Module Title: Art, Craft and Design. From collaboration to Creation. 

● Subject Area / Department: Art, painting, design, craft. 

● Module Coordinator / Teacher: M. Dillon 

● Duration & Timing: 8 week module, 2 classes per week. 

● Digital Infrastructure Required: Chromebooks (1:1), Google Workspace for Education, Approved Generative AI Tools. 

● Aim: 

● Learn skills in a new artistic technique. 

● Create a fun and interesting introduction to ways in which art can take inspiration from and reflect society. 

● Familiarise students with art creation processes, beginning with idea development and ending with curation of finished artwork. 

● Develop understanding of how we interact with Art, Craft and Design in daily life and the community. 

● Provide a bridge between the Junior and Senior Art Specifications. 

● Rationale: 

● The rationale behind the Art module is to build confidence in idea generation and research. 

● Work with others to design and create artwork. 

● Develop practical skills in Art, Craft and Design. 

● Promote creative and critical thinking. 

● Support the development of problem-solving skills, and strengthen students' ability to communicate ideas through a visual means.

● Learning Outcomes 

Students learn about …. 

● The ways in which Art reflects our society, diversity among us, and global perspectives. ● Strategies for transforming abstract concepts into physical artworks. ● How to interpret, evaluate, and communicate about visual media effectively. 

Students should be able to ….. 

● Work with peers to generate and decide upon ideas. 

● Research themes, art and artists. 

● Apply appropriate skills, knowledge and techniques to create an artwork. ● Contextualise work in the classroom with creative and cultural activities in the locality. ● Employ a Research, Respond, Create method to take a theme from idea to creation. ● Curate and present their work in a considered way. 

● Reflect on their work both individually and as part of a group. 

● Appreciate their own artwork and the work of others. 

● Brief overview of main assessment and reporting 

Assessment: 

Credits: 200 total 

● 50- Research. 

Evidence of theme and artist research. Ability to link your ideas to the theme, art world and wider society. 

● 50- Preparation work. 

Sketchbook drawings showing exploration of ideas and designing. Documentation of process. 

● 50- Finished artwork. 

Visual impact. Strength of the concept. Appropriateness of your artwork to the brief.

● 50- Studentship. Ability to work with a group. Contribution to class discussions. Overall attitude and behaviour in class. 

Reporting: Achievements documented in end-of-module TY reports. 

Module Evaluation: Evaluation carried out by teacher and students. 

Module Outline 

● Week 1 – Introduction to the project. 

● Week 2 – Idea development and research. 

● Week 3 – Learn a new technique and practice it. 

● Week 4 – Respond to research and fine-tune ideas. 

● Week 5 – Apply new techniques to ideas and make adjustments. 

● Week 6 – Creating artwork. 

● Week 7 – Final touches to finished artwork. 

● Week 8 – Reflection task and presentation of work. 

Module Title: TY Biology

Subject Area / Department: Science

Module Coordinator / Teacher: J. Furler

Duration & Timing: Tuesdays 9:45-10:45 and Fridays 13:40-14:40

Digital Infrastructure Required: Chromebooks (1:1), Google Workspace for Education, Approved Generative AI Tools.

Aim: 

To foster curiosity and interest in Biology.

To provide students with opportunities for both practical and theoretical learning.

To develop student confidence in experimental methods and scientific writing.

To encourage independent learning and critical thinking.

To connect Biology with real-life contexts and societal issues.

To give students an idea of what working on an AAC project will be like

Rationale

To develop an interest in the students in taking Biology as a Leaving Certificate subject.

To give students an idea of what taking Leaving Certificate Biology will actually be like

To allow students to develop knowledge and skills that will be useful to them even if they decide not to take Biology as a Leaving Certificate subject.

Learning Outcomes 

Students learn about:

Enzyme structure and function

Factors that affect enzyme activity

How to conduct scientific inquiry to maximise reliability, validity and accuracy

Students should be able to:

Carry out laboratory experiments safely and effectively.

Record, analyse, and present experimental results.

Research and present findings on a designated biology topic.

Demonstrate understanding of concepts.

Work effectively in groups and independently.

Communicate scientific ideas clearly in written and oral form.

Module Outline 

Week 1 – Introduction to the module, students begin learning the theory topic (enzymes)

Week 2 – Students continue to engage with the topic theory and discuss issues around it

Weeks 3-4 – Students are given the project assignment and begin independent research on the topic, including class discussion of findings as well as research into experimental design

Weeks 5-6 – Students conduct experiments to investigate factors that affect enzymes

Week 7 – Students analyse data and work on completing their reports

Week 8 – Students submit reports and present their findings

Brief overview of main assessment and reporting

Assessment: Students will be assessed primarily on a written project (encompassing both their background research and their experiment write-up), but also partly on their engagement with practical work.

Reporting: 

Credits and teacher comments documented in TY reports

Projects added to student portfolios

Module Evaluation: Teacher to reflect on student engagement in classwork (including experiments), student projects, and student feedback.

General Module Information and Overview 

Module Title: TY Business Module 

Subject Area / Department: Business 

Module Coordinator / Teacher: Alma Carney 

 Duration & Timing: 2 hours of class time per week over a 6-8-Week Block Rotation. 

