are also included in this section.
Cultural:
In the cultural area, students examine their heritage by
researching old customs and prophesies and presenting them
in project form. They are also given the chance to use old
style Gaelic writing and to take part in some Irish singing and
ceili dancing.
Transition Year provides an opportunity to begin the
Leaving Certificate Maths course. If numbers allow,
students are divided into Higher and Ordinary groups
which enables students to work at a level suitable to
their ability.
The three timetabled classes per week throughout the
school year give adequate time to cover between two
and three full questions on the Leaving Certificate
Paper
Leaving Certificate results can only improve due to
the maths classes provided in Transition Year!
Assessment:
Tests are given at regular intervals throughout the
school year
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TY SCIENCE MODULE
Module Aims:
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Encourage uptake of the sciences at senior
cycle.
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Flavour of some senior science experiments.
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Involvement in group / teamwork.
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Practise problem-solving techniques.
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To experience the scientific method / approach.
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To engage in project work and model-making.
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To keep a folder of all tasks / experiments
performed.
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To practise basic laboratory skills safely.
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To research areas of interest that time-constraints
of Leaving Certificate curriculum doesn’t usually
permit.
Methodologies Employed Include:
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Experiment by discovery.
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Group work through practicals.
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Research.
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Field trip.
Typical Topics Covered Include:
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Microscopy and Cells
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ID Tests
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Graph Drawing and Analysis
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Periodic Table of Elements
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Reaction Rates
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Plant Biology
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Problem Solving
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Health Issues
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Physics of Vehicles / Electronics / Physics of Flight
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Human Biology and Disections
Students are Assessed On:
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Research Project
2.
Experimental Folder
NOTE: Course Content May Vary from Year to Year
TRANSITION YEAR GEOGRAPHY
This course runs for approx 16 weeks and switches with History after
Christmas. This course aims to incorporate some of the aspects of the
new Geography course, recently introduced in 2003. It will develop an
appreciation of the unique physical and cultural heritage in our county.
Students will interact in their environment in an active and practical way
– by developing skills of observation, photography, sketching,
research, information technology, map interpretation, pattern
recognition, etc. During the year students will also study local,
national or global events whenever relevant e.g. major earthquakes,
volcanoes, hurricanes, famines, etc.
Various learning strategies may include the following; individual
assessments for each student on particular topics, practical activities,
group work tasks, fieldwork research, problem solving, creative
displays, whole class teaching. These methodologies will rely on I.T.
whenever possible to aid teaching.
Course Content:
Using Google Earth – introduction
Introduction to new Leaving Cert Geo course
Studying aerial photography and mapwork
Introduction to GIS
Study of renewable energy e.g. solar power and HEP
Study of climate change on a global and national level
Local land use study- fieldstudy- Report
Local beach study- fieldstudy- Report
Research of relevant topics in the media
Landforms in Ireland – Volcanic – Giants Causeway
Art, Craft & Design
Throughout this course, students will have the opportunity to work
with a wide variety of materials including pencil, ink, paint, oil and
chalk pastels, wire and clay.
They will participate in both 2D and 3D practical projects.
Fine Art: Students will be introduced to aspects of painting,
sculpture, and Art History.
Craft: Students will complete a craft based project eg Calligraphy or
Batik.
Students get the opportunity to participate in a number of challenging
and exciting activities such as:
Soccer Coaching
Gaelic Coaching
Bowling
Pitch & Putt
Diving
Swimming
Fitness Suite
Self-Defence / Karate / Ju-Jitsu
CPR Training
Horse Riding
Surfing
Orienteering
Spinning
Boxercise
Driving Range
Paintballing
Beach Activities
Hill Climbing
Team Building Challenges / Adventure Activities
Health-Related Fitness
A variety of other Games
And lots more!!
*It is important to note that activities may vary from year to year. It
is also important to note that certificates can be obtained in a variety
of activities throughout the year.
Below is an example of a Transition Year trip
away - to the Celtic FC v Hibernian Premier
League game in Scotland!
TRANSITION YEAR THEORY OF
PHYSICAL EDUCATION
In this topic the students learn the theory element of Physical
Education. The students get the opportunity to gain a better
knowledge and understanding of the importance of participating in
physical activity inside and outside of school. This will hopefully
help them to make any necessary changes in their own lifestyle.
Topics covered include:
Health, fitness and exercise.
What is exercise?
Why exercise?
