Music extracted from Carol Service 2011: Singer Emma Ryan 6th Yr., Pianist Aine O'Dwyer 5th Yr. See News-Carol Sevice-Extract 2 for full version.
| T.Y. Programme 2011-2012 |
Transition Year 2011-2012
Road Safety by Danielle Murphy.
During the course of the T.Y. year we split into three groups. In these groups each class gets the opportunity to participate in activities such as Road Safety, Self Defence and Drama. For the first eight weeks I was doing Road Safety.
The class work:
In the road-safety class we discuss many different topics. We go through the safety procedures that one should take being present in a vehicle or on the road. We also practise the theory test that is needed to receive a driver’s licence. This is helpful as many haven’t ever done a theory test before and this is practice for the real thing when our time comes to sit the test.
The theory test:
A theory test practise DVD was needed as during the eight weeks we prepare to sit our theory test. The questions on this DVD can be tricky as they are worded in a strange way sometimes. There are 40 questions in each test and 35 correct ones are needed to pass your test. Unfortunately this test is set to change at the end of October and this will make the test 80 questions long, with a minimum of 70 needed to pass.
Videos:
To make this class more understanding videos are shown to us about road accidents and car safety and the damage that can be done if a crash occurs. These videos go through worst case scenarios that can occur if people are involved in drugs, alcohol, speeding and not wearing seatbelts. These accidents scared many of the class because of their horrific nature.
Crashed Car Course:
On Tuesday 4th of October our class had the experience of getting to go and see what a car crash would look like and how we can better protect ourselves.
During this day we learned where to have the seatbelt placed: if it is in the wrong place it could cause injury rather than protecting you. Also, how to protect the rest of our body i.e. legs, ankles, knees, back, neck, lungs, shoulders, arms, wrists etc. By making some minor changes it could save your life!
The man who delivered the presentation, Mr Michael Gleeson’ was very funny and he kept everyone’s attention by using humour to encourage learning. Everyone was in awe of his performance.
We also learned what the main parts of the engine were and how to identify the different components. We learned how to change a tyre “righty tighty ,lefty loosy” and know if there is something wrong with our brake pads.
1st Driving Lesson:
All members of this road safety class got to have their first driving lesson with an instructor and we got the opportunity to drive the car around the school grounds. It was exciting for those who hadn’t ever driven before but was also useful for those who had developed some bad habits from previous driving. This would also give us the experience that comes with being on a road for the first time in a car and having full control, and also when our real lessons come the first one will just be revision.
Overall it was a great experience to be involved in this Road Safety because now I am more aware of the damage that could be caused by not being safe and careful!
Italian by Danielle Murphy.
Italian is one of five languages that I am studying in TY: English, Irish, Spanish, Chinese, and Italian.
Italian is new to my curriculum this year; I have never studied it before.
Language:
We have Italian twice a week and in one of those classes we learn the language. I have learned many new words instead of the only word I knew when I began Italian ‘ciao’. The language is very much like Spanish and this is an advantage for me, as I studied Spanish before this year. By learning this language it is very helpful because if I ever travel to Italy I will be able to greet people, order food, and start a basic conversation with someone.
Culture:
In the Friday class of Italian we learn about the culture. We watch certain films; study the food, the fashion and the famous sites. This class is great because it gives us a break from the books. I enjoy the culture class and it is a nice class to have last on a Friday.
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| Ice-Skating |
Social Awareness:
In the Social Awareness programme in Transition Tear the TYs get an opportunity to visit one of three places in Cashel; Scoil Cormac, The Day Care Centre or Scoil Aongusa. Each student in Transition Year gets an opportunity to visit one of the centres for a period of 8 weeks. Every Thursday morning 12 of the selected Transition Years climb into the school’s minibus, driven by Father Hally, who organises the programme.
After a short trip into Cashel, the first 3 students are dropped into the day care centre where they spend time with the elderly, who go to the centre once a week. Here they do lots of activities, like bingo and card games. Those with musical talent are often pushed into singing a song (or twenty) but the elderly in the centre are happy to exploit any other talents shown by the young people, too.
