Updated slides (June 2013) for Transition-year in Portmarnock Community School. There will be further updates throughout the year - Constantly check the school website... http://www.portmarnockcommunityschool.ie/
This document provides information about the Transition Year program at Portmarnock Community School. It is an optional one-year program between Junior and Leaving Certificates that promotes personal, social, and educational development. Students participate in work experience, community care placements, modules in areas like digital photography and film studies, and complete projects in their portfolio to demonstrate their learning. The Transition Year aims to prepare students for further education and adult responsibilities through experiential learning opportunities.
Senior Phase Information Evening 20 Februarytynecastlehigh
This document summarizes an information evening about the senior phase of education. It discusses that the senior phase provides specialization, depth, and rigor to prepare students for achieving qualifications to the highest level possible. It also continues developing skills for learning, life, and work. Students can study for National, Higher and Advanced Higher qualifications across a wide range of subjects. The document outlines example student pathways and discusses qualifications, courses, partnerships, and resources to help students plan their career paths.
The document outlines changes being made to the Junior Cycle education framework in Ireland. It discusses moving from preparing students for the Leaving Certificate exam to making junior cycle a learning experience in its own right. New specifications for subjects and short courses will be introduced from 2014 based on 24 Statements of Learning and 6 Key Skills. Assessment will include coursework, portfolios and exams, with a focus on skills and creativity over content. Teachers will receive training on short courses and begin transitioning to the new framework.
Wellacre Academy received a Gold Mark standard for its extra-curricular program and sports involvement opportunities for students. Since achieving the Silver mark last year, the school has expanded opportunities such as including school sports journalists, mentoring for talented athletes, and allowing students to play more sports more often. The staff have worked tirelessly to create these opportunities. The school also recognizes its community partnerships with local sports clubs that have supported its success. Miss Brunning, a teacher at the school, was awarded the Construction Industry Teacher of the Year for her work on a new technology course. The newsletter provides other updates on events at the school such as its Roald Dahl day, a new music space called Jampod, and its production of
MTU Cork Campus Mature Student CAO Information EveningPhilip O'Reilly
This document provides information about an information session for mature students applying to MTU Cork Campus. It gives an overview of the campus and its courses. It discusses the application process for mature students through CAO, including supports for maths skills and progression from further education colleges. It also outlines student supports, finances including SUSI grants, and options like Back to Education Allowance.
The document summarizes key information about Southampton Law School. It highlights that the law school has a reputation for excellence, with 95% of its research rated as internationally excellent. It has 35 full-time staff who are leaders in their fields. The law school offers innovative degree programs, including LLB degrees in general law and specialized fields like maritime law. It emphasizes skills learning and career preparation, including a two-week employability skills program. Students benefit from outstanding facilities, academic rigor, and opportunities to gain practical legal experience through programs like mooting and pro bono clinics.
Experience of Junior Cycle Short Courses in Portmarnock Community SchoolDonal O' Mahony
This document summarizes the experience of Portmarnock Community School in introducing short courses as part of the new Junior Cycle curriculum in Ireland over three phases from 2012-2015. In the first phase in 2012-2013, the school introduced Animation and Media Literacy short courses. Lessons learned included the heavy workload to develop in-house courses and reliance on individual teachers. In 2014-2015, the school introduced Coding and Sports Science based on draft national specifications. Ongoing concerns included identifying the identity of short courses, assessment, resources, costs and implications for other subjects and transition year. The school is working to get assessment and moderation of short courses right with support from the national council.
Last week's word was "caustic", meaning capable of burning or corroding through chemical action. This week's word is "clandestine", meaning secret or hidden. Last week's math problem asked for the smallest number divisible by 1 through 6, which is 60. This week's problem asks for the smallest multi-digit number that is one less than twice its reverse. The document provides acknowledgments for various sources.
This document provides information about the Transition Year program at Portmarnock Community School. It is an optional one-year program between Junior and Leaving Certificates that promotes personal, social, and educational development. Students participate in work experience, community care placements, modules in areas like digital photography and film studies, and complete projects in their portfolio to demonstrate their learning. The Transition Year aims to prepare students for further education and adult responsibilities through experiential learning opportunities.
Senior Phase Information Evening 20 Februarytynecastlehigh
This document summarizes an information evening about the senior phase of education. It discusses that the senior phase provides specialization, depth, and rigor to prepare students for achieving qualifications to the highest level possible. It also continues developing skills for learning, life, and work. Students can study for National, Higher and Advanced Higher qualifications across a wide range of subjects. The document outlines example student pathways and discusses qualifications, courses, partnerships, and resources to help students plan their career paths.
The document outlines changes being made to the Junior Cycle education framework in Ireland. It discusses moving from preparing students for the Leaving Certificate exam to making junior cycle a learning experience in its own right. New specifications for subjects and short courses will be introduced from 2014 based on 24 Statements of Learning and 6 Key Skills. Assessment will include coursework, portfolios and exams, with a focus on skills and creativity over content. Teachers will receive training on short courses and begin transitioning to the new framework.