Fitness.
Factors from our lifestyle that can affect health, fitness and
Performance.
What makes you put effort into sport.
Factors that affect participation and performance in physical
activity.
Drugs in sport.
*It is important to note that topics may vary from year to year
Students will also be required to research topics on their own using
the internet, library and any other sources they may have. They will
also be required to make a presentation of these findings using PowerPoint presentation. The students will also get the opportunity to
complete worksheets and crosswords all linked to developing their
understanding of physical activity.
MUSIC
Students generally have the option of beginner guitar lessons or
choir. As students gain experience with basic major and minor
chords they are then shown various finger style performing
techniques.
An external tutor provides the tuition which is
practically and classroom discussion orientated. A selection of
chosen songs are accompanied by guitars at the end of the year.
In choir, students are taught to perform in two part harmony.
Through classroom discussion, a choral repertoire is selected to
complement various school events.
Guitars are provided for all participants in the Music Room.
RELIGION IN TRANSITION YEAR
Aims:
 To experience a variety of Liturgical events.
 To prepare for and help students understand and (where possible)
experience caring in the community.
 To identify and respond (where appropriate) to issues of social
justice in our community.
 To compile and present an R.E. Project.
Teaching Learning Strategies:
 Classroom Discussion
 Research
 Group work
 Project work
 Practical Work
 Oral presentations
 Formal input by teacher
 Guest Speakers
 Use of Audio visual / ICT resources
Content:
 Rationale for Social justice
 Study of an issue relating to Social Justice e.g. Homelessness,
Disability
 Liturgical event. EG. Grandparents mass, Prayer Service marking
key
moment in Liturgical Calendar.
 Project Work. EG Loreto Links (Sr. Anne)
Resources:
 Packs e.g. Focus Ireland, St Vincent De Paul etc.
 Speakers.
 Face-up Magazines.
 Video EG. “Would you believe”.
 Multi-media, Computer resources.
Links with other Subjects:
Music/Art.
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This programme is designed to enable the students heighten their
awareness and develop skills in relation to food hygiene, food
nutrients and basic cookery.
It incorporates both practical and theoretical work.
This course includes:
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Menu planning.
Evaluating and modifying recipes.
Preparation and cooking of a wide variety of dishes including
international cookery, cooking on a low income, cookery for
flat dwellers and catering for those on special diets.
Nutritional awareness.
Project work.
Depending on class size, there is also an opportunity whereby we
run a programme with the local National School through which our
students plan and teach groups of National School children how to
cook a basic dish eg pizza.
The students are also asked to make up age related materials eg
worksheets, word searches and fact files for the National School
students. This has a double function as it also introduces potential
students to our school and helps Transition Year students develop
skills and abilities.
Transition Year gives students an ideal opportunity to gain a
huge amount of expertise in the use of Information Technology.
Students will acquire many I.T. skills including the ability to
research and present course work. They will gain a good working
knowledge of the many Microsoft programs including Word,
PowerPoint and Publisher.
Investment Module:
We also hope to continue the module on investments. The
Making Money with Careful Planning (MMCP) Educational
Module teaches the student how to be able to master the stock
market as a source of long term wealth creation and regular short
term income generation.
The MMCP teaches five aspects to wealth creation via the stock
market.
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How to research and select great companies to invest in.
How to establish the optimum time to buy and sell shares.
How to generate a monthly income from a share portfolio.
How to protect investments and preserve profit.
How to execute trades online with a simulator account and
then with real money.
The student will follow a 300 page manual that teaches the five
aspects of wealth creation as outlined above. The student will
initially open and trade an online simulated account with
€100,000 of simulated funds for a period of 16 weeks
(September to December). In January, the student will then fund
a real investment club account with €20 of real money per
student.
The S.P.H.E. programme in Transition Year is designed to
allow students to explore issues of a social, personal and
health nature in a relaxed yet informative setting. Topics
included in the programme include self-esteem, listening
skills, feelings and emotions, stress, pressures, saying No,
relationships and sexuality.
Within the programme framework there is also flexibility to
allow other activities such as:
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Entering the Young Social Innovators Competition – a
nationwide competition that encourages young people to
make a real difference to their school community.
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Participating in the “MINDOUT” programme – a
programme promoting positive mental health in
post-primary schools tackling such issues as anger and
conflict management, gender differences, positive self
table, suicide, depression and getting help.
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Visiting guest speakers.