After those visiting the day care have been dropped off, Father Hally drops the next 3 to Scoil Aongusa. Scoil Aongusa is for adults with disabilities, whether it’s physical or psychological. The students in the school range in age from 18 with no real upper age limit. The Transition Years who go here help the students in a classroom setting as well as with recreation in playing, e.g. playstation etc . We saw clearly that the school has taught them many skills when Colin Grant felt it necessary to cheat when playing the PlayStation with one of the disabled students (and still lost!).
The final group Fr. Hally drops is the 6 of us who are going to Scoil Cormac. The work done here is similar to that done in Scoil Aongusa, except the pupils here are all of school going age (from 4-18). As in Scoil Aongusa, the pupils in Scoil Cormac have a broad variation of disabilities. Most are in classes with mixed disabilities however the autistic kids in the school are in a class with one teacher and two SNAs to every 6 pupils. Each of us is appointed a class to help. Personally, I’m helping a class of autistic boys from the ages of 7-9. On first sight the kids resemble any other child. It’s only when you get to know them that their disabilities become evident. On my first day the activities I took part in ranged from helping one of the kids pick out what he wanted from Santy, to helping them read, to dancing around “getting the sillies out”. The children in the school are the most loveable you could find and the teachers and SNAs work so well with them, aware of their needs and tending to all of them. It’s only when you’re inside the classes that you see how fantastic the work being done in the school is and how sad it is that in these times SNAs are being cut despite the great and essential work they’re doing. I’m so grateful for the opportunity we are given in visiting these places and experiencing the eye-opening result.
By Jean O’Donnell.
Riding for the Disabled Association of Ireland (R.D.A.I.).
The Riding for the Disabled Association of Ireland (R.D.A.I.) is a national voluntary organisation which provides the opportunity of recreational and therapeutic riding and carriage driving to any person, mentally or physically disabled. In Transition Year we go to the centre near Holycross to volunteer to help these disabled people on a Wednesday. First thing in the morning after assembly we go down to the main hall and meet Jacob, a German man who drives us (although at his speeds it could be considered flying). Once we get there we get straight to work. Different groups arrive to the equestrian centre. The horse is led by one of the permanent volunteers and occasionally by students. Another two volunteers go at either side in case the rider falls off. It’s incredible to watch how much the rider is calmed by the rhythm of the horse. They walk up and down and trot around the arena ( watching the other TYs run after the horse; trying to keep up with its trot is the most entertaining part of the day!). Students are usually appointed to one horse for the day and would usually have some where between 3-6 riders throughout the day. After the riding, the organiser of the centre, Josephine, kindly gives us lunch. It’s an amazing opportunity (as long as you can survive Jacob’s driving).
By Jean O’Donnell.
Legal studies:
“What’s the difference between God and a solicitor? God doesn’t think he’s a solicitor!”
Stereotypes such as this one and that of solicitors being sharks were quickly discarded when we met Kate, the woman who would be covering the module with us. She explained to us what we would be doing for the day; those of us with an interest in careers in law were eager to begin the day’s activities, while some showed what can only be described as a lack of enthusiasm (for the sake of creating an image of a TY group with a great, enthusiastic and get up and go attitude we’ll put this lack of enthusiasm down to the fact that it was only 9 in the morning). However, the latter attitude quickly disintegrated as our mentor for the day involved all of us in a discussion about laws from criminal to consumer, and especially about laws that relate to us. Some of the laws came as a shock to all of us and definitely highlighted how many misconceptions there are about our legal system. We then had our breakm at the end of which we were all eager to see what was next on the agenda.
Next up we discussed peer pressure on young people when it comes to breaking laws like the age limits on alcohol and the use of drugs. We went on to look at the conditions in Ireland’s jails, after which Kate told us stories of trials she’s dealt with. Some of these stories shocked us while others made us all laugh. After these discussions we were all split into groups and encouraged to act out a crime (act being an essential word. Disclaimer: No actual crimes were committed in the making of this sketch.) We all agreed Cormac’s group were the winners. In their act two “drug dealers” convinced Cormac that they were selling him cocaine which actually turned out to be sugar. Cormac had the class in convulsions as he knelt on the ground sniffing sugar (why Cormac was carrying sachets of sugar around in his pocket is still unknown).
