The choosing of subjects for Leaving Certificate is one of the most important decisions you will make at this stage of your life. Your choice of subjects will have an impact on the decisions you make post Leaving Certificate.
It is important to consider your personal strengths and learning styles when making your decisions. There is no such thing as ‘an easy subject’ at Leaving Certificate level as each subject requires a considerable amount of regular study.
Students are given open choice when selecting their subjects. In addition to the core subjects, students choose four subjects from the list of option subjects.
Brief summary of course content
Leaving Certificate Irish is available at higher and ordinary level.
There are three main aspects of the course regardless of level selected:
1. An Bhéaltriail (The Oral Examination). The Oral is a common examination for students of both levels and is worth 240 Marks which represents 40% of the entire Leaving Certificate Irish Examination.
2. An Chluastuiscint (The Aural Examination). The Aural Examination is not a common Examination. The content of the Aural is common to both levels but the questions posed distinguish themselves in terms of difficulty between levels. The Aural Examination is worth 60 Marks, which comprises 10% of the entire Leaving Certificate Irish Examination at both Higher and Ordinary Levels.
3. The Written Component. The remaining 50% of the Leaving Certificate Irish Examination examines a variety of poetry and prose through written questions. Although the poetry and prose is common to both higher and ordinary level, the questions asked involve completely different levels of complexity and depth. The written aspect of the Leaving Certificate Irish Examination also includes a piece of creative writing (e.g. an essay or debate at higher level; a letter or e-mail at ordinary level). The remaining elements of the written component include an additional piece of literature (e.g. a drama) at higher level and Reading Comprehensions at both higher and ordinary levels.
The Comprehensions are entirely different and the complexity and subject-matter of questions asked varies greatly between the two levels.
How is this subject examined?
Leaving Certificate Irish is examined through an Oral Examination which usually takes place in the Spring of Sixth Year. The Oral examination is comprised of 4 elements:
(i) Beannú /Greeting (name of student, address, D.O.B etc.)
(ii) Léamh na Filíochta/ Reading of poetry
(iii) Comhrá/ General conversation
(iv) Sraith Pictiúir/ Series of picture stories
Paper 1 includes the aural examination, along with a composition (e.g. essay or debate at higher level; a letter or e-mail at ordinary level).
Paper 2 (following Paper 1 in June) includes Reading Comprehensions and questions on poetry and prose.
Additional information: Due to the fact that the Oral Examination is common to both higher and ordinary level and that the poetry and prose texts are common to both, there is an element of flexibility for students to move between levels. Note: Higher Level Irish is a specific subject requirement for Primary School Teaching and most courses that are studied through Irish.
Senior cycle students are supported in their speaking of Irish outside of the classroom through weekly ‘Ciorcal Cainte’ classes, an educational show on the topic of the sraith pictiúir and activities during events such as Seachtain na Gaeilge.
English is a core subject for Junior Cycle, Transition Year and Senior Cycle. Literacy skills are a central focus of our curricula with reading and writing of paramount importance. Students are also supported to develop their oral communication skills. Within the English department, we foster students’ abilities to be creative individuals, critical thinkers, and confident public speakers.
English extends beyond the classroom in our school – reading for pleasure is also at the heart of our school community. We have a wonderful library and Loreto College Foxrock is a winner of the Wellread “Readers for Life” School Award. Our Debating Society gives students the opportunity to engage with their peers in a lively and friendly forum.
Senior Cycle
Leaving Certificate English builds on the aims of the Junior Cycle English programme, which emphasises the development of a range of literacy and oral skills in a variety of domains – personal, social, and cultural. In the Leaving Certificate course, students are encouraged to develop a more sophisticated range of skills and concepts. This enables them to interpret, compose, discriminate and evaluate a range of material so that they become independent learners who can operate in a range of contexts in the world beyond the school. The course focuses on the two domains of comprehending and composing.
Over the course of 5th and 6th Year, our students develop their comprehending skills by encountering a wide variety of texts (written, oral and visual) from a wide range of sources. They learn to analyse, infer meaning from, compare and evaluate fiction and non-fiction texts. Students are encouraged to express their opinions, speculate and engage in argument to foster their capacity to think well. They taught to write functional language pieces (eg blog posts, short talks, letters to the editor). They also learn to write more extended compositions in a variety of genres (eg personal essays, short stories, debates/speeches, discursive essays, descriptive essays).
Leaving Certificate Paper 1 tests comprehension of unseen texts and sets functional writing tasks and a longer composition task that are linked to those texts.