Digital Infrastructure Required*: Chromebooks (1:1), Google Workspace for Education, 

Aim: This module aims to provide students with the opportunity to experience the theoretical and practical aspects of Business. This module works is aligned closely with the TY curriculum to enable students to have a valid and worthwhile learning experience with emphasis given to developing study skills and self-directed learning. 

The Business module will help pupils to develop an appreciation of Business and encourage positive skills and attitudes towards  enterprise which will contribute to their personal development and their orientation towards further study and adult life. Students are given the opportunity to experience the practical elements of setting up a company as well developing a deep understanding and knowledge of how established businesses and management operate within Ireland. 

Academic: Business encourages students to develop skills for learning, skills for work and skills for life. It supports the development of analytical and critical thinking skills, encouraging students to be problem solvers. It reinforces the development of students’ numeracy, literacy and digital technology skills by providing a real-life context for their application. 

Wider Learning Interests / Personal Goals This module encourages students to think and act as responsible and ethical citizens in their personal and future professional lives. 

Rationale 

To develop problem-solving and computational skills 

To develop an appreciation of business activity 

To develop and enhance personality traits such as responsibility, leadership, confidence, self-reliance and creativity 

To foster important life skills such as; critical thinking, communication, problem solvingand presentation skills. 

To enable students to make informed decisions regarding Leaving Cert subject choice 

To lay the foundation stone for study at senior cycle or further education 

To improve the students’ understanding of the current business and 

economic climate at home and abroad and foster an interest in current 

topical issues 

On completion of each module the student should be able to: 

● Cooperate with other members in a project team and contribute personal ideas ● Identify the skills and characteristics of an entrepreneur and managers 

● Outline the process in setting up and establishing a business in Ireland 

● Aware of the elements of a business plan and communicate their ideas and vision ● Demonstrate knowledge of the world of work 

● Evaluate the potential market for a product and be aware of design thinking 

● Develop presentation, communication skills and problem solving skills 

● Gain an awareness and appreciation for the business and economic world 

● Be active agents in designing their own educational experiences.

Module Plan: 

Weeks 1–3:focus on personal finance, consumer rights, and the Irish economy. Students examine national budget changes, inflation, interest rates, and housing issues. They practice personal budgeting, learn how taxes work, and compare real motor insurance quotes for young drivers across petrol, diesel, and electric cars. They also study consumer protection laws and investigate current issues like ticket dynamic pricing, product recalls, and online refund rights.

Weeks 4–6: leadership, business ownership, and workplace ethics. Students analyze famous entrepreneurs and managers using podcasts and case studies like Nike (Shoe Dog) and McDonald's (The Founder). They research corporate ethics, sustainability, and international legal cases involving companies like Shein, Apple, and Meta, while taking part in practical team-building and problem-solving challenges.

Weeks 7–8 prepare students for entering the workforce and managing adult responsibilities. Students create a CV and cover letter, practice mock interview techniques, explore LinkedIn, and learn about employment rights and trade unions. The module concludes with the "Game of Life" project, where students simulate searching for rental properties on Daft.ie, applying for mortgages, and comparing household service costs.

Assessment: 

TY Business Module is worth 200 credits total. These credits will be allocated as follows: 

● 70% = Practical Assessment based on short tasks and activities given to 

complete in class throughout the module. eg) Mock job Interview, Entrepreneur 

Research task, Fast fashion research, Marshmallow task, Create and market a 

new product 

● 100% of this module’s credits will be by continuous assessment, each 

assignment and piece of work given in class for homework will be graded and 

count towards the overall module credits. The exact percentage for each piece 

of work awarded will be given at the time of issue. 

● The remaining 30% will be awarded to students based on their class 

interaction, participation, collaboration and embracing of the module in each 

class 

Module Evaluation: At the end of this module students will be asked to complete a subject reflection evaluation which will offer insight into their views on this Transition Unit and asked to provide constructive feedback. Student in class reflection via feedback post it activity and

online feedback via mentimeter word cloud 

Module Title : Senior Cycle Preparation: Chemistry in Practice (CIP) Investigation

Subject Area / Department: Chemistry / Science Department

Module Coordinator / Teacher: Mr Ballester- Perez

Duration & Timing :8-Week Block (2 hours per week / 1 double period per week; 16 total hours)

Digital Infrastructure Required; Chromebooks (1:1), Google Workspace for Education (Docs, Sheets, Slides), Approved Generative AI Tools (e.g., Google Gemini)

Aim 

To provide Transition Year students with an authentic, inquiry-based introduction to Senior Cycle Chemistry by engaging in an experimental investigation on reaction rates modeled on the State Examinations Commission (SEC) Chemistry in Practice (CIP) assessment framework. Students 

will design, execute, analyze, and document a self-directed chemical experiment while developing digital literacy, lab safety protocols, and awareness of Irish STEM industries. 

Rationale 

This module directly bridges the gap between Junior Cycle Science inquiry and the rigor of Senior Cycle Chemistry. By removing the high-stakes pressure of terminal exams, students develop key academic skills—such as variable control, quantitative data analysis, scientific literacy, and formal SEC-style reporting—in a supportive environment.

