A range of compulsory modules are taken by the pupils in rotation throughout the year. In addition some pupils opt for an optional module of Gaisce.
The modules offered in a given year depend on the interests of the particular cohort. Below is some information on modules that have been offered in recent years
Astronomy (Compulsory Module)
Overview:
Astronomy provides a structured but flexible six week module which will introduce pupils to a variety of space related topics.
Course Content:
Home Sweet Home - provide pupils with a better understanding of our solar system, the stars and origins the universe
NASA Mission to Mars - experience the fundamentals of the engineering design process, with a hands-on,critical-thinking, authentic approach. Using collaboration and problem-solving skills, develop a mission that meets constraints (budget, mass, power) and criteria (significant science return).
Constellation Basics - Through online research and tool suchs as Cybersky and solarium astronomy become familiar with the night sky and the constellations.
Asteroid Hunting - Using real time programs and tools developed by JM University in Liverpool pupils will locate and track asteroids
Telescope Basics - Use remote telescopes from Liverpool University and Bradford University for celestial observations. Learn how to operation a GPS Compound Telescope and view solar system planets, constellations and deep space objects.
Galaxy Quest - evaluate Hubble tuning Fork Model and classify a variety of Galaxies
- Offer flexibility within the program to enable pupils to pursue topics of interest with the scope of the module.
Teaching & Learning:
This is very much an activity driven module with the pupils learning new tools in a variety of hands-on and computer based activities. Group work is key to this module where pupils develop collaborative and critical thinking skills in space related projects.
Assessment:
Pupils will complete a variety of classroom hands-on activities and weekly assignments. On
completion of the 6 week module they will received a certificate of merit base on their
participation in all activities - Gold (80 – 100), Silver (60 -79), Bronze (40 -59)
Additional Information:
All material for the course can be found on the astronomy website scctyastronomy.weebly.com
Personal Finance (Compulsory Module)
Overview:
The Personal Finance module (also known as Fun-ance) consists of five double lessons. Pupils learn about numerous issues to do with managing their own finances. The module starts with a money personality quiz. Pupils explore their philosophy of money and other people’s philosophies of money. The module has evolved over a number of years based on topics that pupils have expressed a desire to learn about. These include: budgeting; banking; saving; investing; earning money (linked to careers); handling money; renting; insurance and depreciation. Every effort is made to learn about these topics in a fun way.
Course Content:
By the end of the module pupils will have:
Completed a money personality quiz and analysed and discussed the results
Explored the various money personalities: Hoarder; Squirrel; Money Monk; Avoider; Practical Domestic; Amasser and Spender and identified with a number of them
Examined various options for handling, making, saving, spending and investing money
Considered how banks operate and make their money, including: current accounts; savings; loans; mortgages; interest rates; debit cards; credit cards and investment options
Compiled a monthly budget based on income from a 40 hour week at minimum wage; less taxes and expenses: rent; food; clothes; phone; transport; entertainment and utilities.
Prepared another budget based on the average salary in Ireland.
Explored average salaries for careers they may been interested in
Searched for a house they would like to buy and then used a mortgage calculator to work out the required income, repayment period and interest rates
Selected a car they would like to buy and then price insurance, road tax, running costs, repayment costs, interest and depreciation
Teaching & Learning:
Every effort is made to make the class fun, practical, relevant and interesting
All pupils will need a laptop or device in the class to look things up and to compile budgets
In class there is a mixture of discussion, group work, research and problem solving
- Pupils are given questions to research for prep so that they are involved in self-discovery Assessment:
Each week tasks are set in class and a small amount of prep is set which involves research or putting together a budget and the end product is assessed
Physical Education (Compulsory Module)
Overview:
Physical education in transition year takes a snapshot look at the Junior Sports Leader Award. While exploring what makes a good sports leader, the module culminates with the emphasis being on the student to be the sports leader.
Course Content:
By the end of the module the students will have:
Explored what makes a good sports leader
Explored what categorizes a well organised and poorly organised session
Implemented either a sports specific or general warm up
Devised a mini game
Planned their own macro session
Delivered their macro session
- Evaluated their performance as a sports leader
Teaching & Learning:
Classroom debate and discussion will be a central feature of each lesson. Students will work in groups, pairs and individually. Research will be required as well as drawing on previous experience.
Assessment:
Assessment will be continually, both by the individual, their peers and the teacher and will cumulate with the student delivering their own macro session.
Photography (Compulsory Module)
The Introduction to Photography module takes place over four weeks.
In week one, we will look at different types of cameras, concentrating on the one that most of us use every day, our mobile phones. We will discuss the differences between film and digital photography, which will include a trip to the College Darkroom, where pupils will learn how to print and develop a photo from a 35mm negative. A mini field trip around the Deer Park will include learning about the strengths of both colour and black and white images.
In week two, we will begin to explore Landscape photography, starting with the "Rule of Thirds" and looking at how some of the great landscape photographers, such as Ansel Adams and Charlie Waite composed their photographs. We will then set out to try and replicate what we have learned by making some photographs within the College grounds.
Week three brings us on to Portrait photography. After looking at some basic techniques, including focal length and composition, we will explore how important it is to connect with the person(s) being photographed and to convey something about who they are in the final image. Pupils will practise by photographing one another!
In the final week, we will learn about how the best photos are the ones that tell a story. We will look at some of the greats, including the work of Henri Cartier-Bresson, Dorothy Bohm and Joel Meyerowitz and how different elements in a photograph work together to create a narrative.
By the end of the course, pupils will be much more confident in making photographs that are well thought through, striking and above all, fun to create and meaningful to look at.
Gaisce (Optional Module)
Overview
The Gaisce module in Transition Year aims to fulfil all of or part of the ‘Community Involvement’ challenge area for the Bronze, Silver or Gold Gaisce (President’s Award). Pupils will also be given guidance for the other challenge areas and offered support throughout their Gaisce journey.
Course Content
By the end of the module, the students will have:
- an appreciation for all challenge areas of the Gaisce award (Physical Recreation, Personal Skill, Community Involvement and Adventure Journey)
- developed their interests and discovered new opportunities
- made a difference in their school and/or local communities
- gone outside of their comfort zone and engaged in new challenges
- experienced a sense of achievement and accomplishment, thus boosting confidence and improving resilience
- developed team-work skills, communication and social skills, creativity and practical skills, organisational skills and many more
- learned to keep a consistent record of work completed for each challenge area (diary entries/blog posts, photos, videos)
- earned a bronze, silver or gold medal, a certificate signed by the president and a valuable addition to their CV
Teaching and Leaning
For the most part, students will engage in practical work in groups, pairs and individually. Research is often required as a starting point for most work undertaken. Examples of student activities for Community Involvement include:
- charity work
- fundraising
- litter-picking/tidy towns
- volunteering in local primary schools (paired reading)
- volunteering in local nursing homes or hospices
- school mentoring/homework club
- DIY and renovation work
Assessment
The teacher will monitor Community Involvement work and ensure enough hours and weeks have been completed to fulfil the requirements of the other challenge areas. He/She will then sign off on awards at the end of the academic year and ensure they have been issued to students.