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Project work.
LANGUAGE PROGRAMME
During the school year, all Transition Year students are
exposed to modern languages e.g. Spanish, German and
French - spending approximately three class periods each
week on the target
language for that term.
The aim of the programme is to introduce not only language
but also the culture of each country to the students. Given
our present EU conditions, we can presume that most of our
students will travel and perhaps work abroad. Our course is
designed to deal with everyday situations in the target
language - greetings, shopping, ordering in a restaurant,
asking directions etc. Students are also helped to recognise
signs in public places and follow instructions.
The cultural aspect of the course is approached through
reading and song and cinema, thus allowing students to
compare European cultures with our own Irish culture and
appreciate the difference.
WOODCRAFT
This is one of the popular modules on offer in
Transition Year, it offers a chance to students to
take a subject too often not taken before. It is
designed with the novice in mind. It is a module
often linked to the mini company. The students
generally design, as well as produce their projects.
Some of the key areas of study are:
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Clock Design.
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Table Making.
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Stain Glass Painting.
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Turning (bowls and lamps).
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Gift & Trinket Making: sand timers, bottle
openers, jewellery boxes, candle holders, kitchen utensils, sun catchers, chess boards, wind
chimes, pot pourri sets, pen holders,
letter openers etc.
PHOTOGRAPHY
Over the course of the module, students study the basic
principles of photography with the aim of gaining a good
understanding of photo editing and using Photoshop.
Students learn to modify their photos and create new
compositions through the editing process.
Course Content:
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Using a digital camera.
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Focusing on key photographic elements - composition,
colour, texture etc.
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Digital editing using Photoshop.
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History of photography.
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Key landscape, historical and portrait photographers.
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Contemporary photography.
HISTORY IN TRANSITION YEAR
Aims:
1.
To learn about the experience of human life in the past through
the investigation of evidence relating to such an
experience.
2.
To give you new insights into the way of life and help you
understand many of the issues that affect you today.
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History has much to offer to any school's Transition Year
Programme.
History is unique in that it is the only subject that
investigates how aspects of human life and human
institutions have undergone change over time.
Your study will deal with the political, cultural, social,
economic and scientific history.
The following topics are studied in T.Y. History:
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Places of Historical Places e.g. Newgrange Passage Tomb
The History of the GAA and Croke Park
Concentration Camps – an in-depth study of Auschwitz
Local History – places and people
Family History and Surnames
Key events in Irish History e.g. The 1916 Rising
Study of R.T.E.
Women in Irish History
Historical Figures of the 20th Century
SPEECH & DRAMA IN TRANSITION YEAR
Self confidence, clear thinking and expression, excellent
communication skills, vivid imagination, immaculate
presentation, strong powers of recollection and a sense of
humour are all highly sought after qualities in today’s
competitive working environment.
Speech & Drama classes aim to pr ovide an enjoyable
opportunity to pinpoint and bring these qualities alive in the
individual.
The course involves: Drama, Mime, Public Speaking, Film,
Poetry, Improvisation.
Over the past number of years, Transition Year Drama
students have entered the Balor Theatre Schools’ Drama
Festival and have won many awards, including Best School,
Best Actress and Best Original Script.
Drama students are encouraged to take part in the school
musical.
LOCAL & GLOBAL CITIZENSHIP
This unit supports students who want to explore global development issues that affect
their lives at personal, community, national and international levels. It engages
students in analysis, reflection and action for local and global citizenship, promoting a
sense of solidarity with people living in poverty. Through a series of thematic strands
(Poverty, Conflict, Gender Inequality, Sustainable Environments, Trade; Health & HIV/
AIDS and Human Rights). The unit supports students’ understanding of the rapidly
changing and unequal world in which they live and encourages action to make a
positive difference.
Aims
This Transition Year unit aims to
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Help students gain knowledge and understanding about the unequal development
in our world.
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Enable students to become more skilled and independent in researching,
analysing and understanding our world.
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Foster a positive attitude so that students feel empowered to act to make the
world a more equal and just place.
Learning Outcomes
On completion of this unit, students should be able to:
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Demonstrate knowledge of a range of global development issues.
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Review different media/sources of information and be able to question the
motives and validity behind different opinions.
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Conduct research on a development issue of interest either individually or as part
of a team.
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Analyse and make sense of the findings.
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Demonstrate effective communications and participation skills through team
work; debating and presentations.