Wellacre Academy received a Gold Mark standard for its extra-curricular program and sports involvement opportunities for students. Since achieving the Silver mark last year, the school has expanded opportunities such as including school sports journalists, mentoring for talented athletes, and allowing students to play more sports more often. The staff have worked tirelessly to create these opportunities. The school also recognizes its community partnerships with local sports clubs that have supported its success. Miss Brunning, a teacher at the school, was awarded the Construction Industry Teacher of the Year for her work on a new technology course. The newsletter provides other updates on events at the school such as its Roald Dahl day, a new music space called Jampod, and its production of
MTU Cork Campus Mature Student CAO Information EveningPhilip O'Reilly
This document provides information about an information session for mature students applying to MTU Cork Campus. It gives an overview of the campus and its courses. It discusses the application process for mature students through CAO, including supports for maths skills and progression from further education colleges. It also outlines student supports, finances including SUSI grants, and options like Back to Education Allowance.
The document summarizes key information about Southampton Law School. It highlights that the law school has a reputation for excellence, with 95% of its research rated as internationally excellent. It has 35 full-time staff who are leaders in their fields. The law school offers innovative degree programs, including LLB degrees in general law and specialized fields like maritime law. It emphasizes skills learning and career preparation, including a two-week employability skills program. Students benefit from outstanding facilities, academic rigor, and opportunities to gain practical legal experience through programs like mooting and pro bono clinics.
Experience of Junior Cycle Short Courses in Portmarnock Community SchoolDonal O' Mahony
This document summarizes the experience of Portmarnock Community School in introducing short courses as part of the new Junior Cycle curriculum in Ireland over three phases from 2012-2015. In the first phase in 2012-2013, the school introduced Animation and Media Literacy short courses. Lessons learned included the heavy workload to develop in-house courses and reliance on individual teachers. In 2014-2015, the school introduced Coding and Sports Science based on draft national specifications. Ongoing concerns included identifying the identity of short courses, assessment, resources, costs and implications for other subjects and transition year. The school is working to get assessment and moderation of short courses right with support from the national council.
Last week's word was "caustic", meaning capable of burning or corroding through chemical action. This week's word is "clandestine", meaning secret or hidden. Last week's math problem asked for the smallest number divisible by 1 through 6, which is 60. This week's problem asks for the smallest multi-digit number that is one less than twice its reverse. The document provides acknowledgments for various sources.
This document provides information about the Transition Year program at Portmarnock Community School for the 2014-2015 school year. It outlines the core subjects and optional subjects students can take. It also describes activities like work experience, community care placements, modules, and the portfolio students are required to complete. The goal of the Transition Year is to promote personal and social development as well as improve results on the Leaving Certificate exams.
Senior Phase Information Evening Feb 2016 Presentationtynecastlehigh
The document summarizes an information evening for parents on the senior phase of the curriculum and preparing students for positive destinations after school. It provides details on developing skills for learning, life and work through courses, wider achievement activities, work experience and community partnerships. It also discusses ensuring every student has support to achieve a positive post-school outcome such as employment, training or education and the resources available through organizations like Skills Development Scotland.
The document provides information from a meeting with parents at Damai Secondary School. It summarizes the school's achievements and upcoming events. The objectives of the talk are to affirm student achievements, gain parent support, and provide updates. It discusses Damai's mission and student accomplishments in academics and cocurricular activities. It also outlines MOE initiatives and Damai's 20th anniversary celebration plans in 2014. The document concludes with information on upcoming November/December school activities and a question and answer period.
Gl pta2 workshop 1 powerpoint, september 2013katiecdec
This document provides information about an introductory workshop for the Pupils Take Action project, which aims to build teachers' confidence in incorporating global learning into lessons. The workshop agenda includes introductions, an overview of the Global Literacy project and timeline, classroom activities from the Challenge and Enquiry Pack, and next steps. The project is a 3-year EU funded initiative led by CDEC to help children in the UK understand interdependence with countries in the Global South through topics like food and trade, and empower them to take action towards greater fairness. Teachers will support students to complete pupil audits, learn about global issues, and design their own action projects.
This document summarizes a presentation given by Gerard O'Donovan, Head of the Faculty of Business and Humanities at Cork Institute of Technology (CIT). It provides information on new programs, graduate outcomes, accreditation, and community initiatives at CIT. Key points include that 94.5% of CIT graduates are employed or in further study, with most working in Cork, and feedback from graduates is very positive about their experience at CIT and career outcomes. It also describes upcoming transition year programs, live business case studies with local companies, and community outreach through various music, arts, and social care initiatives.
Across the depth and breadth: The embedding of eportfolios in a School of Edu...ePortfolios Australia
"Much time and energy has been devoted to the implementation of eportfolios, but the challenge for many institutions is to ensure sustainability resulting in the continuing and diverse use of eportfolios. At a large Australian School of Education, eportfolio use was mapped across the three Bachelor of Education courses, Early Childhood, Primary and Secondary. Course level planning was undertaken to determine how best to use the eportfolio to help student attain the required professional standards. This process included identifying the role of key drivers and institutional commitment, as well as recognising the variety of ways in which eportfolios could be used to develop students competence in the required standards: from 1st year communication units to capstone Work Place Integrated learning units, in supporting the development of ICT skills, to encouraging reflection and collaboration. This workshop provides an opportunity to explore this process and how it could be applied to different learning contexts.
