Curaclam Ghaelcholáiste Luimnigh

An Teastas Sóisearach Junior Certificate   Béarla / English Gaeilge / Irish Matamaitic / Maths Eolaíocht / Science Stair / History Tíreolaíocht / Geography Staidéar Ghnó / Business Eacnamaíocht Bhaile / HEC Teicneolaíocht an Ábhair Adhmad / Wwk Oideachas Sibhialta, Sóisialta agus Polaitiúil / C.S.P.E. Grafaigh Theicniúla / T.G. Fraincis / French Spáinnis / Spanish Ealaín, Ceird, Dearadh / Art Ceol / Music Oideachas Sibhialta, Sóisialta Polaitiúil / S.P.H.E.* Teagasc Reiligiúin / Religion* Corpoideachas / P.E.* TEC / ICT* * Níl aon scrúdú sna h-ábhair seo. * There are no exams in these subjects.     An Idirbhliain Transition Year Gaelcholáiste Luimnigh offered Transition Year, for the first time in the College, in 2009. The year proved to be a resounding success for all of the pupils who participated in the course. The first cohort comprised of a class of 26 pupils. In its second year at the College, Transition Year attracted 55 pupils. This is clear evidence of the success and demand for the College's highly organised and busy TY course. The hard-work ethos of the Co-Ordinating Team and the pupils, together with the outstanding support of parents makes TY at GCL a most rewarding experience for our learners.   Transition Year Programme - Introduction Education for maturity should be the principal aim and the main focus of a Transition Year Programme.  This means that the emphasis should be on the personal development of the participants, and on developing their social awareness and social competence.  For this purpose the programme should provide them with plenty of opportunities for developing their intellectual, imaginative and emotional life in a caring, stimulating and tension-free environment.  It should provide them with practice in thinking for themselves, in decision making, and in assuming responsibility.  It should provide them with help and guidance in acquiring a meaningful and coherent value system.  It should assist them in dealing with relationships and in developing communication skills.  It should help them to become more aware of the world around them, and better informed about it.  In particular, it should acquaint them with the implications for them of entering that world as teenagers or as young adults in order to earn a living and pursue a particular way of life.  These are but a few examples of the many aspects of personal development and social education, which can and should be given a high profile in a Transition Year programme.  They are aspects of education that usually receive insufficient attention in junior cycle and there is usually little time to deal adequately with them in a Leaving Certificate programme, where the emphasis has to be placed upon predominantly academic studies in preparation for a highly competitive terminal examination.  "Transition Year Option 1987\'88."   (Department of Education) What’s the purpose of the Transition Year Programme? To promote maturity. Maturity in studies by making students more self-directed learners through the development of general, technical and academic skills. Maturity in relation to work and careers by developing work-related skills. Personal maturity by providing opportunities to develop communication skills, self-confidence and a sense of responsibility. Social maturity by developing greater ‘people’ skills and more awareness of the world outside school. Who decides on the programme? Each school devises its own TY programme. The teaching staff draws up a programme in the light of the Transition Year Guidelines and the Resource Material published by the Department of Education and Science. They might also consider students’ needs, parents’ views, employers and the wider interests of the local community. Each year the programme is evaluated, with inputs from all these parties, and revised by the teaching staff. Transition Year Team Donncha Ó Treasaigh Áine Máire Ní Uaithne Caoimhín Ó Raghallaigh Breifni Ní Shearcaigh Naomi Ní Mhuiríosa Aisling Ní Ghabhín Fionnuala Quigley Coordinating Team - Roles and Responsibilities Role Team Member Responsibilities Co-ordinator Áine-Máire Ní Uaithne   Deputy Co-ordinator Caoimhín Ó Raghallaigh   Assessment & Monitoring Áine-Máire Ní Uaithne Elaine Ní Shé Assessment of Portfolios Examination of material submitted for grading Oral interviews on learning and progress Activities Co-Ordinator Caoimhín Ó Raghallaigh Organisation of activities Work-Experience Coordinator Áine Máire Ní Uaithne Suitable Work Placement Work Experience Report Liaison with employers Critical evaluation of experience Recommendation analysis for future courses/areas of study Community Care Organiser Áine Máire Ní Uaithne   Arts Director Fionnuala Ní Choighligh   Cultural Studies Director Naomi Ní Mhuiríosa   Rang Class Gaeilge Irish Staidéir Liteartha Bhéarla English Literature Fraincis / Spáinnis French / Spanish Teagasc Reiligiúin Religious Studies Corpoideachas Physical Education Eolaíocht/TFC Science / ICT Gairmeacha Career Investigation Eagraíocht Organisation Roghanna Options Imeachtaí Activities Stair History Tíreolas Geography Mata Maths Fillteáin & Cur I Láthair Portfolio & Presentation Mion-Chomhlacht Mini Company Ceol & Drámaíocht Music & Drama Scannánaíocht Film Studies Spáinnis Spanish Scileanna Saolta Life Skills

Options

Assessment
Pupils will be assessed continuously on all aspects of the Transition Year Programme.  A calendar with dates for submission of assignments is discussed and updated at the meetings for TY Organisation to ensure that goals and objectives are met.
The modes of assessment will include the following:
Porfolio Folder to include

• Overall report of pupil performance
• Written, practical, oral and aural tests
• Report on Work Experience
• Report on Community Care involvement
• Projects, portfolios and exhibition of work
• Log book to record visits, tours and activities
• Record of skills and competence attained.