Leaving Cert Paper 2 focuses on literature – prescribed texts (from a Department of Education and Science list) and unseen poetry. All Higher Level students must study a Shakespearean text. Students in Loreto College Foxrock complete the Comparative Study in 5th Year – studying three texts (normally a play, a novel and a film) in comparative manner. The study of a Single Text happens in 6th Year and is either a novel or a play, chosen again from a prescribed list. Our students are also required to study a representative selection of poems from the work of eight prescribed poets. They learn about poetic techniques and styles which enables them to answer the Unseen Poetry section of their final exam.
Leaving Cert Maths is a core subject, which can be taken at higher, ordinary or foundation level. It provides students with an in-depth understanding of advanced mathematical concepts and prepares them for higher education or future careers that require strong mathematical skills. At the beginning of 5th Year, an ordinary level class is created, with the other classes catering to higher level students. At both levels the course covers algebra, calculus, trigonometry, statistics, probability, financial mathematics, geometry and more. Students are challenged to solve complex problems, apply mathematical models, and develop logical reasoning skills. Successful completion of Leaving Cert Maths opens doors to many opportunities for further study and career paths.
Content to come
LCPE is a new exam subject available for Leaving Cert students at Loreto College Foxrock. The subject tests a number of competencies and skills that have not been previously assessed at Leaving Certificate level. The assessment for LCPE is made up of a written exam worth 50% and two practical assessments: the Performance Assessment – PA (worth 30%) and the Physical Activity Project – PAP (worth 20%). Both practical components are accompanied by written reports, the language of which is subject specified and based on theory covered in class and the student’s chosen sport. The three physical activity areas for the PA are chosen by the LCPE teacher based on the skills within the class group. LCPE rewards students with a high level of physical literacy and those with an interest in sport and physical activity.
Areas studied in LCPE include:
Towards Optimum Performance:
• The skills and techniques required.
• The biomechanics involved.
• Performance related fitness.
• The impact of psychological factors on performance.
Contemporary issues in physical activity:
• Promoting physical activity.
• Ethics and fair play.
In addition, two of the following topics are prescribed to study each year:
• Physical activity and inclusion.
• Technology, media and sport.
• Gender and physical activity.
• Business and enterprise in physical activity and sport
This subject suits students with good language and IT skills. Students work independently for much of the practical components and ability to take personal responsibility for skills development and written work deadlines is important for LCPE.
Student learning in LCPE promotes informed participation in sport and physical activity both in teenage and adult life. LCPE is a useful base for further study in areas such as sports science, physical education, leisure and recreation courses, media studies and healthcare professions.
Senior Cycle Physical Education (SCPE):
The SCPE framework in Loreto College Foxrock aims to encourage learners’ confident, enjoyable and informed participation in physical activity while in senior cycle and in their future lives. The Framework is structured around six curriculum models. Each model provides a detailed map, including a rationale, planning, implementation and assessment guidance, all of which can be used in the design of a physical education programme in senior cycle.
The models are:
• Health-related physical activity
• Sport education
• Contemporary issues in physical activity
• Adventure education
• Personal and social responsibility
• Teaching games for understanding
At Senior Cycle, religion is a core subject. Key areas addressed include: The Search for Meaning, Religious and Philosophical approaches to Big Questions of Meaning, Christianity in the Modern World, Introduction to Morality and Moral Development, Contemporary, Historical and Ethical Case Studies; Spirituality including Prayer, Ritual, Meditation and Reflection.
Social, Personal and Health Education (SPHE) is timetabled for all students in Loreto College Foxrock in all years throughout Junior Cycle, Transition Year and Senior Cycle.
SPHE classes provide a space where students can develop the knowledge, understanding, skills, dispositions and values needed to support their physical, emotional and social wellbeing, now and in the future. We focus on life skill development during the ever-changing and challenging stage of adolescence, giving students the unique space to explore what is important for them as young people and to be aware of their own wellbeing. Specifically, SPHE focuses on developing core social and emotional skills which will help students to make informed decisions and positively influence many important life outcomes.
Throughout Fifth and Sixth year students will continue to develop and build upon the skills they learned during the Junior Cycle and TY. They will continue to learn through the artistic process, researching, creating, and responding to art. Students will research projects visually through ideas and drawing.
Why study art?
Art is a fun, colourful, and exciting subject. Students can find their own special talent and develop it in the relaxed atmosphere of our beautiful art rooms. By choosing to study art students will continue to develop their creative, critical thinking and problem-solving skills. Through Art, students gain a sense of achievement, enjoyment, and personal fulfilment. They learn to generate ideas and to communicate these ideas through their own work. They learn what it is to be innovative, a lifelong skill for any future career path they wish to undertake.