After lunch we looked at celebrities whose lives are in the public eye and discussed whether we thought they had a right to their privacy or not. After this was the main event of the day: the mock trials. Each group had at least one defendant, witnesses, a victim and two barristers. We were given our briefs and all began to slip into our individual roles. Some found this harder than others (it was the opinion of the majority that Callum found it a bit too easy to be a D4 and talk about “scobes”). Those of us who would be playing barristers were given wigs (whether this was for the sake of authenticity or just making us look ridiculous is debatable!). After the trials Danielle and I were appointed the winners and given a canvas University of Limerick School of Law bag. It was a great day and we’d like to thank Kate and Mr. Egan for organising the day.
By Jean O’Donnell.
Dance School
On Monday the 7th of November we commenced our first day of “Dance School”. The day started with a groggy TY A making their way to the concert hall, followed by a much more enthusiastic TY B (not that I’m biased). We met with our dance teacher for the week, Anna, and soon she had everyone out on the floor stretching our muscles in places we never thought could be stretched! There was much embarrassment amongst everyone but we soon loosened up and very quickly people gained their confidence. The first dance we learned was “Forget You” by Ceelo Green and here we could quickly establish two groups, those for whom the extent of their experience is that of an uncle at a wedding and then those who spend their time choreographing their own dances in front of the mirror hoping someday to make it to “Lord Of The Dance” with Michael Flatley, not looking at anyone in particular! (*cough * Aidan Moynihan) Our strength was tested in a planking competition which definitely put us all to the test, including some of our rugby players in the class who were surprised at how quickly they crumbled. After break there was a rotation as TY A took back their place in the concert hall, this time to much more enthusiasm. As the week continued we looked at many other areas in performing, such as the dramatic side which included a very serious sketch from Joel and Svenja in vernacular. This really helped people understand how emotion and expression can really change how a dance routine is presented. Many people in the class were very eager to learn the newly modernised shuffle inspired by LMFAO but we soon found out it was much harder than it looked, with only a few people achieving the perfect shuffle, one of whom was Lucas. We learned “Jai Ho” which is a Bollywood style dance, and this year’s students going to Calcutta hope to take this with them to present to the children there. Next we learned our song for the performance at the end of the week “Don’t Stop the Party” by Black Eyed Peas. This involved a team building exercise as Danielle crowd surfed through everyone and she was very trustworthy with us (of course it helped when Anna told us how someone had died from it before!) After hours of work and establishing our left from our right the dance was complete. We performed this to TY A and in return they showed us their version of “Rolling In The Deep” by Adele as well as their finished dance for “Jai Ho”, and it was evident we would have some Bollywood stars in the making! Bryan, the film studies teacher was there to record the whole thing on video, to everyone’s delight. Later on in the evening Anna asked the girls to stay back to do an all-female dance to “Naughty Girl” by Beyoncé aswell as an accompanying lecture about feminism. Overall, it was very successful and a sure way to bring out everyone’s confidence, quite apart from giving us all the courage to be able to act the eejit around each other! It was very enjoyable and we all agreed we would love to have Anna back again sometime during the year for another week of dance.
By Laura Moloney
| Dance in Action |
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| Dance School |
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| Kerry Sept 2011 |
Our TY Trip to Kerry
Day 1:
We all woke up the morning of Monday 19th of September with great excitement as the anticipated day had finally come. I arrived at school to meet all my class mates full of enthusiasm. Following the reviews from the previous year’s students, abundant amounts of fun, enjoyment and relaxation were expected. We loaded on the bus and departed from Rockwell at 9.00am. Along our travels we stopped off in Adare, Co. Limerick for a bite to eat. We then carried on until we reached Tralee in the Kingdom of Kerry around 12.30pm.
As we awaited our rooms in Finnegans hostel we ventured around Tralee for half an hour and the girls spent a significant amount of time in Penneys!