"
This document summarizes the educational opportunities and programs offered by a school. It highlights the school's awards and achievements in literacy, numeracy, and extracurricular activities. The school values input from parents and offers various parent workshops and opportunities to meet with teachers. It assesses students to determine their starting points and track learning progress. The school aims to provide students with support to confidently participate in learning. It details the school's kindergarten programs, enrichment programs, and values-based student welfare framework to create a caring environment.
This document provides information about K.L.B. D.A.V College for Girls in Palampur, India. It is a self-financing college established in 1969 that provides undergraduate and postgraduate courses. It has recognition from various regulatory bodies. The college follows curriculums set by Himachal Pradesh University and provides student support services including placements, library resources, and extracurricular activities. It aims to provide quality education to empower women and has various facilities like labs, library, and hostel. The college is managed by a governing body and has 11 faculty members.
This document describes a proposed new short course in "Digital Animation and Media" for junior cycle students. The course would focus on developing students' animation and editing skills using programs like iMovie and GarageBand. Students would learn the process of creating stop motion animations and gain experience in animation and media industries. The goals are for students to develop key skills like communication, creativity, critical thinking and digital literacy while working on practical animation projects. The course would run for 3 years and include a school certificate upon completion in addition to the traditional junior certificate.
This document discusses several topics related to teaching practices:
1. It acknowledges the traditional custodians of the land and pays respects to Aboriginal teachers.
2. It discusses formative assessment strategies and the Socratic platform for conducting formative assessments.
3. It covers key aspects of the Quality Teaching Model including learning objectives, importance of the learning, learning activities, and expected quality of work.
4. Resources are provided on various topics like Aboriginal and Torres Strait Islander histories and cultures and sustainability to support teaching these subjects authentically across different curriculum areas.
The document summarizes the development of the school library at EBI da Charneca de Caparica in Portugal from 2002 to 2007. When the author became coordinator in 2002, the library had 650 students but few resources. Over the following years, with support from the GrandSlam project, library attendance and use of resources grew substantially as new technologies and emphasis on reading were introduced in line with the project's goals of developing lifelong learning skills. Statistics showed the library played an important role in the school's aims of supporting student success with technology and reading.
Principal's Talk for Sec 1 Parents (jan 2011)btvssmedia
The document provides an overview of Bukit View Secondary School's programs and policies for parents. It summarizes the school's vision to nurture creative, passionate, and resilient learners with moral integrity. It outlines the school's curriculum, co-curricular activities, student leadership development framework, and student management policies on punctuality, attire, and use of mobile phones.
The document provides biographical information about Mary Rivers, including her education credentials in teaching and a focus on e-learning, as well as her extensive teaching experience implementing innovative ICT practices and a strong focus on inquiry, thinking, and leadership in professional development. It also outlines her role as an ICT facilitator delivering professional development to help teachers implement effective pedagogy using ICT for 21st century learners.
Stronsay Junior High School provides education for children on the island of Stronsay from age 2 to 16. The school aims to create a caring learning environment to help all students achieve their full potential. In the 2016-2017 school year, the school saw many successes, including Very Good ratings from inspections, students achieving expected or above expected results on SQA exams, and students reporting that they feel engaged with their learning. The school and community work together to provide students with opportunities to learn music, participate in sports, and take part in projects to broaden their achievements. The school also strives to continually improve its curriculum and support for students.
The City & Guilds Award for Staff Development in FE recognized Chichester College's 'Licence to Observe' program. The program provides lesson observers with five modules of training to ensure consistency in observation grading and quality of feedback. Benefits included improved teaching quality, a coaching culture, focused target setting, and improved learner outcomes. Staff were passionate about the project, which embedded a culture of continuous development throughout the college."
The document discusses introducing chess into schools in Durham, England. It describes how the program started small with only 8 children participating, but grew over time to include over 200 children across 4 schools spending over 2,500 collective hours on online chess programs and activities. The program was successful due to a top-down approach led by head teachers, allowing chess learning to be self-regulated by the children using online software, and developing sustainable infrastructure including digital chess equipment. The conclusion is that Durham's approach can be replicated to scale chess programs in more classrooms and connect them through tournaments while continuing to build an evidence base of the benefits.
An introduction to the Geographical Association's Secondary Geography Quality Mark (SGQM), an award which recognises excellence in secondary geography.
Dinesh Mobilearn Asia Singapore PresentationDinesh Poorun
This document summarizes the largest iPad rollout at UWSCollege involving teachers and students. It discusses providing iPads to teachers in 2012 to familiarize them with apps for mobile learning. Based on student surveys about using technology, the college planned to rollout iPads to students in 2013. Learning pods with iPad charging stations were set up. While there were initial concerns about workload and sharing, the culture transformed. Students were given tips on using apps like Corkulous and GoSoapbox for engagement. An iPad film festival competition among student groups was a success. The future involves converting workbooks to iBooks and an innovation called Culture on Demand app.