Classical Studies at Senior Cycle is a highly diverse and enjoyable subject where students study Ancient Texts and History of Greece and Rome. From The Odyssey, The Aeneid, and Greek Tragedy to the Gods, Gladiators, and Julius Caesar.
It may also include an optional trip abroad to Rome, Greece, or another country if there is sufficient interest.
The Leaving Certificate course follows from Junior Cert Geography, and covers very similar topics (such as rocks, soils, oceans, population movements, map-reading, and economic activities) in a lot more detail.
It contains a written Examination worth 80% and a Geographical Investigation Report worth 20%.
Leaving Cert History expands students’ skills established during Junior cycle and TY, by challenging them to engage in more critical thinking and interrogation of sources in relation to modern 20th Century history.
Two Irish history topics and two topics from outside Ireland are studied. These can vary from year to year, but will always include Northern Ireland, 1949-1993 and Dictatorship and Democracy, 1920-1945.
Every second year we go on an overnight trip up to Derry, and every other year we travel abroad for two nights (e.g. to Krakow, Berlin, Munich, Nuremberg, Washington, Normandy, etc.)
We are very fortunate in Loreto College Foxrock to have highly dedicated and skilled Home Economics teachers. The subject is very popular among students at Junior, Transition and Senior cycles.
There are two fully equipped Home Economics kitchens and one sewing room. Both kitchens consist of 10 individual fully equipped units where students work with their partner for the year in their own space. Students cook throughout the year mastering a variety of skills and gain a range of sewing skills in 1st Year which are developed further in 2nd Year.
Considering the increased emphasis on practical assessment and its integral part in the curriculum at both senior (Social and Scientific) and junior levels, we are constantly updating and investing in equipment broadening the facilities available to our students.
The development of research skills at junior and transition levels are further enhanced at senior level within the new curriculum, Students investigate, prepare, make and evaluate four dishes ranging from diet specific main meals to the use of gelatine in desserts which are then submitted in written form for examination. Much of this work takes place in 5th Year.
Our students express great interest in activity-based learning through partaking in competitions including Healthy Chef Competition. Students can also take up the Loreto Great Book Bake Off competition by practicing their skills and baking treats for the class during the year.
LCPE is a new exam subject available for Leaving Cert students at Loreto College Foxrock. The subject tests a number of competencies and skills that have not been previously assessed at Leaving Certificate level. The assessment for LCPE is made up of a written exam worth 50% and two practical assessments: the Performance Assessment – PA (worth 30%) and the Physical Activity Project – PAP (worth 20%). Both practical components are accompanied by written reports, the language of which is subject specified and based on theory covered in class and the student’s chosen sport. The three physical activity areas for the PA are chosen by the LCPE teacher based on the skills within the class group. LCPE rewards students with a high level of physical literacy and those with an interest in sport and physical activity.
Areas studied in LCPE include:
Towards Optimum Performance:
• The skills and techniques required.
• The biomechanics involved.
• Performance related fitness.
• The impact of psychological factors on performance.
Contemporary issues in physical activity:
• Promoting physical activity.
• Ethics and fair play.
In addition, two of the following topics are prescribed to study each year:
• Physical activity and inclusion.
• Technology, media and sport.
• Gender and physical activity.
• Business and enterprise in physical activity and sport
This subject suits students with good language and IT skills. Students work independently for much of the practical components and ability to take personal responsibility for skills development and written work deadlines is important for LCPE.
Student learning in LCPE promotes informed participation in sport and physical activity both in teenage and adult life. LCPE is a useful base for further study in areas such as sports science, physical education, leisure and recreation courses, media studies and healthcare professions.
Senior Cycle Physical Education (SCPE):
The SCPE framework in Loreto College Foxrock aims to encourage learners’ confident, enjoyable and informed participation in physical activity while in senior cycle and in their future lives. The Framework is structured around six curriculum models. Each model provides a detailed map, including a rationale, planning, implementation and assessment guidance, all of which can be used in the design of a physical education programme in senior cycle.
The models are:
• Health-related physical activity
• Sport education
• Contemporary issues in physical activity
• Adventure education
• Personal and social responsibility
• Teaching games for understanding
Brief summary of course content:
• Practical examination – 50%
• Composition – 25%
• Listening – 25%
Practical – 50%
Students are expected to present a contrasting programme in front of an examiner on her chosen instrument(s). Students can choose their practical pieces in 5th year, which allows students to develop their confidence in the performance of these pieces over two years.