Furthermore, the module connects abstract chemical concepts (reaction rates, particle theory, catalysts) to everyday life and Ireland's leading biopharmaceutical sector (e.g., Pfizer, Eli Lilly, Stryker, Johnson & Johnson). Integrating 1:1 Chromebook workflows and ethical AI tools equips students with contemporary digital and critical-thinking skills required for higher education and modern scientific careers. 

Learning Outcomes 

By the end of this module, students will be able to: 

● Describe & Explain: Explain the factors affecting the speed of chemical reactions (surface area, temperature, concentration, and catalysts) using collision theory. 

● Demonstrate: Safely set up, execute, and troubleshoot a chemical experiment in the laboratory adhering to strict PPE and hazard protocols. 

● Apply: Identify and control experimental variables, collect quantitative data, construct digital line graphs, and utilize generative AI ethically for research and editing. 

● Reflect on: Evaluate sources of experimental error, draw evidence-based scientific conclusions, and articulate potential career pathways within Irish chemistry and pharmaceutical industries. 

Course Content & Learning Intentions

Rates of Reaction & Particle Theory

Formulate testable research questions and 

hypotheses regarding factors altering reaction rates.

Experimental Variables & Fair Testing

Classify, control, and manipulate independent, dependent, and fixed control variables.

Laboratory Safety & Risk Assessment 

Data Collection & Graphical Analysis

Conduct a pre-lab risk assessment and demonstrate proper PPE, chemical handling, and workspace hygiene. 

Record empirical data in structured tables and construct digital line graphs using Google Sheets to calculate rates.

SEC Scientific Report Writing :Compile a 1,500-word, 7-section digital scientific report following official SEC formatting rules.

Ethical AI & Digital Literacy ;Apply AI tools responsibly for brainstorming and proofreading, documenting prompts in an AI Appendix.

Irish STEM & Biopharma Industry; Identify key Irish pharmaceutical hubs and explain the societal impact of industrial reaction control.

Brief Overview of Main Assessment and Reporting 

Assessment: Student learning is evaluated through a hybrid model incorporating continuous assessment and a formal project submission. The primary component is a Chromebook-based Digital CIP Report (45%) modeled on SEC standards, supported by a TY Digital Portfolio Reflection (20%), Lab Preparation & Attendance (15%), Practical Effort & Safety Compliance (10%), and Classroom Engagement & AI Ethics (10%). 

Reporting: Results are recorded as part of the school’s TY Credit System (200 credits for a 2-hour/week module) and reported to parents/guardians via official end-of-term TY Digital Portfolio reports. Exceptional work will be nominated for TY Distinction Awards. 

Module Outline (8-Week Schedule) 

● Week 1 – Introduction & Topic Selection (SEC Stage 1): 

○ Overview of the SEC CIP Brief structure and expectations. 

○ Introduction to collision theory and reaction rates. 

○ Students select their project option: Option A (Fizzy Tablet - Surface Area/Temp), Option B (Vinegar & Baking Soda - Concentration), or Option C (Biological Catalysts - Enzymes). ● Week 2 – Secondary Research & Ethical AI Integration (SEC Stage 2): ○ Secondary literature research using Chromebooks. 

○ Workshop on using Generative AI (e.g., Gemini) for concept brainstorming and structuring hypotheses. 

○ Formatting citations and starting Section 1 & 2 of the CIP Digital Report. ● Week 3 – Experimental Design & Planning (SEC Stage 3): 

○ Breaking down variables: Independent, Dependent, and Control variables for a fair test. ○ Drafting equipment lists and step-by-step methodologies on Google Docs. ○ Quick Science Check-In peer evaluation. 

● Week 4 – Safety Protocols & Pre-Lab Preparation: 

○ Comprehensive lab safety review: PPE (goggles/coats), chemical handling (vinegar/H₂O₂ safety), and workspace hygiene. 

○ Completing mandatory laboratory risk assessments. 

○ Teacher review and sign-off on experimental plans. 

● Week 5 – Practical Investigation: Session 1 (SEC Stage 4):

○ Supervised laboratory execution: Setting up apparatus and conducting initial baseline trials. 

○ Digital recording of timings, volumes, or mass changes in structured tables. ○ Capturing setup photographs for report inclusion (adhering to the max 20 images rule). ● Week 6 – Practical Investigation: Session 2 & Data Gathering: 

○ Completing repeated experimental trials for accuracy and reliability. 

○ Cleaning, workspace restoration, and finalizing raw dataset collection. ● Week 7 – Data Analysis & Graphical Representation (SEC Stage 5): ○ Inputting lab data into Google Sheets to construct clean, accurate line graphs. ○ Calculating reaction rates, analyzing trends, and evaluating sources of error. ○ Drafting Section 5 (Data Analysis) and Section 6 (Conclusions). 

● Week 8 – Report Finalisation, AI Appendix, & Submission (SEC Stage 6): ○ Proofreading and formatting final reports to SEC standards (Arial 12pt, 1.5 spacing, max 1,500 words). 

○ Compiling the mandatory AI Appendix detailing prompt history and verification steps. ○ Exporting final PDF report and uploading to the TY Digital Portfolio. 