The document provides information about the Sir Padampat Singhania Education Center's nomination for the Best e-Campus award. It describes the school's "é-tude" initiative, which aims to incorporate technical knowledge and e-learning into the curriculum to empower students to become global citizens. The initiative provides 24/7 upgraded knowledge through convenient online learning. It also aims to develop students' innovative and collaborative skills while establishing international educational links and participation in global research. The unique features of é-tude include its blended online and in-person learning approach and vast library of digital educational resources accessible anywhere, anytime.
This document provides an overview of the Year 6-8 programme at Kohimarama School in Auckland, New Zealand. It aims to instil a passion for lifelong learning and contributing to society. The programme focuses on providing leadership opportunities, specialization courses, sports, and education outside the classroom. It implements the national curriculum across seven learning areas and offers subjects like languages, media studies, and robotics through its specialization programme.
Last week's word was indemnify, which means to protect against damage, loss or injury. This week's word is ineffable, which is not defined further. The document also discusses a strobegrammatic prime from last week's math problem and acknowledges various website sources.
Last week's word was "incongruous" meaning lacking in harmony or incompatible. This week's word is "indemnify". The document also discusses Pascal's triangle from last week and introduces strobogrammatic primes for this week. It provides acknowledgements for various websites that were resources for the document.
More Related Content
Similar to Portmarnock Community School: Transition-year 2013 / 2014
This document provides information about the Transition Year program at Portmarnock Community School for the 2014-2015 school year. It outlines the core subjects and optional subjects students can take. It also describes activities like work experience, community care placements, modules, and the portfolio students are required to complete. The goal of the Transition Year is to promote personal and social development as well as improve results on the Leaving Certificate exams.
Senior Phase Information Evening Feb 2016 Presentationtynecastlehigh
The document summarizes an information evening for parents on the senior phase of the curriculum and preparing students for positive destinations after school. It provides details on developing skills for learning, life and work through courses, wider achievement activities, work experience and community partnerships. It also discusses ensuring every student has support to achieve a positive post-school outcome such as employment, training or education and the resources available through organizations like Skills Development Scotland.
The document provides information from a meeting with parents at Damai Secondary School. It summarizes the school's achievements and upcoming events. The objectives of the talk are to affirm student achievements, gain parent support, and provide updates. It discusses Damai's mission and student accomplishments in academics and cocurricular activities. It also outlines MOE initiatives and Damai's 20th anniversary celebration plans in 2014. The document concludes with information on upcoming November/December school activities and a question and answer period.
Gl pta2 workshop 1 powerpoint, september 2013katiecdec
This document provides information about an introductory workshop for the Pupils Take Action project, which aims to build teachers' confidence in incorporating global learning into lessons. The workshop agenda includes introductions, an overview of the Global Literacy project and timeline, classroom activities from the Challenge and Enquiry Pack, and next steps. The project is a 3-year EU funded initiative led by CDEC to help children in the UK understand interdependence with countries in the Global South through topics like food and trade, and empower them to take action towards greater fairness. Teachers will support students to complete pupil audits, learn about global issues, and design their own action projects.
This document summarizes a presentation given by Gerard O'Donovan, Head of the Faculty of Business and Humanities at Cork Institute of Technology (CIT). It provides information on new programs, graduate outcomes, accreditation, and community initiatives at CIT. Key points include that 94.5% of CIT graduates are employed or in further study, with most working in Cork, and feedback from graduates is very positive about their experience at CIT and career outcomes. It also describes upcoming transition year programs, live business case studies with local companies, and community outreach through various music, arts, and social care initiatives.
Across the depth and breadth: The embedding of eportfolios in a School of Edu...ePortfolios Australia
"Much time and energy has been devoted to the implementation of eportfolios, but the challenge for many institutions is to ensure sustainability resulting in the continuing and diverse use of eportfolios. At a large Australian School of Education, eportfolio use was mapped across the three Bachelor of Education courses, Early Childhood, Primary and Secondary. Course level planning was undertaken to determine how best to use the eportfolio to help student attain the required professional standards. This process included identifying the role of key drivers and institutional commitment, as well as recognising the variety of ways in which eportfolios could be used to develop students competence in the required standards: from 1st year communication units to capstone Work Place Integrated learning units, in supporting the development of ICT skills, to encouraging reflection and collaboration. This workshop provides an opportunity to explore this process and how it could be applied to different learning contexts.
"
This document summarizes the educational opportunities and programs offered by a school. It highlights the school's awards and achievements in literacy, numeracy, and extracurricular activities. The school values input from parents and offers various parent workshops and opportunities to meet with teachers. It assesses students to determine their starting points and track learning progress. The school aims to provide students with support to confidently participate in learning. It details the school's kindergarten programs, enrichment programs, and values-based student welfare framework to create a caring environment.
This document provides information about K.L.B. D.A.V College for Girls in Palampur, India. It is a self-financing college established in 1969 that provides undergraduate and postgraduate courses. It has recognition from various regulatory bodies. The college follows curriculums set by Himachal Pradesh University and provides student support services including placements, library resources, and extracurricular activities. It aims to provide quality education to empower women and has various facilities like labs, library, and hostel. The college is managed by a governing body and has 11 faculty members.
