Transition Year

TY Gaeilge allows students the flexibility to explore a range of options to fine tune their language skills as they prepare for Senior cycle.
There is a strong emphasis on the development of oral skills during TY Irish classes. A range of methodologies are used for this purpose e.g. oral presentations, class and inter-class debates, dramas and role-plays.

A module that puts a focus on their TY experiences is also part of the curriculum. Students learn how to write and speak about their work experience, musical and community care.

To further develop written & oral skills, poetry, prose, music and drama are also part of the TY curriculum.

A particular emphasis is placed on developing digital skills as students engage with the various parts of the curriculum above.
The teachers in the Irish department work collaboratively on developing an academic and enjoyable programme.

Assessments for Gaeilge take place during the Winter & Summer assessments.

Maths is studied by all students in Transition Year. It builds upon the foundational knowledge gained in Junior Cycle Maths and introduces students to more advanced mathematical concepts and applications, thus keeping them focused academically throughout Transition Year.

The course bridges the gap between Junior Cycle and Leaving Cert Maths. It offers students the opportunity to revisit difficult Junior Cycle topics, while it also challenges them by introducing new, complex ideas to provide a solid foundation for the Leaving Cert.

The course covers algebra, trigonometry, statistics, and sequences & series. Transition Year Maths encourages students to explore real-world applications of mathematics and develop their ability to analyse and solve complex problems through projects and group-based work.

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

Content to come.

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.

Transition Year
The aim of Transition Year English is to bridge the gap between the Junior and Senior Cycle. In Loreto College Foxrock, the focus is on many of the key skills required at Senior Cycle as well as on skills which prepare students for the every-changing world adult world beyond the confines of the classroom.

Our English programme gives space for students to broaden their experience of written, visual, and literary texts, to develop their personal and creative voice both in their writing and in oral communication, and to develop and mature in their use and control of language. Assessments across the year include project-work, extended and short written tasks and oral language activities.

True to the aims of Transition Year which focus on the individual needs and interests of the students, the English course content does not remain static from year to year. Amongst the many areas that have featured on our English programme in recent years are a ‘Read and Research’ project (centring on an author of the student’s choosing), podcast creation, a mini-comparative study (comparing and contrasting a film and play), digital media and advertising, reading classical literature, the power of persuasive writing and single text study.

Transition Year modules in our school such as Creative Writing, Current Affairs and Public Speaking complement and further develop the skills explored in English classroom.

In Transition Year, students address the Phenomenon of Religion, the Role of Religion in the World Today and the concept and practice of Social Outreach.

Content to come.

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.

Students are exposed to some practical accounting throughout the module. They cover aspects of financial and management accounting and complete a group project and presentation on an area of study as a part of the module.

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.

In TY students do a module in Art. They work on a project either individually or in a group. Students who choose Art in TY are given space and freedom to create, explore, and imagine outside the state exam curriculum. They will also participate in an Art Appreciation module where they are introduced to famous artworks throughout history.

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.

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.

In TY Business, students sample some of the content from Leaving Cert Business so as to gain an appreciation for the subject at Senior Cycle.

Typically, topics such as Enterprise and Marketing are explored. The class will typically include a project and presentation to build on practical business skills.

The TY Chemistry module aims to address all the key skills needed to study Chemistry at Leaving Certificate. This module also gives us the opportunity to talk about the different careers within the Chemical Industry.

The module is split in to three topics:
1. Stoichiometry – Moles calculations
This allows students to confidently work out the quantities of chemicals needed in reactions as well as work out the expected yields of a chemical reaction.

2. Volumetric Analysis- Titrations and calculations
Students will have carried out one acid base titration in Junior Cycle. It is a key practical skill needed for leaving certificate. This topic will build on the students’ prior knowledge and look at the calculations associated with titrations.