We left Tralee at 1.30pm and travelled to Banna Beach where we went surfing. After squeezing into a sticky wet suit, we headed down towards the shore where we got a tutorial in surfing. It was very difficult and tiring but everyone enjoyed how the lesson went. We are now very accomplished surfers and will be travelling to Hawaii next year for the World Championships! Afterwards a few stayed behind to go for a swim, it was bitterly cold.
We arrived back at the hostel and everyone got ready to go down for dinner. We received a brilliant three course meal for great value. We got on the bus again to go bowling. This was also great fun, we even got to see Mr. Egan along with other class mates getting thrown off a mechanical bull, which added to our hilarity.
We got back to the hostel and everyone was tired. We all got an early night to prepare for another action packed day.
Day 2:
When we woke up on Tuesday at 7.30am we weren’t as lively as the previous morning. Breakfast consisted of cereal, toast and a fry, just what you want to give you plenty of energy for the day ahead. We set off for Dingle at 9.30am where Mr. Egan had more adventures in store for us. Our group was split into two where one group went rock climbing and the other group went cycling, and this would alternate later that evening. The group that went cycling were astounded and stared with disbelief when Mr. Egan informed them it was 26 miles in length. We hope that Traolach will recover from his injuries after descending a hill at breakneck speed!
It was a difficult task and you could really feel the burn on the legs going up the hills. It was a great experience and the views were spectacular. It was a great sense of achievement when one finished it (even if our legs were fit to fall off). It took us five hours so the other group did not get to go cycling but we still got to go rock climbing. This was pretty scary when you’ve a fear of heights like me. I clung to the ropes for my dear life.
We went back to the hostel and everyone was drained of energy. We had a lovely three course meal again that night. Afterwards, we went to the cinema which was very relaxing and we got to see a movie of our choice. Everyone was exhausted after the day especially the cyclists so all the students were asleep fairly early.
Day 3:
Everyone caught up on their sleep on Tuesday as we had more time to sleep before leaving to go paintballing. Everyone was excited about this event and we got all kitted out and the enthusiasm grew. We were split into two teams and we were now “enemies”. We played numerous games. Getting shot was quite painful as the paintballs travelled at a high speed. There were a few sharp shooters within the group and the game was very competitive. I had the pleasure of crawling through a muddy stream with my other team mates to try and capture the other team’s base. Food was served as soon as we were finished this activity.
The journey home was very peaceful and many fell asleep.
We all had a wonderful time and it was a memorable experience. We all feel after this trip that we bonded as a group and new friendships were definitely formed. This trip was an excellent opportunity to get involved in many activities and become more familiar with the year and to gel as a group. Despite the aches and pains it was a success and I hope we have as many memories throughout the year.
By Aisling McCarthy
Rockwell College
Transition Year Programme
2011 – 2012
Aims of Transition Year
- To prepare students for the Leaving Cert cycle by giving them a good academic grounding and allowing them to make informed decisions about their future by giving them a taste of the subjects on offer in Fifth Year.
- To promote the self-confidence of all students by encouraging them to express themselves in new ways.
- To promote a healthy lifestyle among students by encouraging them to develop and maintain good fitness levels.
- To achieve education for maturity with an emphasis on social awareness, and preparation for adult and working life.
To ensure all students enjoy their Transition Year.
- Special Programmes
Overseas Aid Project: Each year we hope to raise a significant amount of money to help with a development project overseas. This year we have chosen to raise money for the Hope Foundation in Calcutta. On February 18th it’s planned to send ten students and a teacher out to Calcutta for a week of work with street children. Each student has a target sum of at least €3,000. This money will raise enough money to keep schools, hospitals and orphanages open in Calcutta for a year, while highlighting the plight of those less fortunate than ourselves.
German Student Exchange: Our students will be given the opportunity to study in a German school for up to four weeks as part of the exchange programme. Students will subsequently host a German student for a similar period. This is a very cost effective way of developing the linguistic and social skills of our students.
French Exchange: Students are given the opportunity to study in a French school for two weeks as part of the exchange programme. Students will subsequently host a French student for a similar period. This is a very cost effective way of developing the linguistic and social skills of our students.