Students can choose to perform:
• 6 pieces on one instrument,
• 4 pieces to be performed on two separate instruments (8 pieces in total) or
• 4 pieces to be performed on one instrument including an activity to be completed on a music technology software.
Music Technology – can be included with Practical Exam (50%)
Students often decide to perform four pieces on one instrument and complete an activity on a music technology software (Musescore). The technology aspect requires inputting a four-part piece into the software programme, making three changes to the piece, saving and retrieving the file and printing the piece.
Composition Paper – duration 1 ½ hours. (25%)
Students answer two questions on the music composition paper and have forty-five minutes to complete each question.
Q1. Students are asked to compose a 16-bar melody. Students are given four bars by the examiner and must complete the remaining twelve bars. A series of rules are followed by the students to produce a strong sounding melody.
Q2. Students are asked to add suitable chords and a bass line to a piece of music. Students will examine the notes in each bar and will choose an appropriate chord to be displayed in a chord box. Once again, a set of rules are followed to enhance the quality of the chords chosen. Students are then asked to compose a bass line using notes from the chosen chords.
Listening – duration 1 ½ hours. (25%)
Q1-6. Students will study four major Set Works over the two-year senior cycle. Students will develop their listening skills in identifying a piece of music, discussing the tonality, tempo, dynamics, instrumentation, and style associated with each work. Students will listen to a Traditional Irish Music recording and will identify traditional instruments, traditional dances, and features of Irish Music present in the recording.
The Accounting course covers financial and management accounting topics including Final Accounts, Cashflow Statements, Control Accounts, Product Costing and Breakeven Analysis.
The interpretation and analysis of financial statements is also studied. The focus is on exam paper practice with numeracy skills and good time management essential.
The Leaving Cert Accounting course does not have a continuous assessment element, the exam is a 3-hour final exam
At Leaving Cert Level, we explore the way in which businesses are formed, managed, marketed and expanded. The course also looks to our economy and the impact it has on business as well as the global environment, including our relationship with the EU and the importance of international trade for our island nation. The Leaving Certificate exam is a 3 hour written paper.
The overall aim in French is to develop the four skills of reading, writing, listening and speaking through the use of the target language (TL). A wide variety of teaching methodologies in the teaching of French including (but not exclusively) online resources, podcasts, movies, music and cultural activities. Every year we celebrate ‘Semaine de la Francophonie’ with a week of cultural and language activities that include school-based activities and excursions.
In teaching French, the aim is to foster in our students communicative skills which will enable them to:
• Participate in classroom activities in French (the target language, TL)
• Participate in normal everyday activities, both verbal and written, at home and abroad
• Have an awareness of grammar and structure in the TL
• Compare the cultural and political background in francophone countries with those of Ireland
• Access and enjoy authentic texts and materials in the TL eg magazines, newspapers, online resources, podcasts, French films
• Consider as a realistic option the possibility of pursuing further study and /or career
Senior Cycle
Senior Cycle French builds on the firm language base acquired in the first four years of studying the target language. In line with curriculum requirements, the focus is on enabling the student to be able to talk and write about all aspects of their own life, on the experience of a teenager in Irish society and wider social and cultural issues. Students are equipped with the vocabulary and grammar structures to understand, speak and write about themselves and these realities. Cultural awareness and knowledge continues to be a part of the language learning experience.
Students are supported and encouraged to become independent language learners so that they can benefit most from the in-class learning experience. Lunchtime conversation classes are provided to all Senior Cycle students, where possible with a native speaker. Students oral language skills are regularly assessed both in-house and with external examiners.
Leaving Certificate French results in Loreto Foxrock are consistently above national averages, with our students frequently continuing with their French studies at third level.
The overall aim in Spanish is to develop the four skills of speaking, reading, listening and writing through the use of the target language (TL). A wide variety of teaching methodologies are in use in the teaching of Spanish including, (but not exclusively), online resources, podcasts, movies, music and cultural activities. Every year in October we celebrate Spanish week with a week of cultural and language activities that include school-based activities such as flamenco and zumba dancing and excursions.
We aim is to foster in our students communicative skills which will enable them to:
• Participate in classroom activities in Spanish (the target language, TL)
• Participate in normal everyday activities, both verbal and written, at home and abroad
• Have an awareness of grammar and structure in the TL
• Compare the cultural and political background in Spanish speaking countries with those of Ireland
• Access and enjoy authentic texts and materials in the TL eg magazines, newspapers, online resources, podcasts, movies
• Consider as a realistic option the possibility of pursuing further study and /or career opportunities through the medium of the TL
Senior Cycle
Senior Cycle Spanish builds on the firm language base acquired in the first four years of studying the target language. In line with curriculum requirements, the focus is on enabling the student to be able to talk and write about all aspects of their own life, on the experience of a teenager in Irish society and wider social and cultural issues. Students are equipped with the vocabulary and grammar structures to understand, speak and write about themselves and these realities. Cultural awareness and knowledge continues to be a part of the language learning experience.