3. Organic Chemistry – Extraction of Paracetamol and research project. In this topic students we focus in on the pharmaceutical industry. We learn about drug development and clinical trials; the benefits and disadvantages of different drug formulations; and get an overview of the day-to-day workings of a pharmaceutical plant. Students will carry out a quality control experiment, extracting the active ingredient of paracetamol from the rest of the tablet checking the quantity is correct. The techniques we use to do this are also important at Leaving Certificate.

Transition Year Classical Studies is an opportunity to explore different Ancient civilizations in comparison with Greece and Rome. We explore Egypt, Mesopotamia, Japan, and the Norse mythologies and societies.

Over the course of one term, Transition Year Economics students will cover important principles such as scarcity, opportunity costs, incentives and regulations, and international trade. They will link these concepts to current economic events during continuous assessment throughout the term. They will also learn important research skills to provide them with a foundation for the Leaving Certificate research project.

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 opportunities through the medium of the TL

Transition Year
Transition Year French builds on Junior Cycle active learning experiences with a focus on developing confidence using the target language while building understanding of francophone culture and everyday life in French-speaking countries. Grammar and vocabulary skills are further developed through digital literacy and presentation tasks in the target language. Students will also be assessed by means of an oral exam at the end of the year.

Students are provided with opportunities to learn outside of the classroom through for example visits to the Alliance Française, Lycée Français International (LFI), the National Gallery (French language art tour), French theatre productions, etc.

Transition Year French language exchanges are also organised with our partner schools in Nantes and Lille, with our students attending school in France and experiencing everyday life in French families.

The aim of Transition Year Geography is to give a taster of what Geography will be like at Leaving Cert. Students will study a range of topics such as plate tectonics, geoecology, regional geography and complete a river study.

Transition Year presents an ideal opportunity for students to build further on the critical analysis skills introduced at Junior cycle, in relation to other areas of interest.

Topics studied in Transition Year vary from year to year, and also vary greatly in focus, as exemplified in the titles of some of the topics studied over the years and listed below:

‘The Salem Witch Trials’,
‘Japan in World War II’,
‘The Ku Klux Klan’,
‘Napoleon Bonaparte’,
‘The Irish Flag’,
‘Modern History through pop music’

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.

During the transition year programme, students get the opportunity to explore new avenues within the subject on a module rotating basis with other subjects
• Firstly, all students take part in Culinary skills which is a triple class period where difficult challenging dishes are prepared by the students with the aim of teaching and improving skills in relation to food.
• Secondly students sample Home Economics with the emphasis on healthy eating and healthy attitudes to food choices including practical preparation of a range of appetising dishes.

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.

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

Content to come.

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 are a huge range of jobs in which Physics plays a key role. A few examples are an airline pilot, engineer, mathematician, medical physicist, stockbroker, etc.

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

Transition Year
Transition Year Spanish builds on Junior Cycle active learning experiences with a focus on developing confidence using the target language while building understanding of Hispanic culture and everyday life in Spanish-speaking countries. Grammar and vocabulary skills are further developed through digital literacy and presentation tasks in the target language. Students will also be assessed by means of an oral exam at the end of the year.
Students are provided with opportunities to learn outside of the classroom and we have a close relationship with the Mexican school in Bray which we visit every year and enjoy a reciprocated visit from their students to Loreto Foxrock
Transition Year Spanish language exchanges are also organised with our partner schools in Sevilla and Madrid with our students attending school in Spain and experiencing everyday life in Spanish families.

Art can be enjoyed and appreciated by everyone from experts to complete novices. In the Art Appreciation module students will be introduced to some of the greatest artists and artworks throughout the history of art. They will learn how to look at and analyze a work of art. This will be broken down into easy steps under different headings. Students will learn about the different styles, techniques, and media used by artists to create and make their work. They will learn to understand how the artist responded to different themes and events. They will become familiar with the language and artistic terms used to discuss a work of art and they will develop their ability to communicate their own ideas and opinions. Students will explore the work of the following artists: Jan Van Eyck, Leonardo Da Vinci, Michelangelo, Van Gogh, and Picasso.