Gaisce: Each student will be given the opportunity to enrol for a Gaisce Presidential Award. To achieve this, students must learn a new skill e.g. public speaking, get involved in regular physical recreation e.g. play on a team, complete an endurance task e.g. walk 30km over two days and undertake community service e.g. work with the elderly. Each of the aforementioned tasks are an intrinsic part of our T.Y programme.
Three day visit to Kerry: The highlight of this trip is the visit to the Skellig Islands. We also visit Banna Strand for two surfing classes as well as swimming. Paintballing takes place on the final day. Evening activities include a visit to the cinema and surfing. These activities encourage teamwork amongst students and helps new students of the college to integrate with their peers.
Song School: This is a two day music workshop where students are encouraged to bring in their own musical instruments and write and record their own music onto a C.D. (Optional)
Dance School: This programme is designed to encourage non dancers to be comfortable on a dance floor for any occasion while also challenging accomplished dancers to further improve their skills.
Social Awareness: Students will visit Scoil Aongusa, Scoil Cormac and The Nagle Centre for an hour and a half each visit over a period of eight weeks. This gives the students the opportunity to work with people less well off than themselves in a classroom environment. This is of particular value to students may be considering a career linked to the humanities or the caring professions.
Riding for the Disabled Association of Ireland (R.D.A.I.). This gives the students the chance to work with younger students who have either physical or psychological difficulties. The students help a child to ride the horse and encourage it to be more self-sufficient both improving confidence and core strength.
Work Experience: This will commence from Monday March 19th to Friday April 13th. This includes the two weeks of the Easter holidays. Students will get the opportunity to gain experience in the workplace with a view to deciding on their chosen career. Students are obliged to report on their experiences while employers are encouraged to give feedback to the students under their care. This will take place on the two weeks before the holidays to give the students up to four weeks work experience.
Seven Habits of Highly Effective Teenagers: This programme, adapted from the bestselling book of the same name, helps students to deal with the challenges being faced by teenagers on a daily basis.
Law Education: This is a two day course that deals with the law as it applies to the student. Topics covered range from consumer to criminal law. It also deals with law as a career and it culminates in a mock trial whereby the students participate in all of the various roles involved.
- ACADEMIC PROGRAMME
GAEILGE:
Transition Year offers an opportunity to focus upon improving spoken Irish in the Classroom. Pupils are encouraged to develop aural and oral Irish skills while they prepare for interviews similar to the Leaving Certificate Programme. We visit the Gaeltacht during the final term to facilitate the experience of conversational Irish in everyday life.
We also use the TURAS TEANGA language programme to prepare students for essay writing, vocabulary and literature studies at the core of senior cycle.
ENGLISH:
Content: Comprehension, Creative writing, Literature, Media Studies and analysis, Oral work.
AIMS: To increase the pupil’s awareness of language and communication in a variety of forms, to increase proficiency in writing and comprehension.
A Transition Year Newsletter is also produced while a solid grounding is given for Leaving Cert cycle by studying a major Shakespearean work
MATHS:
We aim to develop the pupils’ knowledge of maths on a functional level.
To demonstrate the practicalities of maths to the pupil in such topics as probability and differentiation while giving a solid grounding for Leaving Cert cycle.
MODERN LANGUAGES: Students will get the opportunity to study any two of the following languages
- Spanish
- German
- French
We aim to promote an awareness and understanding of modern European language and culture, to assist pupils in the practical application of language skills, to develop ability and a confidence in their use of languages. This gives the students the opportunity to make an informed choice for Leaving Cert cycle.
Italian:
This week course focuses on basic Italian vocabulary with a strong emphasis on conversation and role play. The aim of the course is to enable students to ‘get by’ in Italy while also giving a taste of the language with a view to further study.
Chinese:
Students will be given the opportunity to learn Chinese as part of the Confucius Programme. With the world economic climate changing so rapidly it’s very important to give the students a taste of the language and gain accreditation.
HISTORY:
We conduct a study of key figures in history, including Arafat, Gandhi, Martin Luther King, Lech Walesa, while studying the political climate faced by of each of the personalities.