Trips / Excursions / Speakers 

● Guest Speaker: Virtual or in-person talk from a Quality Control Chemist or Chemical Engineer working in the Irish biopharmaceutical industry (e.g., Pfizer or Eli Lilly) to discuss practical rate control in manufacturing. 

● Optional Site Visit / Virtual Tour: Interactive exploration of local STEM facilities or university research laboratories (e.g., UL TY Science or PharmaChemical Ireland initiatives). 

Assessment & Grading Framework 

Mandatory AI Policy: Students must include an AI Appendix if GenAI tools are used (prompts, changes made, verification).

inMain Project Piece 

Chromebook-based digital CIP report following the 7 official SEC sections (Max 1,500 words, PDF format).

45%

Module Reflection 

Written or video learning log evaluating skills acquired, uploaded to the Digital TY Portfolio.

20%

Attendance & 

Punctuality

Present, punctual, wearing safety attire, and digitally prepared (fully charged Chromebook).

15%

Effort & Engagement 

Active participation in lab setup/cleanup, data troubleshooting, and collaborative team skills.

10%

Interest & Participation 

Scientific curiosity, adherence to lab safety, and ethical tech/AI engagement.

10%

TOTAL 

100%

Resources 

● ICT Infrastructure: 1:1 Chromebooks, Google Workspace for Education (Docs, Sheets, Slides), approved Generative AI software. 

● Laboratory Reagents & Apparatus: 

○ Option A: Effervescent Vitamin C tablets, water baths, ice, stopwatches, beakers. ○ Option B: Household vinegar (various concentrations), baking soda, measuring cylinders, digital balances, delivery tubes/gas syringes. 

○ Option C: Hydrogen peroxide (dilute), fresh yeast / liver / potato catalase, graduated cylinders, stopwatches. 

● PPE: Safety goggles, lab coats, chemical spill kits. 

● Curricular Support Material: NCCA TY Guidelines, SEC Senior Cycle Chemistry Brief Exemplars, and PharmaChemical Ireland TY Resources.

Digital Literacy & AI Policy 

Chromebook Integration 

Students will utilize their 1:1 Chromebooks as their primary learning vehicle. This includes: 

● Cloud-Based Workflow: Managing learning files, collaborating in real-time with peers via shared documents, and maintaining a continuous learning log. 

● Digital Portfolio Construction: Gathering artifacts throughout the module to populate their official digital TY Portfolio. 

AI Literacy & Reference Policy 

This module actively incorporates Generative AI (e.g., Gemini) to teach technical literacy, critical thinking, and academic integrity. 

● Permitted Uses: Ideation, brainstorming project concepts, debugging formulas/graphs, structuring arguments, or acting as an interactive study partner. 

● Critical Evaluation: Students must explicitly critique AI outputs, checking for algorithmic bias, factual inaccuracies ("hallucinations"), and ethical data concerns. 

● The AI Reference/Citation Rule: If a student uses AI at any stage of their project or research, they must include an AI Appendix detailing: 

○ Which tool was used. 

○ The exact prompts entered. 

○ How the AI-generated output was altered, verified, or incorporated by the student.

Area of Study: Personal Achievement & Work and Future

Teacher: Mr McKenna

Overview of Module

This module introduces students to basic construction techniques through a hands-on practical project. Students will manufacture a Ukulele from softwood, gaining confidence in the use of hand tools and workshop equipment. They will then design and personalise their instrument, allowing them to express their creativity while learning practical skills. The module concludes with students learning to play the Ukulele they have made.

Links to Related Learning

Construction Studies at Leaving Certificate level.

Introduction to workshop skills and processes relevant to practical subjects.

Links to Design, Creativity and Music.

Outline of Module Delivery

Duration: 2 class periods per week (approx. 2 hours), over 7 weeks.

• Introduction to the workshop. Health and Safety. Explore softwoods and Ukulele components.

• Manufacturing of the Softwood Ukulele. Introduction to basic hand tools. Explore design concepts.

• Assembly of Ukulele. Continued practice with hand tools. Design development.

• Applying individual design concepts/sketches to the Ukulele.

• Finishing techniques applied to the Ukulele.

• Completion of finishing techniques.

• Learning how to play the Ukulele.

Learning Outcomes

By the end of the module, students will:

• Demonstrate an understanding of basic construction techniques.
  
  

• Accurately mark out materials using millimetres.
  
  

• Safely use hand tools (tenon saw, T-square, steel rule, etc.).
  
  

• Safely operate workshop machines (pillar drill, strip heater).
  
  

• Apply design and finishing techniques to personalise a construction project.
  
  

• Gain experience of music-making through playing their own instrument.
  
  

Assessment Approaches

• Project Work – 200 credits.
  
  

Evaluation

At the end of this module, students will have:

• Developed an appreciation of workshop skills and construction techniques.
  
  

• Designed and manufactured a functioning Ukulele.
  
  

• Experienced both the practical and creative aspects of construction.
  
  

• Reflected on their own learning and achievements.
  
  

Resources

• Softwood timber.
  
  

• Various hand tools (tenon saw, T-square, steel rule, etc.).
  
  

• Ukulele components.
  