This document describes a proposed new short course in "Digital Animation and Media" for junior cycle students. The course would focus on developing students' animation and editing skills using programs like iMovie and GarageBand. Students would learn the process of creating stop motion animations and gain experience in animation and media industries. The goals are for students to develop key skills like communication, creativity, critical thinking and digital literacy while working on practical animation projects. The course would run for 3 years and include a school certificate upon completion in addition to the traditional junior certificate.
This document discusses several topics related to teaching practices:
1. It acknowledges the traditional custodians of the land and pays respects to Aboriginal teachers.
2. It discusses formative assessment strategies and the Socratic platform for conducting formative assessments.
3. It covers key aspects of the Quality Teaching Model including learning objectives, importance of the learning, learning activities, and expected quality of work.
4. Resources are provided on various topics like Aboriginal and Torres Strait Islander histories and cultures and sustainability to support teaching these subjects authentically across different curriculum areas.
The document summarizes the development of the school library at EBI da Charneca de Caparica in Portugal from 2002 to 2007. When the author became coordinator in 2002, the library had 650 students but few resources. Over the following years, with support from the GrandSlam project, library attendance and use of resources grew substantially as new technologies and emphasis on reading were introduced in line with the project's goals of developing lifelong learning skills. Statistics showed the library played an important role in the school's aims of supporting student success with technology and reading.
Principal's Talk for Sec 1 Parents (jan 2011)btvssmedia
The document provides an overview of Bukit View Secondary School's programs and policies for parents. It summarizes the school's vision to nurture creative, passionate, and resilient learners with moral integrity. It outlines the school's curriculum, co-curricular activities, student leadership development framework, and student management policies on punctuality, attire, and use of mobile phones.
The document provides biographical information about Mary Rivers, including her education credentials in teaching and a focus on e-learning, as well as her extensive teaching experience implementing innovative ICT practices and a strong focus on inquiry, thinking, and leadership in professional development. It also outlines her role as an ICT facilitator delivering professional development to help teachers implement effective pedagogy using ICT for 21st century learners.
Stronsay Junior High School provides education for children on the island of Stronsay from age 2 to 16. The school aims to create a caring learning environment to help all students achieve their full potential. In the 2016-2017 school year, the school saw many successes, including Very Good ratings from inspections, students achieving expected or above expected results on SQA exams, and students reporting that they feel engaged with their learning. The school and community work together to provide students with opportunities to learn music, participate in sports, and take part in projects to broaden their achievements. The school also strives to continually improve its curriculum and support for students.
The City & Guilds Award for Staff Development in FE recognized Chichester College's 'Licence to Observe' program. The program provides lesson observers with five modules of training to ensure consistency in observation grading and quality of feedback. Benefits included improved teaching quality, a coaching culture, focused target setting, and improved learner outcomes. Staff were passionate about the project, which embedded a culture of continuous development throughout the college."
The document discusses introducing chess into schools in Durham, England. It describes how the program started small with only 8 children participating, but grew over time to include over 200 children across 4 schools spending over 2,500 collective hours on online chess programs and activities. The program was successful due to a top-down approach led by head teachers, allowing chess learning to be self-regulated by the children using online software, and developing sustainable infrastructure including digital chess equipment. The conclusion is that Durham's approach can be replicated to scale chess programs in more classrooms and connect them through tournaments while continuing to build an evidence base of the benefits.
An introduction to the Geographical Association's Secondary Geography Quality Mark (SGQM), an award which recognises excellence in secondary geography.
Dinesh Mobilearn Asia Singapore PresentationDinesh Poorun
This document summarizes the largest iPad rollout at UWSCollege involving teachers and students. It discusses providing iPads to teachers in 2012 to familiarize them with apps for mobile learning. Based on student surveys about using technology, the college planned to rollout iPads to students in 2013. Learning pods with iPad charging stations were set up. While there were initial concerns about workload and sharing, the culture transformed. Students were given tips on using apps like Corkulous and GoSoapbox for engagement. An iPad film festival competition among student groups was a success. The future involves converting workbooks to iBooks and an innovation called Culture on Demand app.
The document provides information about the Sir Padampat Singhania Education Center's nomination for the Best e-Campus award. It describes the school's "é-tude" initiative, which aims to incorporate technical knowledge and e-learning into the curriculum to empower students to become global citizens. The initiative provides 24/7 upgraded knowledge through convenient online learning. It also aims to develop students' innovative and collaborative skills while establishing international educational links and participation in global research. The unique features of é-tude include its blended online and in-person learning approach and vast library of digital educational resources accessible anywhere, anytime.
This document provides an overview of the Year 6-8 programme at Kohimarama School in Auckland, New Zealand. It aims to instil a passion for lifelong learning and contributing to society. The programme focuses on providing leadership opportunities, specialization courses, sports, and education outside the classroom. It implements the national curriculum across seven learning areas and offers subjects like languages, media studies, and robotics through its specialization programme.
Similar to Portmarnock Community School: Transition-year 2013 / 2014 (20)
Last week's word was indemnify, which means to protect against damage, loss or injury. This week's word is ineffable, which is not defined further. The document also discusses a strobegrammatic prime from last week's math problem and acknowledges various website sources.