In order that they may profit from the Transition year experience pupils will be expected to take a full and active role in the programme and strive to acquire habits of self-directed learning.
There will be Christmas and Summer exams in core subjects.

Transition Year Portfolio
A key element of Transition Year is the portfolio that pupils will compile.
The portfolio is a log of all the work and activities completed by pupils throughout the year and it will be updated each week.  Pupils will be timetabled for two classes per week to allow them access to resources and advice to enhance their portfolios.  This will also allow for review and appraisal of activities.
At the end of the year, a student will be able to see how much he/she has improved in certain areas and it will also highlight other areas that may need further improvement.
The portfolio will highlight to students where their own strengths and interests lie – its main aim is to enable them to reflect on their own abilities and in doing so, become more independent and self-reliant learners.
The following is an overview of what will be included in pupils’ portfolios:

• Evidence of work: reports, projects, products, exercises, book reviews, essays, activities, test results,
• Certificates and anything else you accomplish during your year are included in the portfolio.
• Student log: this is a log sheet that accompanies all work and is included in the portfolio.

Certification
At the end of the year a special Gaelcholáiste Luimnigh Transition Year Certificate,  will be presented to each student who has participated satisfactorily in the programme. There are three levels of certification which will reflect the pupil’s performance and initiative as follows:

• Certificate of Distinction
• Certificate of Merit
• Certificate of Participation

Career Investigation

Leaving Certificate Course Planning Committee

• Donncha Ó Treasaigh
• Áine Máire Ní Uaithne
• Elaine Ní Shé
• Ciara Ní Dhrisceoil

Coordinating Team - Roles and Responsibilities

TréadChúram – Pastoral Care
Pastoral approach in our College
Gaelcholáiste Luimnigh realises its core aims and goals through a variety of means, none more important than our pastoral care approach. We understand Pastoral Care ‘as an approach to education which endeavours to value and develop each member of the school community. It promotes learning at every level of the student’. This approach defines the nature of our pastoral care provision. Each member of the school community has access to the relevant pastoral structures and procedures; each is also invited to play their part in contributing to the pastoral ethos of the community at Gaelcholáiste Luimnigh. More than anything else we seek to nurture positive relationships as the core resource in developing a pastoral approach. This policy endeavours to put in place the framework necessary to underpin and support this approach. The policy will address the following areas:

• Pastoral role: definitions and responsibilities
• Pastoral programmes
• Pastoral procedures
• Resources and professional development
• Monitoring and evaluation

Pastoral roles: definitions and responsibilities
At the centre of our pastoral framework are the pastoral roles of class tutor, year head, guidance counsellor, chaplain, and principal. We also recognise that other key roles in the school carry significant pastoral dimensions and responsibilities – such as subject teachers, learning support, resource teachers.
The roles of the tutor and year head are detailed below.

Class Tutor

• Has responsibility for his/her class group
• Develops a close working relationship with his/her group and will highlight pastoral care needs
• Meets their class group at daily assembly
• Records attendance and punctuality
• Plays a major part in the induction programme
• Has access to the relevant information on the students in their class
• Liaises with parents and records of such correspondence will be forwarded to year head
• Monitors the dialann scoile
• Monitors progress and behaviour of the group and will make recommendations to principal as to students deserving of litreacha mhollta
• Monitors academic progress of students to identify underachievers and forward information to YearHead.
• Class tutors are given opportunities for professional development in their role

Year Head

• A clear role in the implementation of the Code of Behaviour is designated – up to a recommendation for suspension/detention
• There is clear access to relevant information on the students in the year group
• A regular meeting usually once a week of the Year Head, principal and assistant YearHead
• Year head attends regular meeting of the pastoral care team.
• Year Heads have strategies to recognise and acknowledge excellence, effort and contributing to year spirit
• Year Heads meet tutors to identify areas of concern
• Year Heads are given opportunities for professional development
• Organise assemblies of the year group when necessary
• Report to staff in relation to the year group and from time to time meet with subject teachers
• Maintain student records – attendance, punctuality, academic progress and correspondence
• Liaise with parents in relation to student attendance, punctuality, discipline and detention
• Have access to appropriate administrative support