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Demonstrate attitudes of empathy and global solidarity.
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Organise and participate in an action on an issue of concern.
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Demonstrate appreciation for cultural diversity, respect for others and a
commitment to fairness and justice.
This unit is designed to be taught over 45 hours. Ideally a double class period per week
should be timetable for the unit.
Student activities will include:
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Students will be encouraged to participate in the community such as nursing
homes, St Vincent de Paul, local schools etc as a way of becoming more
community aware.
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Students will work as part of a team to present projects and raise awareness in
school about different issues being discussed in class.
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Students will participate in Young Social Innovators (YSI) and bring their
projects to the open forum.
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Organise a charity event to collect money for a charity of their choice.
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Engage with guest speakers who are available to speak about topics covered.
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Organise and conduct debates.
PREPARATION FOR WORK
Preparation for work is a weekly class which runs
alongside the Work Experience Programme. It gives
students an opportunity to discuss their work
placements and provides support for students
experiencing difficulties in their work placement.
Students are also given opportunities to explore other
work related issues including job status, workers
rights, health and safety at work, employment legislation, conflict in the workplace, preparation of a C.V.
and interview skills and techniques.
A range of creative teaching and learning methods are
used in presenting the Preparation for Work module
to ensure students needs are met.
MINI COMPANY
The mini company is an opportunity for students to
develop their entrepreneurial skills. Students brainstorm ideas in class and decide upon a business venture.
The first phase is the setting up of the company.
Students vote for candidates who will fill management
positions:
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Managing Director.
Secretary.
Financial.
Marketing & Sales.
Production.
Class is structured in a similar format to a Board of
Management meeting.
Benefits of the mini company include:
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Personal Development
Skills Acquisition
Experience of working adult life
WHAT IS THE TOURISM AWARENESS
PROGRAMME?
The Tourism Awareness Programme was designed by Fáilte
Ireland, the National Tourism Development Authority. It is
specially designed for students within the second-level
education system, as an introduction to tourism at home and
abroad. The educational project aims to:
~ Promote the national importance of tourism among young
people.
~ Highlight the career opportunities in tourism.
~ Develop students’ interpersonal skills.
The Tourism Awareness Programme takes an innovative
approach to learning, providing a blend of resource material to
students and teachers.
The Programme includes two mandatory units, which cover
the core themes of the tourism industry. In addition, the
programme includes four optional units which explore
knowledge, skills and expertise relating to four different
subject areas. Two of the four optional units must be chosen.
1.
2.
3.
4.
5.
6.
Introduction to Tourism (mandatory).
Tourism Education & Training (mandatory).
Geographical Assets of Tourism (optional).
Tourism & Heritage (optional).
Tourism & Culture (optional).
History of Food in Ireland (optional).
The Tourism Awareness Programmes
supports the aim of Transition Year.
PRODUCT DESIGN
Area of Study:
This unit is designed to top-up the students’ knowledge of technical
subjects, encouraging them to take part in the new Technology and
Design & Communication Graphics course.
This new Transition Year unit will develop students knowledge of the
design of many products used in our lives. This unit will guide
students through the steps involved in creating a product from a
simple sketch to a well developed and working drawing using our
newly equipped Design & Communications lab.
Aims:
The unit will provide a context in which students can explore and
appreciate the design behind past, present and future products.
The unit will facilitate the development of a range of communication
skills which will encourage students to express their creativity in a
practical and imaginative way using a variety of forms; verbal, graphic,
3D model.
Learning Outcomes
On completion of their studies, students should be:
~ Familiar with the principles and concepts associated with
developing a product.
~ Able to utilise freehand sketching, both 2 and 3 dimensional, as a
means of communication and as an aid to spatial reasoning and
refinement.
~ Able to evaluate design solutions and solve design problems on
the basis of sound aesthetic principles and to appreciate the impact
of design on the visual quality on the human environment.
~ Able to produce neat and accurate drawings that comply with
internationally recognised standards.
School Magazine
During Transition Year students will get an opportunity to get
involved in producing the school magazine for the academic
year.
Students will be offered a variety of positions on the magazine
team including Editor, Photographer, Sports Journalist,
Entertainment Journalist, Marketing Director, Financial Director
etc. Throughout the year the students will design the magazine
and write articles and reports of interest to the students of our
school. They will have full ownership over the magazine and be
responsible for transforming the magazine from an initial idea to
publication and selling to the student body at the end of the year.