We also do a study of Northern Ireland 1922 – present. ‘Genocide in the twentieth century’ we cover three case studies. This gives an invaluable insight into the Leaving Cert syllabus.
GEOGRAPHY:
We study natural disasters, their consequences and causes. We complete a major field study while sampling topics that occur on the Leaving Cert cycle such as geoecology.
MUSIC:
We aim to develop musical awareness and ability through the Production of a school musical. It’s hoped to encourage participation and a positive attitude to musical performance, to develop social skills and team work through the production of the musical. We also learn to play a Bodhrán. This syllabus is designed to give the student a good grounding for music at senior cycle.
ART:
Students learn the skills of clay moulding, self-portrait, bag making, set design and construction for the college musical. Students are given an appreciation of the many facets of Art and Art History. This gives students a good grounding for Leaving Cert Art.
RELIGION:
To heighten awareness of issues affecting young people and society in general, to examine social responsibility, to apply information gained on world religions in the Junior cycle to practical examples in modern society.
PHYSICAL EDUCATION:
We aim to develop skills in a range of sports, to develop a confidence and a willingness to engage in sport, to gain an understanding of the importance of P.E to general health and well-being, to develop social and interpersonal skill through the medium of sport.
CAREER GUIDANCE:
We aim to prepare pupils in choosing their work experience placement through the creation of a personal profile, to introduce pupils to aspects of responsibility and professionalism in work, to facilitate in career investigation. : Students are compelled to keep a record of all activities completed during the year culminating in the production of a portfolio. This will include both academic and extra-curricular activities and will be part of overall assessment at the end of the year.
- Modulated Academic Programmes
(Students will rotate between economics, accountancy and business studies)
Accountancy
The students get an introduction to the subject by studying double entry accounting, bank reconciliation statements, marginal costs and interpretation of accounts.
Economics
This provides an introduction to the subject by examining demand and supply, elasticity, the factors of production and national accounting and measurement.
Business Studies
We study seven of the twenty four topics on the Leaving Cert syllabus. These include the skills of modern management, enterprise, international trade, taxation, insurance, globalisation and business in general.
Students will rotate between Biology, Agricultural Science, Physics and Chemistry.
Biology and Agricultural Science
These 2 subjects while combined in TY science are separate subjects in the Leaving Cert which have a major amount of overlapping material. Areas covered in this 9 week programme are:
- Cells →plant and animal cell ultra-structure
→experiment examining and preparing such cells
- External structure of animals parts such as cow (beef & dairy), pig, horse and sheep.
- Microbiology detailed study of bacteria and growing of such bacteria in the lab.
- Genetics involving genetics crosses.
- Overview of Rockwell Farm.
- Detailed study of 1 type of animal production on the farm i.e. pigs or calves.
The aim of the TY Science Programme is to provide the students with a brief introduction in to the 4 leaving science subject to ensure that they make a well informed choice when selecting Leaving Cert subject. To improve their handling of lab equipment while doing experiments to improve their practical work.
Physics
This programme covers 3 main areas from the Leaving Cert Course which are:
A)Mechanics:
- Speed and velocity
- Acceleration and the 3 equations of motion.
- Force and Newton’s laws of motion.
B)Electricity:
- Current electricity
- Potential difference
- Ohms law
C)Theoretical Physics:
- Matter and anti-matter
- Radioactivity
Broken into 3 areas 1) Chemistry 2) Physics 3) Biology & Agricultural Science. Each area is broken into a 9 week programme. In this way, each student will cover each area for 9 week block. Each area is taught during 1 single & 1 double class per week.
Topics covered within each area are as follows:
Chemistry
- Revision of atomic structure & periodic table from Junior Cert.
- Calculations to obtain relative atomic and molecular values.
- Detailed study of the mole
Calculating mass values of the mole
Calculating number of moles from mass.
- Stoichiometry
Determining reactants or products based on Chemical equations (this includes 3 experiments).
- Acids & Bases
Revision from Junior Cert followed by techniques used in acid/base titrations and making up solutions of known concentrations.