Last week's word was "incongruous" meaning lacking in harmony or incompatible. This week's word is "indemnify". The document also discusses Pascal's triangle from last week and introduces strobogrammatic primes for this week. It provides acknowledgements for various websites that were resources for the document.
This week's word is "incongruous" which means poorly constructed or not matching together. The document discusses weird numbers which are numbers where the sum of its proper divisors is greater than the number itself, providing the example of 70. It also mentions Pascal's triangle but does not explain it. The document acknowledges several website sources.
The document discusses last week's word "incognito" meaning with one's identity disguised or concealed. This week's word is "incondite" but no definition is provided. It then discusses last week focusing on Kaprekar numbers using the example 9^2=81 and 8+1=9. This week it aims to discuss weird numbers but provides no further information. It concludes by acknowledging various website sources.
Some thoughts on pedagogies, from Donal O' MahonyDonal O' Mahony
This document discusses different pedagogical approaches and the use of online learning environments to encourage critical thinking. It references Paulo Freire's rejection of the "banking concept" of education, in which knowledge is deposited by the teacher, in favor of dialogue between teacher and student. The document also describes a Moodle forum the author created asking students to discuss what it means to be Irish in 2007. It reflects on using blogs and social media like Twitter to foster expression and dialogue.
Last week's word was impervious, meaning incapable of being penetrated. This week's word is incognito. The document also discusses Mersenne primes, which are numbers of the form 2^N - 1 where N is a prime number. It gives examples of Mersenne primes as 3, 7, 31, and 127. This week it asks about Kaprekar numbers and acknowledges various image and text sources.
The document discusses last week's word "idoneous" meaning appropriate or suitable. This week's word is "impervious". It also provides information on Lucas numbers by listing the first few terms and the rule to generate subsequent terms by adding the two previous numbers. This is followed by asking what a Mersenne prime is. The document ends by acknowledging various image and information sources.
The document provides last week's word "inchoate" meaning in an initial or early stage and this week's word "idoneous". It then discusses the Fibonacci sequence where each number is the sum of the two preceding ones. It asks what the Lucas numbers are and acknowledges several website sources.
The document provides definitions for last week's and this week's words, which were "immolate" meaning to kill as a sacrifice and "inchoate" which is undefined. It also shows math problems from last week adding 10 to each number in a series and previews this week's topic on the Fibonacci sequence. The document concludes with acknowledging various website sources.
This document outlines the engineering and technology department and courses offered at Portmarnock Community School. It describes the junior cycle subjects of Materials Technology (Wood), Technology, and Technical Graphics. For each subject, it lists the main topics covered and provides examples of sample student projects. It also lists the leaving certificate options of Construction Studies, Engineering, and Design and Communication Graphics and describes some related career paths.
This document provides an overview of the aims and structure of the NCCA-developed Physical Education Short Course. The course aims to develop skilled, creative, confident participants who value health-enhancing physical activity. It focuses on participation, health and wellbeing, adventure/teamwork, and creativity/performance. Key skills include managing myself, staying well, communicating, and working with others. Assessment consists of a performance task and personal physical activity profile, gathered in a portfolio.
The document discusses reforms to the junior cycle in Irish secondary schools beginning in 2014, including new subjects, short courses, literacy and numeracy skills, and assessment approaches. It provides details about a new English syllabus, oral and project-based assessment, and short courses being offered in the school. Specifically, it outlines a Programming and Coding short course that aims to teach students computer science skills like coding, designing websites and apps, and understanding computer networks and binary code. It describes the course structure, certification process, and enrollment details.
The document provides last week's word which was "ignominious" meaning marked by shame or disgrace. It then provides this week's word which is "immolate" without defining it. It also includes math problems without showing the work or answers. Finally it lists acknowledgement sources but does not specify what is being acknowledged.
This document outlines the requirements and evaluation criteria for a work experience placement and portfolio for students. It explains that the portfolio should include 10 pieces of work showing learning across various areas, such as 5 exemplars from subjects, reflections on extracurricular activities, and a creative reflection on the Transition Year experience. Students will submit their portfolios by a deadline and participate in interviews to discuss their portfolios. The work experience placement will be evaluated based on initiative, diary completion, presentation, employer report, and oral presentation.
The document provides definitions for the words "hyperbole" from last week and "ignominious" for this week. It also includes two math problems asking for missing numbers in sequences. The document ends with acknowledging various website sources.
Subject Choice Presentation 2014, Portmarnock Community School.Donal O' Mahony
This document provides guidance on subject choice and career options for students in Portmarnock Community School. It examines the importance of choosing subjects that meet general college requirements and specific course requirements. It explains the school's subject choice program, which divides optional subjects into 4 areas: business, sciences, technology, and humanities/applied. The document provides details on course requirements for various fields like science, engineering, law, architecture, physiotherapy, and medicine at different colleges. It also offers guidelines on researching course and career options and choosing subjects that maximize points and meet prerequisites.
The document defines the word of the week "hyperbole" and provides math problems asking for missing numbers in sequences. It also lists acknowledgements to various websites for images or content.