  

• Paints and finishing materials.
  
  

• Workshop equipment

Teacher: Mr O' Shea

Duration & Timing: rotating 8-Week Block

This module falls under the remit of bridging learning gaps and stimulating interest in Leaving Certificate Design and Communication Graphics (DCG), with a particular focus on developing learners’ skills in  SolidWorks and presentation techniques. The module aims to strengthen students’ understanding of key  DCG concepts, build confidence in computer-aided design, and enhance their ability to communicate and  present design ideas effectively.  

Overview  

As part of the taster module for DCG, students will focus on SolidWorks and Product Design Sketching.  This keeps all students on an equal footing as some students have not acquired technical drawing skills  associated with the subject at Junior Certificate. 

Related learning  

This module has a direct link to Leaving Certificate DCG.  

Summary Outline/Breakdown of Unit  

Students will undertake the course during 2 timetabled classes per week over approximately eight  weeks. The course will cover the following:  

Areas to be studied  

● File management  

● Graphics and CAD terminology  

● Graphics and CAD software  

● Generation of working drawings from part models and assembly models  ● CAD sketching principles  

● Creating 3D assemblies  

● Generation of presentation drawings from parametric models  

● Generation of exploded views from parametric models  

● Modeling and editing  

● Use of templates  

● Data exchange between applications  

● Graphic output  

Week 1,2,3,4 Part Modelling  

Week 5 – Assemblies  

Week 6 – Drawing layouts and data exchange between applications  

Week 7 – Portfolio and presentation techniques.  

Week 8 – Portfolio and presentation techniques. 

Aims  

● to facilitate the development of a range of communication skills, which will encourage  students to express their creativity in a practical and imaginative way, using a variety of  forms: verbal, graphic, model, etc  

● to develop the capacity and ability of students in the area of visual-spatial reasoning  

Learning Outcomes  

Students should be able to  

● Appreciate the power of contemporary hardware and software as they apply to design and  communication of design  

● Use the various computer input and output devices as they relate to CAD  ● Use CAD drawings to produce three-dimensional CAD models  

● Understand the impact of design intent in CAD modeling  

● Generate multi-view drawings from 3D models  

● Produce presentation drawings from CAD models  

● Use the editing features of CAD software effectively  

● Exchange data between applications  

● Efficiently use the standard tools and manipulation features of CAD software  ● Produce exploded and assembled presentation drawings  

● File management and organization  

● File formats and filename extensions  

● Use freehand sketching as a tool to explain an idea.  

Key Skills  

● File management  

● Graphics and CAD terminology  

● Graphics and CAD software  

● Generation of working drawings from part models and assembly models  ● CAD sketching principles  

● Creating 3D assemblies  

● Generation of presentation drawings from parametric models  

● Generation of exploded views  

Teaching Approaches  

● Teacher demonstrations  

● Guided exercises / Handouts  

● Instructional Videos  

● Observational sketching and 3D modeling  

● Solid works tutorials 

Assessment Approaches  

Students will compile a selection of exercises and generate a portfolio of 2D/3D drawings and  sketches.  

This Module is worth 200 credits.  

Solid works Exercises x 4 - 100 Credits  

Portfolio x 2 A3 Pages - 100 Credits  

Evaluation  

At the end of this module students will be asked to complete a subject evaluation which will offer  insight into their views on this Transition Unit.  

Resources  

To be provided in class and/or posted on Google Classroom as the module progresses and as  appropriate to the units the class covers.

This Economics micro‑module is designed for approximately 16 hours over eight weeks. 

Teacher: Mr Kellett

Each week consists of two 60‑minute classes. The module therefore meets the flexibility guidelines for micro‑modules (10/20/30 hours) and allows schools to adjust contact time versus independent learning.

Student dimensions. Each learning activity is mapped to one or more of the four student dimensions defined in the TY programme statement:

• Personal growth: Developing confidence, self‑awareness and resilience.

• Being a learner: Building knowledge of economic concepts and developing critical and creative thinking skills.

• Civic and community engagement: Exploring how economic decisions affect society and engaging with local issues.

• Career exploration: Discovering career pathways in economics, business, finance and related fields, and developing transferable skills.

Learning outcomes

By the end of the micro‑module, students will be able to:

1. Explain basic economic concepts such as scarcity, opportunity cost, supply and demand, and factors of production, and apply them to everyday situations (being a learner).

2. Analyse contemporary economic issues—for example, housing, inflation or global recessions—and evaluate the role of government in an economy (being a learner; civic and community engagement).

3. Develop research and analytical skills by gathering economic data and presenting findings in written, oral or digital formats (being a learner; career exploration).

4. Reflect on personal interests and values to identify potential career paths linked to economics and related disciplines (personal growth; career exploration).

5. Collaborate effectively with peers through   debates and problem‑solving activities, and contribute positively to class discussions (personal growth; civic and community engagement).

Week1–2: Introducing economics as a way of thinking. Students explore needs and wants, scarcity and opportunity cost through case studies and a classroom trading simulation. They analyse whether consumers behave rationally and compare micro‑ and macro‑economics. Students  reflect on how economic thinking relates to their own choices.