Students are supported and encouraged to become independent language learners so that they can benefit most from the in-class learning experience. Lunchtime conversation classes are provided to all Senior Cycle students, where possible with a native speaker. Students’ oral language skills are regularly assessed both in-house and with external examiners.
Leaving Certificate Spanish results in Loreto Foxrock are consistently above national averages, with our students frequently continuing with their Spanish studies at third level and many going on to spend their Erasmus year in Spain.
Biology is the science of life.
It is concerned with the characteristics and behaviours of organisms, how species and individuals come into existence, and the interactions they have with each other and with their environment.
The syllabus consists of approximately 70% biological knowledge, understanding and skills; the remaining 30% deals with the technological, political, social and economic aspects of biology.
The course is divided into three units
· Unit 1 The study of life (ecology and food science)
· Unit 2 The Cell (Genetics, photosynthesis, respiration and enzymes)
· Unit 3 The organism (a study of body systems, plant biology and microbiology)
There are 22 mandatory practical activities. Three of these are examined each year, two of which have to be answered. A laboratory record of these activities has to be kept and available for inspection by The Department of Education. An ecology portfolio must also be completed.
Biology is assessed by examination only (3 hours).
Leaving Certificate Chemistry aims to develop students that are analytically minded, problem solving, and who enquire about the world around them. Students will develop both practical skills for working in a lab as well as analytical skills from interpreting data. The curriculum requires a mix of learning theory, carrying out investigations and completing calculations. Chemistry is an excellent choice for those looking to study any science or medical subject at University. In addition to this, the problem solving and analytical skills learned on the Chemistry course can be very useful in Business subjects as well.
The following topics are covered on the Leaving Certificate Chemistry Course:
• Physical Chemistry
• Gas Laws
• Chemical Equilibrium
• Rates of Reaction
• Oxidation and Reduction
• Electrochemistry
• Radioactivity
• Inorganic Chemistry
• Atomic Theory
• Trends in the periodic table
• Bonding and Inter/Intramolecular forces.
• Titrations
• Acids and Bases
• pH and Indicators
• Water
• Organic Chemistry
• Fuels and Thermochemistry
• Oil Refining
• Hydrocarbons
• Homologous Series and their reactions
• Reactions and mechanisms in Organic Chemistry.
• Chromatography and Instrumentation.
• Option
• Industrial Chemistry
• Atmospheric Chemistry
Physics is about finding out how the world around us works and is a rewarding subject to study at school and university. It would suit any student with a questioning and inquisitive mind and a strong work ethic. Physics explores questions like how rainbows form, how planets orbit the sun and how our mobile phones are used for communication.
Students who study Physics are always in demand in Ireland and across the world in cutting-edge technology industries. There is a wide range of jobs in which Physics plays a key role – a few examples being an airline pilot, engineer, mathematician, medical physicist, stockbroker etc.
TY: Introduction to the concepts which will be covered at Leaving Certificate. Topics will include network & graph theory and the fundamentals of some of the Physical World problems.
Leaving Cert: The focus of Applied Mathematics is to study how to apply concepts covered in Maths class to real world problems. The course has recently changed with the key focus now on MODELLING. Under this heading the course breaks down into key sections including:
a) Modelling the Physical World (Kinematics & Dynamics
b) Modelling using Graphs & Networks
c) Modelling a Changing World (Difference & Differential Equations).
There is also a project which accounts for 20% of the Leaving Certificate grade.
Mathematical modelling is the process through which applied mathematicians use mathematics to represent, analyse, make predictions and provide insight into real-world phenomena. Leaving Certificate Applied Mathematics introduces modelling through exploration of real problems in the physical, natural, and economic worlds. Modelling requires students to turn authentic situations into mathematical structures. They then operate on those mathematical structures and generate a solution or a strategy to address the situation. The cycle of defining the problem, translating it to mathematics, calculating and evaluating the solution provides some of the most challenging, exhilarating, democratic work students will ever do in mathematics, requiring the best from all of them, even the ones who dislike mathematics.
Content to come.
Loreto College Foxrock © 2024. All rights reserved.
App