The document provides word definitions from last and this week, discusses a math problem about digging holes that has no solution, poses another math sequence problem with a missing number, and lists website acknowledgements. It includes topics like forte, piano, hubris, as well as math puzzles without real solutions involving digging half a hole or finding a missing number in a sequence.
The document contains math word problems and puzzles. It asks how long it would take one man to dig half a hole if it takes six men one hour to dig six holes. It also lists acknowledgements to various educational websites at the end.
The document provides last week's word which was "gelid" meaning very cold or icy. This week's word is "halcyon" but no definition is given. It also includes two math word problems from last week and this week without the solutions. The document ends with acknowledging various website sources but no other context is provided about the document.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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2. PLEASE NOTE!
The 2013 /2014 Transition-year is still in
development.
There will be an online aspect to the year
that is yet to be finalised
You will be informed once decisions are
made!
Portmarnock Community School
3. TRANSITION-YEAR
Teacher says! “The opportunity of a lifetime to
be used with the lifetime of the opportunity”
Student says! “…get involved in as many
things as you can, the year will be so much
better…”
Portmarnock Community School
4. WHAT IS TRANSITION YEAR?
Optional first year of a three-year Leaving
Certificate Programme
Strongly subscribed to by students, staff
and parents of Portmarnock Community
School
Programme varies from school to school
Portmarnock Community School
5. WHAT IS TRANSITION YEAR?
…a unique one year programme that
promotes the personal, social, vocational and
educational development of students and
prepares them for their role as autonomous,
participative and responsible members of
society.
Portmarnock Community School
6. WHAT IS TRANSITION YEAR?
…a bridge to enable students to make the
transition from the more dependent type of
learning associated with Junior Cycle to the
more independent learning environment
associated with Senior Cycle.
…encourages the development of a wide
range of transferable critical thinking and
creative problem solving skills.
Portmarnock Community School
8. T.Y. Year Head - Mr. Maynes
Tutors: Ms. Dixon, Ms. Clynes, Ms.
Richardson, Ms. Bolger, Ms. D. O‟ Brien
T.Y. Co-ordinator Mr. O‟ Mahony
Portmarnock Community School
9. SOME KEY DATES
Exams – 2nd and 3rd December 2103
Exams – 15th and 16th May 2014
Work-experience 9th Dec. „13 (two weeks)
Community-care 3rd Feb. „14 (two weeks)
TY Night Monday May 26th ‟14
Portmarnock Community School
10. Work-experience Diary due date: Monday
13th January 2014.
Community-care Diary due date: Monday 3rd
March 2014
3% less per day – after one week (zero i.e.
loss of 45% of marks)
Portmarnock Community School
11. Planned week for Play
- Week of November 18th 2013
Planned week for Musical
- Week of March 24th 2014
Portmarnock Community School
12. WORK EXPERIENCE - AIMS
To experience the nature and realities of
working life…
To identify skills and abilities required for
particular jobs…
To achieve a realistic knowledge of their
own interests, abilities and social skills…
To achieve a knowledge and
understanding of job application and
selection...
Portmarnock Community School
13. THE WORK PLACEMENT
• Students are advised to begin their search
for a placement as soon as possible…
• During the work experience students keep
a diary of each days work...
• They are monitored by teachers through
telephone calls to their employers…
Portmarnock Community School
14. COMMUNITY CARE
...TO GIVE STUDENTS A GREATER
UNDERSTANDING OF VOLUNTEERING
IN THEIR COMMUNITY…
...A TIME SET ASIDE TO IN THE
TRANSITION YEAR CALENDAR FOR
PUPILS TO GIVE BACK TO THE
COMMUNITY…
Portmarnock Community School
15. EVALUATION
Initiative in finding a placement 10%
Full completion of diary 25%
Presentation of diary on due date 15%
Report from employer 30%
Oral presentation to class 20%
Your Tutor is responsible for this evaluation
Portmarnock Community School
16. WEDNESDAY MODULES
1. Animation – Ms. Tynan
2. Digital photography – Mr. Higgins
3. Heritage - Mr. Dempsey / Mr. Curran
4. Film-studies – Mr. Clarke
5. Life-skills – Ms. Clynes First-aid – Civil
Defence
Portmarnock Community School
17. TY REPORTS
Irish / English / Maths / Continental
European Language
You will sit two formal examinations
(Christmas and Summer) and receive two
reports with a percentage grade in each
subject
Portmarnock Community School
18. MAY TY REPORT
Divided into three parts:
The Modules (except life-skills / First-aid) =
400 marks
Academic options (six subjects plus I.T. and
P.E.) = 800 marks
Participation
= 300 marks (Work-experience, Community,
Care, Portfolio)
Portmarnock Community School
19. 1050 - 1,500 - Distinction
825 – 1049 - Merit
600 – 824 - Pass
1 – 599 - Fail
You teacher will clarify with you the nature of
this assessment and its due date - this may
be online or as a verbal presentation or a
poster, etc
Portmarnock Community School
20. TY Reports – as usual in January and June.
This will include your absences.