The aim of this module is to introduce the students to a taste of the future through the lens of guidance. The module comprises of units of learning from the NCGE (The National Centre for Guidance in Education) which seek to bridge the gap between junior and senior cycle and to make students aware of their options after secondary school. Topics addressed include: ‘My Balanced Life’, ‘My Future Options’, ‘My Subject Options’ and ‘My Skills’. Other areas of the course include the teaching of research skills using the internet. Students are introduced to, register for and learn how to navigate careers websites such as Careers Portal. This website contains the most up to date and comprehensive information on further and higher education and training courses in Ireland.

Time is dedicated to students exploring all the career sectors to expand their horizons. Work is carried out on subject selection for senior cycle. Students are encouraged to use the many resources at their disposal, do their research and to make individual appointments with the Guidance Counsellors if they need help with making their decisions. They are each given a Senior Cycle Subject Options Booklet prepared by the Guidance Department and subject teachers. Each Transition Year class has a dedicated Career Guidance channel set up on their class Team, students are encouraged to keep an eye on the myriad of opportunities which are posted regularly to the channel and to get involved and attend them, for example, NUIG TY Taster days, RCSI Mini Med course, IADT online open days, Trinity TY taster events.

The aim of this module is to introduce and challenge the students to think like scientists and engineers. The course is an introduction to coding and will include some computer science, some block based (MS MakeCode) and Text based (Python) coding. They will also learn to program an autonomous robot using LEGO Mindstorms to solve a set of missions in the Robot game.

Creative Writing is a module that allows students to build on the narrative writing skills first introduced in primary school and further explored in Junior Cycle. Students begin by reading a wide variety of short stories from both international and Irish authors, learning to identify different narrative styles, narrative points of view and how to structure plot and shape story. Through a series of short modelling exercises, they develop their own characters and a range of story ideas, drafting and re-drafting their writing. These skills of reading and writing are important foundations for work which will continue in Senior Cycle English. At the end of the module, each student will have produced an original short story (maximum of 1,000 words) with accompanying illustrations (if they wish). Each module group will produce a collection of short stories, which they will gather together in one volume and to which they will give a title.

This programme focuses on building and developing new culinary skills. These skills include weighing out, portion control, kneading, rubbing-in methods, oven management, time management, presentation, and evaluation to name but a few. It promotes cooking as a fun and therapeutic activity and a resourceful skill for everyday life. This year students were faced with a different sweet or savoury baking challenge each week. They then competed for the title of “Star Baker”.

In this module students will follow current news stories via different sources such as print media and digital media. Students will track ongoing news stories and note how stories change, develop and conclude. Students will also have an opportunity to research news from around the world and formulate opinions on how we should best receive and view our news. Students will learn how to construct newspaper articles, website blogs and develop a better understanding of the language of information and argument as well as being able to spot and avoid bias.

Each six-week drama module for Transition Year focuses on improvised theatre as a fun and engaging medium to develop and enhance student creativity, confidence, and quick-thinking skills. By exploring concepts such as agreement, A-to-C thinking, and close listening, improv allows students to create scenes and characters together using their own imaginations, heightening both their sense of community and faith in their own potential. Improv is used widely in both creative and corporate spaces for its hugely positive impact on public speaking and creative thinking skills. Students will be up on their feet every week learning and practicing the tenets of improv through games, scene work, and theatre exercises. They finish the course by participating in a class show, along with submitting a graded visual presentation displaying what they learned from the module.

During this module students have the chance to use their creativity and entrepreneurial skills. Students create a ‘mini company’. Their company can be set up for profit or it can be a social enterprise. The students brainstorm and develop ideas for products or services that they can sell. Students have an opportunity to sell at the Christmas or Summer fair or during the year, as appropriate.