This is a great opportunity for any students who are considering
a career in Journalism, English, Sport or Media.
School Magazine “The Banter”
2012/2013
School Magazine “Another Year”
2013/2014
Coding and Web Design
Coding and Web Design is an optional module offered in Transition
Year. By the end of the first class, students will have built their
first website using simple html code.
Html code looks like this:
<div id="main_content">
<span class="title1">TY Web Design</span>
<br><br>
<div id="content_div">
<p align="justify">
<p>
TY students at Loreto Milford are learning html coding language and creating
their own websites in a new Web Design and Coding module which has been
developed this year.
</p>
But its really very easy to work with.
Once some basic code has been learned, the opportunities to build
new websites, games and apps are endless!
We build websites using html, css and wordpress.
We build games and animations using Scratch programming software.
We build apps using html and various programs.
We enter competitions and are sometimes prizewinners! (Eircom Junior
Spiders, Google Call to Code, EU code)
Some students have created profitable web design companies, others
have already found jobs in the (highly paid) software industry.
Welcome to Loreto
Community School,
Milford.
 What is Transition
Year all about?
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Background Information
Introduced in 1973
163 Schools by 1993
Mainstreamed in 1994
550 Schools in 2010/11
Approximately 28,500 students
Approximately 75% of all Post
Primary Schools
Certified by DES In 2000
Mission statement of TY
“To promote the personal, social,
vocational, and educational
development of students and to
prepare them for their role as
autonomous and participative
members of society”
(DES, Transition Year Guidelines
1994/95)
Programme Content
Subjects studied are as follows (these subjects vary
from year to year):
English
Irish
Maths
Languages
World Of Science
History / Geography
SPHE (Social Personal And Health Education)
Road Safety
Art Craft and Design
TICN (Stocks and Shares)
Theory Of Physical Education

Physical Education
Careers
Music
Cookery
Drama
Religion
Business / Accounting
Technology / Woodwork
Computers
Photography
Preparation for Work
School Magazine
Web Design
What else does Transition Year have to offer?
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Work Experience
Mini Company
Field Trips
Build A Bank Challenge
Gaisce
CPR Training
Investment Module / Stock Exchange
Trip to Scotland to see Celtic match
Ireland games
Active PE programme
Adventure Centre bonding trip
Aims of Transition Year
are as follows:
 It is designed to act as a bridge between
the Junior and Senior Cycle by facilitating
the smooth transition from the more
dependent learning of the Junior Cycle to
the more independent self-directed
learning required for the Senior Cycle.
 To continue with basic subjects and lay
down good foundations for future study.
3/20/2014
To give students a broad education experience
free from exam pressure, new subjects, new
experiences which the Junior and Leaving
Certificate don’t provide.
 To introduce students to the world of work. To
give them opportunities to research career
options, plan for the future and set realistic
goals.
 Promote the personal and social development
of each student so that they become confident,
responsible, well adjusted adults.
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Aims of TY
Education for
MATURITY with emphasis on
social awareness & increased social
competence
Education through
experience of ADULT
& WORKING LIFE
as a basis for personal
development & maturity
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Promotion of general,
technical and academic
SKILLS with an
emphasis on
interdisciplinary and
self-directed learning
Fashion Competitions
Disability awareness training
Developing Community Links
Fundraising for charity
Please note that some trips in TY
involve being away from home
(overnights). This is a compulsory
part of the year and all students must
take part in this.
3/21/2014
TY is School Based
Student Focused
Teachers’ Expertise Is Used
Individual Syllabi Written
Varied Teaching & Learning
Varied Assessment
Department Support / Certification
Inspectorate Monitor

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Peeling the Layers of a
TY Programme
1.
2.
3.
4.
Calendar Layer
Transition Specific Layer
Subject Sampling Layer
‘Core’ Subject Layer
* It is important to note that from year to year the
different subjects and activities provided may
vary depending on certain factors which may
arise.
Calendar Layer
Work Experience Placements
Visiting Speakers
Outdoor Pursuits
Excursions
Field Trips
Community Care
School Musical……..
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Transition Specific
Layer
Mini Company
Irish Hotels’ Federation
Public Access To Law
Information Studies
First Aid……...
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Subject Sampling Layer
Drama
Construction Studies
Science
Home Economics
Politics……..