May TY Report – on the TY “Celebration”
night
Portmarnock Community School
21. GAISCE
There are 4 different challenge areas. To earn an award, you will need to
participate in each of the 4 challenge areas. You might decide to build on
an activity you‟ve tried in the past.
Each participant must participate in at least one new activity to earn an
award.
The 4 challenge areas are:
1. Community Involvement
2. Personal Skill
3. Physical Recreation
4. Adventure Journey
Portmarnock Community School
22. GAISCE
Presidents Award Leader: Mr. Dempsey
Face to Face and Online requirements with
both Mr. Dempsey and Gaisce
Deadlines are deadlines
Portmarnock Community School
23. INTERNAL PROGRAMMES
Various Talks e.g. Garda road-safety
Aptitude Tests
Thinking Outside the Box
Law Day
Portmarnock Community School
24. CHANGE THIS YEAR
Students undertaking Gaisce will be available
for their overnight at Glendalough
on
Thursday and Friday
April 10th and 11th 2014
Portmarnock Community School
25. OTHER ACTIVITIES
Mini-companies, mentored by Fingal
Enterprise Board
AIB Build a Bank
An Gaisce Award (€10 extra)
The Play “Twelfth Night”
The Musical “Guys and Dolls”
Fundraising – Walk in my Shoes (St. Patrick‟s
University Hospital) / Oesophageal cancer /
RNLI
Portmarnock Community School
26. OTHER ACTIVITIES
Song-school (Up to twenty students - Small
fee)
GAA coaching with local Primary-school
Pupil participation in the Arch Club
Rotary Club – youth leadership
Variety show
Portmarnock Community School
27. LINKS WITH THIRD-LEVEL
DCU Compute TY (thirty places 2013)
UCD – Physics workshop (one place)
RCSI – Mini-Med (one place)
RCSI – Innovations exhibition (thirty places)
St. Patrick University Hospital (Two places)
Physics Department TCD – nanotechnology / Astrophysics (1 place
each)
DIT Computing academy (five places)
Portmarnock Community School
28. THE WAY STUDENTS (YOU) ARE GOING
TO COLLEGE IS CHANGING
DCU: Degree in Problem Solving & Software
Development (2013)
General DCU entry requirements plus Maths – not an
accumulation of points
We still encourage students to do well in their Leaving
Certificate exams, but we will select students based on
their passion, experience and ability
Subjects + Portfolio + Interview
Portmarnock Community School
29. DCU PORTFOLIO IDEAS
Had appropriate computer-based experience
during transition year inside school
Developed a web site
Programming, participated in initiatives
outside school e.g. ComputeTY, DIT
Computing Academy etc
Portmarnock Community School
30. DCU PORTFOLIO IDEAS
Built their own computer (e.g. the Rasberry
pi)
Been involved extracurricular activity using
computers CoderDojo
Doing own work and opening badges in
codecademy
Portmarnock Community School
31. TCD & THE CAO – TRIAL FROM 2014
...a new system will take into account Leaving
Certificate results, a student's performance
ranking in their own class, and a personal
statement written by the student.
...want to get a raw honest enthusiastic
assessment or account of why the person wants
to study these particular things, who they are
and the context in which the results were
achieved
Portmarnock Community School
32. TRINITY & THE CAO – TRIAL FROM 2014
History (TR003), Law (TR004), and Ancient
and Medieval History and Culture (TR028)
Full details
Portmarnock Community School
33. Consider the Centre for Talented Youth
Ireland, correspondence courses (2012/13
link – will be updated in Autumn ‟13)
Portmarnock Community School
34. SPORTS PROGRAMMES
…emphasis on Coaching
…emphasis on skills development
…Dance / Frisbee
…possibility of Diving (extra cost)
Portmarnock Community School
35. P.E. ASSESSMENT
Students will use….technology to present or
display information on the skill component,
psychology, or nutritional aspects of
Physical Education. There will also be a
unit on Sports Science.
Deadlines are deadlines for submitting
projects…
Portmarnock Community School
37. EXTRAS
Ski-trip to Switzerland (participants
selected in Third-year)
Lesotho experience (participants selected
in Third-year)
Surfing in Mayo (with an marine
awareness module) -
Sailing with Malahide Yacht Club –
certification – excellent value for money
Portmarnock Community School
40. PORTFOLIO
The Portfolio is the purposeful collection of
your work
To show your effort, progress and
achievement in ten areas of learning
You will select the pieces of your work that
best show learning, not necessarily the
best pieces
Portmarnock Community School
41. CONTENT OF PORTFOLIO
One exemplar piece of work from Five
subjects you studied (5)
Photographs and accounts of two school-
organised activities that took place outside
Portmarnock Community School (2)
Reflection on one outside school activity
that you undertook yourself (1)
Portmarnock Community School
42. One reflection on an activity you volunteered
for in school (1)
One reflection on your experience of TY – a
Written Report, a song, a poem, be inventive!
(1)
Portmarnock Community School
43. PRESENTATION OF PORTFOLIO
A folder
With a table of contents
Use dividers for the ten pieces of work
Individualise it – but don‟t make it
“dazzling” – you may need to show this
folder elsewhere
Portmarnock Community School