This module is a short introduction to film studies. Students will be given the opportunity to learn about the history of film, how films are made, how to appreciate film, how to analyze film and how to make a film. They will examine the role of the director and how their vision shapes the experience. Students will have the opportunity to learn about the language of cinema and film techniques. They will be watching, discussing, and analyzing films. The module will expose students to different types of films including European, World cinema, classic cinema, different genre and cinema movements. Students will research, make presentations on different aspects of film and make a short film.

Students will not only study the Japanese language, but they will also be learning about the unique culture of Japan. During the course students will learn to introduce themselves in Japanese, count, read basic Kanji, Katakana and Hiragana (Japanese alphabets) and write their names in Japanese. Students will learn how to play games in Japanese like janken. (rock paper scissors). Some of the course highlights include making sushi, dressing in a kimono, drawing manga (Japanese comic books) and learning how to use chopsticks. The Japanese language has become very popular in schools throughout Ireland since it became a Leaving Certificate subject in 2004. The language is spoken by 125m people worldwide and until the 2011 earthquake Japan was ranked as the second largest developed economy in the world and opportunities were endless, as they rebuild new opportunities will emerge, should we not be ready to participate in this?

With mobile phones being treated like an extra limb this module is all about getting the students to own their voice, their space and their opinion. Each class starts with a handshake and eye contact and finishes with each of them saying goodbye as they leave the room. If this is not done properly – right back to the end of the queue and go again! Topics that are relevant to the class are discussed, challenges are put to them every week by Ms Byrne of Presence PR Consultancy or by an invited guest known to Ms Byrne. Each student in every class needs to participate. Mumbling is not an option. Nonparticipation is not an option!

This course offers a variety of outdoor activities and an opportunity for students to learn some bushcraft skills. Students will learn the required skills for future self-guided trips in the outdoor environment. Course content includes the teaching of practical skills – how to build, light and cook on an open fire, how to use a portable stove, selecting an appropriate campsite and making/ breaking camp. The principles of ‘Leave No Trace’ are engrained throughout. The students are given the opportunity to participate in several adventure sports or seasonal activities, e.g., skiing, orienteering in Cabinteely Park and hiking in the Wicklow Mountains. In all activities, students are encouraged to engage fully, assume leadership responsibilities and, in the case of hiking and orienteering, to learn the navigation and radio communication skills necessary to safely travel in non-urban settings.

The ability to speak in public and communicate with others is an essential skill in today’s world. The aim of this module is to build confidence in students to allow them to speak and present in front of others – knowing that these are skills to be carried throughout life. Over the course of the module students will learn the importance of delivery and body language and learn how to engage an audience. They will also learn how to prepare for a variety of public speaking tasks (whether they address small or larger groups), how to structure a talk and how to build good content. With guidance throughout the module, students will master the art of speaking without notes. The final goal is that each student will prepare and research a three-minute speech on a topic of their choosing. They will then deliver this speech to an invited audience of their peers – and do so without notes.

Research skills are a crucial skill which students use in everyday life especially in the modern age of technology. In this module students will gain knowledge in how to source accurate and non-biased information. Students will use critical thinking skills to evaluate various types of information. Students will also get an introduction to Harvard referencing style which is used as the main style of referencing in most 3rd level institutions in Ireland.

Students are taught how to deal with a potential predator using soft skills (dialogue, stance and body language) and basic hard skills (striking and escaping from holds and grabs). Trusting their ‘instinct’ is a big part of all classes which improves their confidence and every student is encouraged to participate in a light-hearted dealing with potentially serious situations and individuals who may have ill intentions.

This module is a short introduction to the world of song writing and music recording. It aims to develop an interest among students in song writing and to foster the creative talent and musical ability that is present in many of them. During the module the students will form a “band” together and write at least one song. Throughout the course, students will be guided through the various aspects of writing a song and being in a band: writing lyrics, composing music, designing a cover, recording in a professional studio-like atmosphere, and publishing their song online through Spotify and other streaming platforms. If time allows, the group will also get the opportunity to perform their song live on stage in front of an audience and create a music video for their song.