Pastoral Care Coordinator and Team

• The Pastoral Team will be made up usually of the pastoral care coordinator, guidance counsellor, chaplain, year head, SPHE coordinator, principal. Other members may be co-opted at any time
• The team meet weekly at a designated class period reserved for the group in the College’s timetable
• They will have responsibility for supporting class tutors and year heads, coordinating the pastoral programme, reviewing students with particular difficulties; advising relevant groups within the coláiste on pastoral issues
• Overseeing at least one major social justice/fundraising project for the year group
• Will organise, implement and oversee pastoral care placements in transition year
• Organise retreats and religious services for year groups throughout the year in conjunction with the chaplain
• Will work closely with transition year co-ordinator and team
• They will present an annual report on the pastoral life of the College to the staff and the Board of Management
• They will highlight and discuss discipline issues that emerge

Lifeskills Programme
Lifeskills is a core area of the life of the Gaelcholáiste and its link to pastoral care is clear. The College has a commitment to Lifeskills training and provision and demonstrates this in its provision on the curriculum which adheres to the official Department guidelines. In addition we recognise Lifeskills as being of concern to the whole coláiste and therefore ensure that there are opportunities for whole staff consideration of the this subject in the coláiste, review with parents and management regarding the effectiveness of the programme, on-going professional development for staff is prioritised in this area. In conjunction with the Lifeskills curricular programme, this College has its own pastoral programme that is facilitated by the pastoral team in conjunction with the class tutors and year heads. It is the responsibility of the pastoral team and the Principal to review the inter-relationship and provide for the optimum experience for the student. The College’s pastoral programme deals with such areas as: the Mission Statement and Ethos of Gaelcholáiste Luimnigh, class and year group spirit, study skills and approaches, justice and voluntary projects, schools procedures.

Pastoral Procedures
The College has a number of procedures with pastoral implications. In the area of information we are committed to respectfully and sensitively dealing with how information is received, shared, stored and accessed.

Another area of relevance is the relationship of the College to the parent. Gaelcholáiste Luimnigh aims to work in partnership with parents to achieve the optimum quality of relationship – this will require respect, listening, patience, and willingness to reach consensus, creativity, cooperation, and generosity.

Dealing with sensitive issues such as sudden death or death by tragic circumstances requires careful consideration. The College Crisis Response Policy addresses the pertinent issues. In particular the creation of a Critical Response Team is essential. The effectiveness of this team will be reviewed once a year and be part of the annual pastoral review made to the Board of Management.

Resources and Professional Development
The coláiste is committed to providing the necessary resources to underpin this pastoral policy. In particular we are committed to providing where possible tailored professional development programmes for class tutors and year heads. There will also be annual opportunities for the full staff to review the effectiveness of these roles and other pastoral issues.

Structure
For Fifth Year, pupils will be grouped into one of two class groups for core subjects and divided for options. 
We expect pupils to participate in learning strategies which are active and experiential and which help them to develop a range of transferable critical thinking and problem solving skills.
It will provide an opportunity for your boys/girls to reflect on and develop an awareness of the value of education training in preparing them for the ever-changing demands of the adult world of work and relationships.
The Method and the Approach
A key feature of pupil learning at Gaelcholáiste Luimnigh is the wide range of teaching and learning methodologies and learning environments which differ from traditional class and homework models in other schools.  These methodologies, which pupils and parents have already experienced through the College’s successful Junior Cycle Course place particular emphasis on:

• personal responsibility in learning
• active learning, role play, presentation training, workshops
• activity based learning
• group-work, discussion, debate, interview, creative drama work, role-play and
• project work
• study visits and field trips
• experiential learning

Curriculum Details / Timetabling
The Leaving Certificate Course, in both Fifth and Sixth Year has a full-time table of 9 class periods per day which runs throughout the week.

Core Subjects

• Gaeilge
• Mata
• Béarla

Languages

• French or Spanish

Options

• History
• Geography
• Design, Communication Graphics
• Music
• Business Studies
• Applied Maths
• Art
• Construction Studies

Science Subjects

• Biology
• Chemistry
• Physics

Class Periods and Actual Time Allocations to each Subject

Assessment
Pupils will be assessed continuously in their subject areas.  Reports will be sent home after Christmas and after Summer exams.
The modes of assessment will include the following:
Porfolio Folder to include

• Overall report of pupil performance
• Written, practical, oral and aural tests
• Projects, portfolios and exhibition of work

Meetings will be held with parents of pupils who the College feel are not performing to their abilities and aptitudes.  It is essential that both pupils and parents realize and accept that the College Staff will be very busy preparing pupils for the Leaving Certificate Examinations.