Week 3: Factors of production & markets. Through group research and mini‑presentations, learners identify the four factors of production in local businesses. They construct supply and demand diagrams and discuss how determinants influence price and quantity. Reflection focuses on group collaboration and public speaking.

Week 4: Market equilibrium and government. Using a simple spreadsheet, students model shifts in supply and demand and examine market equilibrium. They then investigate the economic role of government (taxes, regulation, public goods) and debate where government intervention is justified.

Week 5:Economic history in context. Students research a historical economic event such as the Great Recession of 2007–2012 or the Celtic Tiger boom/bust and present their analysis to the class. Portfolio entries encourage students to connect historical events with current issues and reflect on how such events affected people’s lives.

Week 6: Contemporary issues & civic engagement. Learners identify a local or national economic issue (e.g., housing crisis, climate policy, cost of living) and prepare a short report outlining stakeholders, causes and potential solutions. The class invites a guest speaker from a relevant organisation (e.g., economist, housing NGO). Students reflect on civic responsibility and how economics informs public debates.

Week 7: Career exploration. Students explore career pathways in economics, finance, business, public policy and research. Activities include interviews with visiting professionals (in person or virtually), researching college courses and apprenticeships, and creating a personal action plan. Portfolios capture interests, strengths and next steps.

Week 8: Integrated project & reflection. Working in small groups, students design and conduct a mini‑research project on a topic of their choice. Projects can involve surveys, market analysis or policy evaluation. Each group produces a report or presentation and uses these  to evaluate what they learned and how they have developed across the four student dimensions.

Subject area/Department: English

Module Coordinator: Ms. Maguire Teachers: Ms. Maguire, Ms. Jones. Ms. Kelly, Mr. Lynch

Duration and Timing: 4 Modules in Rotating 8-Week Blocks

Module Title: Personal Essay Writing (Ms. Maguire) Wellread Programme (Ms. Jones), Creative Writing (Ms. Kelly) Digital Storytelling (Mr. Lynch)

Digital Infrastructure Required: Chrombooks, Google Workspace for Education, Approved Generative AI Tools, Multimedia Resources. 

1. Wellread – Reading & Mentoring

Aim: Build personal reading habits for wellbeing and develop leadership skills by mentoring primary school students.

Module Plan:

Weeks 1–3: Surveying reading habits, sustained silent reading, and book circle discussions.

Weeks 4 & 6: Paired reading visits to mentor local primary school pupils.

Week 5: Workshop on analyzing texts and themes.

Weeks 7–8: Preparing and presenting a library showcase and final reflection.

Main Assessment (200 Credits): Awarded for class participation, reading logs, a reflective essay, and the final library showcase.

2. Personal Essay Writing

Aim: Build student confidence in writing personal, reflective essays based on memories, experiences, and interviews.

Module Plan:

Weeks 1–2: Writing about childhood memories and personal hobbies.

Weeks 3–4: Learning personal essay structures and writing about meaningful places.

Week 5: Interviewing an inspiring family or community member.

Weeks 6–7: Reviewing a documentary (Becoming) and reflecting through songwriting/music.

Week 8: Editing drafts and finalizing the writing portfolio.

Main Assessment (200 Credits): Based on class participation, portfolio writing entries, interview notes, and a final personal essay.

3. Creative Writing

Aim: Help students overcome writer's block, learn key storytelling tools (character, dialogue, setting), and build a creative writing portfolio.

Module Plan:

Weeks 1–2: Quick writing sprints, sensory writing, and creating distinct character voices.

Weeks 3–4: Building intense settings, creating tension, and using flashbacks.

Weeks 5–6: Writing short flash fiction, realistic dialogue, and twisting classic story genres.

Weeks 7–8: Editing techniques, peer feedback, and submitting final stories to Google Classroom.

Main Assessment (200 Credits): 80 credits for class effort, 80 credits for weekly reflections, and 40 credits for a final creative project (short story, poetry collection, or artistic work).

4. Digital Storytelling – Visual Media

Aim: Teach students how to analyze film, sound, and media, and guide them in creating their own digital media project.

Module Plan:

Weeks 1–2: Studying film posters, opening scenes, and scripts (Into the West).

Weeks 3–4: Analyzing short films and connecting them to English themes.

Weeks 5–6: Analyzing music videos, lyrics, and documentary filmmaking styles.

Weeks 7–8: Exploring film soundtracks and presenting student media projects.

Main Assessment (200 Credits): Evaluated through a final digital project (film, media, or research piece), a reflection journal, and a final class presentation.

Title: Environmental Studies 

Subject Area / Department: Environment 

Module Coordinator / Teacher: Mrs M Kelly 

Duration & Timing: One, 1 hour class per week for 8 week module 

Digital Infrastructure Required: Chromebooks (1:1), Google Classroom, Gemini research, Google Web search. 

Aim: This module aims to 

To help students understand the global concern of climate change. 

To encourage critical, evidence-based discussion of environmental issues. To promote global citizenship and the UN Sustainable Development Goals. To develop students’ sense of civic responsibility and empowerment to take action. 