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Core Subject Layer
English
Irish
Maths
European Language
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Balance in the TY Curriculum
Traditional subjects
New modules
Didactic teaching methods
methods
Active teaching
Academic skills
Class based learning
Basic study habits
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Self-directed learning
Out of school activities
The capacity to work in
groups
Methodologies
Active & learner-focused
Teacher as facilitator
Collaborative learning encouraged
Group work / Pair work
Role-play / Simulations
Project work / Fieldwork
Out-of-school activities
Visiting speakers
Negotiated learning
Practical work
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Assessment
 In
addition to traditional styles of homework,
Transition Year students are also asked to undertake
projects, assignments, interviews, research and other
demanding tasks.
 Varied forms of continual assessment are used such
as written, practical, oral, aural, folders, project
displays, personal logs and exhibitions of work.
 At
the
end
the
year
students
will
undergo
Portfolio/Interview assessment. If successful they will
receive:
 Loreto Community School Certification
Research
Studies completed by The National Council for
Curriculum and Assessment show that
overall, students who take Transition Year:
 Score higher results in the Leaving Certificate
- TY students do better by an average of 26
points (Repeat students only gain by an
average of 5 points)
 Are more likely to select Leaving Certificate
Subjects at higher level
 TY students are more likely to be
‘educationally adventurous’ - they are more
likely to try subjects they had not tried before
What kind of student benefits from
the Transition Year Programme?
We have found that students with the following
qualities gain most from Transition Year:
 Good Motivation
 Earnest Worker
 Young Student
 Those undecided about subject choice
 Those who are interested in an “all round” education
rather than a purely academic one
 The student that needs to develop greater
confidence and maturity before facing Senior Cycle
Cost of TY
Initial payment of 100 euro
For every 100 euro put in to the fund by a
student - the school will also put in 100 euro
Please note there are a lot of trips in TY and
we do our best to keep the cost down (on
each trip the school usually pay half and the
students pay half) – if there are problems
throughout the year with regard to money
please speak to us (confidentially) and we will
do our absolute best for you and your child to
make sure that all students go on all the trips
as these are what the students will most
remember.
The following are a few
comments from parents this
year in relation to TY
‘My son is really enjoying his TY
experience. I feel that he has been
given the opportunity to broaden his skill
set and he has grown in confidence’
‘Excellent TY programme. My son has
been enjoying the trips / projects and I
feel that he has worked hard so far’
‘TY is a great experience and confidence
builder for teenage boys and girls. It’s a
busy year for the kids but keeps them
motivated. As a parent I would highly
recommend TY for all who want to do it’
‘ My son is enjoying TY so far. He is
putting a lot into all his projects and
giving a lot of time up for the year. He is
enjoying mini-company and he puts
great effort into it’
The following is from a former TY student in
Loreto who gave their views on TY:
As a first year university student, some of the skills
which were most useful to me when adjusting to a new
educational system came from the work which I did
throughout my Transition Year course. These included:
Teamwork: Necessary for group based projects (of
which there are many at university), incorporating the
idea of shared responsibility and efficient workload
management.
Independent learning: Total responsibility is on the
student to be aware of deadlines, assignments and to
do the necessary research. All of this I felt quite wellgrounded in as a result of my TY experience.
Projects: The handing up of projects, essays and
suchlike adhere to strict deadlines at university. Only in
extremely special circumstances can any exception be
made. This is a similar situation to TY projects.
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Deadlines: As before mentioned, deadlines are rarely
advertised by lecturers and tutors, most if not all of the
responsibility is on the student.
IT skills: Typing, printing and researching on the
internet are all a big part of university work. Information
is almost always communicated via the internet. It is
absolutely vital to have some IT skills in order to
complete assignments. TY was a good start to
enhancing any previous IT experience.
Analytical skills: Understanding the relevance that
particular information has to a particular
project/situation. This skill I developed in TY from
marketing based projects such as Mini-Company and
Build a Bank competitions.
Presentation: Presentation of work in university follows
strict guidelines of which no exceptions are made. Each
department follows different presentation styles. The
ability to be aware of and to employ the correct
presentation style is a key component of the TY
programme.
What happens next????
Students have already got the application
forms – please fill them in and hand them to
myself by Friday (4th April) at the latest
We (as a school) will go through the
application forms and if successful you will
receive a letter of confirmation
Please fill this in and hand it back to the main
office with the payment of 100 euro
3/21/2014
That concludes my
Presentation
Thank You For
Your Time
3/21/2014