- Personal Development Modules
Students will rotate between First Aid, Toastmasters and Kickboxing
First Aid (10 weeks)
This course trains pupils to demonstrate an effective level of skill and knowledge in the diagnosis and management of choking, bleeding and shock. It is examined in a practical assessment and divided into three parts:
Test 1: Rescue breathing, action for vomiting and the recovery position on a live casualty.
Test 2: Single rescuer C.P.R. using an adult or mannequin.
Test 3: Knowledge and understanding of basic life support and related conditions.
Toastmasters (10 weeks)
This encourages students to perform various roles which require public speaking. For the duration of this course students will learn how to prepare and deliver a speech, to chair a meeting, to evaluate colleagues, time speeches, set up a room for a meeting and learn to speak ‘off the cuff’. This culminates in an open night for students to hold a meeting which parents are encouraged to attend. On completion of the open night students are awarded their Youth Leadership Cert.
Kickboxing (10 weeks)
This is particularly beneficial as it helps develop core strength and cardio vascular fitness.
Students will rotate between Driving school and safety, Drama and Self Defence
Drama –
The programme is devised to encourage first timers and to develop students with prior stage experience. Each week a new aspect is developed and explored from comedy to improvisation.
Driving School and driving Safety-
The students will be prepared for the driving theory test by practising the questions that appear on the interactive road safety DVD.
The student will learn the mechanics of buying, taxing and insuring a car.
Students will learn the practicalities of repairing a puncture as well as basic car maintenance.
Car Safety Awareness: This two hour course highlights the safety features of modern vehicles while giving practical tips for driver and passenger safety e.g. how best to wear a seatbelt. It also highlights dangerous driving practices and their consequences by looking at case studies.
This module will culminate in a one hour driving lesson with a local qualified driving instructor.
Self Defence-This will incorporate many aspects of the various martial arts with a view to self defence should a person find themselves under threat through no fault of their own. The primary aim of this course however is trouble avoidance.
Students will rotate between Film studies and Sports Science
Film Studies (15 weeks)
Over the duration of this course we learn about the business of film production from the writing of the screen play – the distribution and promotion of the film. Each class will write a screen play – appoint a cast and eventually produce their own fifteen minute film.
Sports Science (15 weeks)
Over the duration of this course we study the physiology of the body, the importance of a good diet and the psychology of sport. Through multiple case studies we get an understanding of the requirements for participation at all levels of sport.
Students also build up their fitness in successive weeks eventually culminating in all students completing a 10km run.
- Evening Programme
Evening study takes place between 5.45pm -8.15pm Monday, Tuesday, Thursday and Friday and Wednesday 3.30pm -5.00pm and 5.45pm – 7.15pm. Every effort is made to ensure that a good balance is struck between giving students time to complete their assignments and get time for personal development. Activities such as debating, piano and guitar are available to all students in the college however the following activities are organised with T.Y. in mind.
School Show – Back to the Eighties (05/09/10 – 27/10/10)
All T.Y. students are encouraged to take part in the production of this show. This involves acting, make up, and set design, ticket sales and front of house management.
Microsoft Specialist Programme-
This FETAC Accredited Programme will comprise of an in-depth study of Word, PowerPoint and Excel.
Word (20 hours)
Topics covered include manipulating text, formatting content, working with tabs, formatting documents, getting ready to print, using tables, working with illustrations, creating mass mailing documents and sharing documents.
PowerPoint (10 hours)
Topics covered include working with text, working with illustrations and other media, working with charts and tables, enhancing, reviewing and delivering presentations.
Excel (20 hours)
This will involve creating and editing worksheets, formatting worksheet data, working with charts and graphs, managing workbooks, customising excel 2010, working with external data and automating workbooks.
On the completion of each module students will get the opportunity to attain certification by sitting the specialist exam in the relevant module.
Evening film programme
One evening per week. The students will get the opportunity to view films and programmes based on the historical syllabus of TY. Examples of this Pacific, Band of Brothers, Mississippi Burning, JFK and Michael Collins. This provides a welcome break from study and puts the historical programme in an accessible light.