● Rationale In this module students will explore creativity and critical thinking through debates, projects, and presentations. This will support wellbeing, resilience, and leadership through civic responsibility while enhancing civic and community engagement (climate action, sustainability). It will build on topics covered in Junior Cycle Geography, CSPE, Science, and Maths.This will help prepare students for Senior Cycle subjects (Geography, Politics & Society, Biology) by developing academic skills: research, analysis, essay writing, statistics, and scientific reasoning.

● Learning Outcomes 

By the end of the module students will be able to: 

Define and explain the concept of global citizenship. 

Understand interconnections between environmental, social, and economic systems. 

Critically evaluate international responses to climate change. 

Reflect on personal values and responsibilities as global citizens. 

Analyse and interpret primary and secondary data (surveys, graphs, reports). Present findings clearly in written and oral form. 

Work collaboratively in groups to research and debate issues. 

Calculate personal and local carbon footprints. 

● Brief overview of main assessment and reporting 

Assessment: This module is worth 100 credits. They will be allocated as follows 

End of module assessment and project - 50 

Participation and engagement in class/group work - 20 

Participation and engagement in activities - 15 

Submission of completed assignments on-time - 15 

Reporting: Students will receive a written report at the end of the module outlining their overall achievement, engagement and progress. The report will include their overall grade and the number of credits achieved. 

Module Evaluation: Students will be evaluated on their participation and engagement throughout the module, including their contribution to class and group activities. Consideration will also be given to their work ethic, involvements in debates and discussions, quality of research and written project work, and performance in the end-of-module assessment.

Module Outline 

Week 1 – Introduction: What is Global Citizenship? What is Climate Change?

Week 2 – Debate: The Greta Thunberg movement and personal responsibility. 

Week 3 – International responses: IPCC, COP agreements, and global action. 

Week 4 – Fast Fashion: ecological footprint, human cost, and solutions.

Week 5 – The science of climate change & calculating personal carbon footprint. 

 Week 6 – Fieldwork: Tree survey on school campus & carbon storage calculation. 

Week 7 – Student project presentations. 

Week 8 – Module recap & written assessment.

Trips / Excursions /Speakers: 

On-campus fieldwork: Tree survey of the school grounds, including identification and categorisation of tree species and calculation of estimated carbon storage. 

Guest speaker, where available: Environmental scientist, climate activist or representative from an environmental NGO/sustainability organisation. 

Possible excursion, where appropriate: Visit to a local environmental organisation, recycling facility or sustainability-related event. 

Module Title: Historical Enquiry in the Digital Age

Subject Area / Department: History

Module Coordinator / Teacher: Jessica Baker

Duration & Timing: rotating 8-Week Block

Digital Infrastructure Required: Chromebooks (1:1), Google Workspace for Education, Approved Generative AI Tools,

Aim: Focus on the methodological shift in how history is researched, verified, and presented online while exploring local history and other personal historical interests.

To inspire students to learn about and value their local history and to develop a sense of place. 

To help students develop the skills of history, including research, fact checking, forming questions, distinguishing fact from fiction/opinion, critical reflection and storytelling.

To help develop the historical and research skills learned from Junior cycle and to prepare them for the new Leaving Certificate History. 

Rationale: The multiple skills and talents needed to research and record history are life skills, with broad application beyond history. Learning and practising these skills will prepare them for living and working in a digital world, especially distinguishing between fact and fiction. 

Module Outline

Week 1: Fact checking the past. Conspiracy Theories

Students  debunk a myth using a specified advanced search method and including 2 sources.

 Week 2; Exploring Online Archives and Genealogy

Students complete an online scavenger hunt using specific websites. 

Week 3; How to choose a Research Topic. 

Students are given banks of resources. They must outline what they are researching, why it matters, and which online sources they plan to use.

Week 4; Digital Note-taking and Sourcing in History. Tollense: A Bronze Age mystery. Organising research and avoiding plagiarism.

Week 5. Propaganda and Multimedia using Historical Song references, War time posters, Film Reels

Week 6. Field trip to Drogheda. Students create a video / model highlighting the historical features of a building and the historical background and significance. 

Week 7. Building a digital Exhibition. Curating what they have learnt about the skills of a historian and  history personal to them usingGoogle Sites,  Google Slides or Canva.

Giving and receiving constructive feedback

Week 8 Digital History Exhibition. Students curate and present their best 4 from the 6 topics above. 

Assessment: Maximum of 200 Credits can be awarded.

Digital History Exhibition Project work: Worth 45%. Students choose their top 4 from the weekly topics to include in the project.

Final Assessment and Credits will also include: Module Reflection 20% Attendance & Punctuality 15 % Effort & Engagement 10% Interest & Participation 10%

Reporting: TY Digital portfolio entries. Credit system documented in TY reports.

 Module Title: Horticulture 

● Subject Area / Department: Nature Studies, environmentalism, growing, sustainability. ● Module Coordinator / Teacher: M.Dillon 

● Duration & Timing: Full year, once a week. Divided into four topics within Horticultural studies. 

● Digital Infrastructure Required: Chromebooks (1:1), Google Workspace for Education, Approved Generative AI Tools. 

● Aim: To develop student understanding of growing practices in Ireland and beyond, highlighting biodiversity and regenerative practices to foster custodianship over local land, flora, and fauna. 

● Rationale: Provides students with direct experiential learning across practical gardening, ecology, and theoretical studies of Irish landscapes and agriculture. 

● Learning Outcomes 

Students learn about. . 

● Native Irish plant and animal species, soil health, regenerative farming, seasonal growing, and climate influences on food. 

● Biodiversity preservation, wild animal habitats, and farm animal life cycles. Students should be able to. . 

● Sow, care for, water, and transplant seasonal vegetables in garden patches and polytunnels.

● Construct garden infrastructure, including wooden vegetable planters, forest trails, and wild animal habitats. 

● Safely forage local plant species and preserve foliage using appropriate methods.. ● Document ongoing practical work and maintain a structured "Hortfolio" for assessment. 

● Brief overview of main assessment and reporting 

Assessment: Continuous evaluation based on documenting ongoing growing practices and assembling a horticulture portfolio ("Hortfolio") across the year. 

Reporting: Formal grades and feedback given at the completion of each of the four modules. 

Module Evaluation: End-of-module review of Hortfolio submissions and progress updates on practical projects. 

● Week 1 – 8 Theme: The Forest. Native Irish species, seed-to-fruit task, safe foraging, building a school forest path, foliage preservation (pressing/casting), and orchard care. ● Week 9 –16 Theme: Ocean and Land. Landscape types, soil health, regenerative farming, composting, wooden planter construction, stencil painting, and mushroom cultivation. 

● Week 17 – 24 Theme: Animals. Irish wildlife recognition, pollinator care, farm/wildlife life cycle case studies, and constructing animal habitats (bug hotels/bird boxes). ● Week 25 – 32 Theme: The Garden. Organic vegetable cultivation, watering, transplanting, maintaining garden patches, and filling planters with pollinator crops. 

Saíocht na Gaeilge - Plean modhúl

Mír 1: Eolas ginearálta agus forléargas an mhodhúil

• Teideal: Saíocht na Gaeilge

• Ábhar/ Roinn: Gaeilge

• Comhordaitheoir / Múinteoir: Roibéard Ó Murchú

• Fad: 7 seachtain - dhá rang sa tseachtain

• Bonneagar digiteach: Chromebooks (1:1), Google Workspace for Education, uirlisí faofa  IS Giniúnacha.

• Aidhm: Is í aidhm an modhúil seo ná feasacht teanga, cultúrtha agus oidhreachta na Gaeilge a thabhairt do na scoláirí. Tá sé nasctha go príomha leis an mír ‘Cultúr’ ón tSraith Shóisearach is leanann sé ar aghaidh á fhorbairt.

• Spriocanna Pearsanta

Creidim go mbíonn se ríthabhachtach ar chumas duine a dteanga náisiúnta a labhairt is a thuiscint ó thaobh saíocht na teanga de. Beidh seo ina phríomhscil saoil i gcónaí agus cuirfidh sé go mór le fás pearsanta na scoláirí. Cé nach bhfuil an Ghaeilge á labhairt go forleathan lasmuigh de scoileanna in Éirinn faoi láthair, beidh sí ina cuid dhílis dár n-aithne i gcónaí. Mar aon leis sin tabharfar seans iontach dóibh iad féin a thum in achan ghné na teanga.

• Réasúnaíocht

Go príomha, tá an modhúl seo faoi bhearna a thrasnú  idir Ghaeilge na Sraithe Shóisearaigh agus na Sraithe Shinsirigh. Déanfar forbairt ar eolas is feasacht na scoláirí ar oidhreacht is cultúr is saíocht na Gaeilge atá timpeall orthu sa lá atá inniu ann. 

• Torthaí foghlama

Foghlaimeoidh na scoláirí faoina gcultúr, faoina n-oidhreacht agus faoi stair na Gaeilge. 

Beidh sé ar chumas na scoláirí a scileanna taighde a fheabhsú agus a gcuid eolais ar Shaíocht na Gaeilge a leathnú.

• Forléargas gairid faoin measúnú agus tuairisciú

Measúnú:  Tionscnamh ranga agus scrúdú digiteach

Tuairisciú: VsWare - tuairiscí téarma

Measúnacht an mhodhúl: Líonfaidh na scoláirí isteach foirm aiseolais ar Google Forms. Déanfaidh múinteoirí léirmheas ar aiseolas na scoláirí agus cuirfidh siad leis an modhúl go bliantúil.

Mír 2:  Ag comhlíonadh na n-aidhmeanna -Clár na hIdirbliana

1. Forbairt duine iomlán: Déanfaidh na scoláirí forbairt intleachtúil trína gcuid scileanna teanga a fheabhsú, ach tá forbairt phearsanta lárnach sa mhodhúl seo freisin, trí fhoghlaim faoinár n-aithne féin agus an tabhacht a bhaineann leis seo.

2. Príomh-inniúlachtaí: Baineann an modhúl seo le roinnt de na príomhscileanna seo, i.e. scileanna cumarsáide, mé féin a bhainistiú agus a bheith cruthaitheach.

3. Cosáin thodhchaíocha: Oscleoidh seilbh teanga doirse do dheiseanna gairme i gcónaí.

4. Machnamh agus Fás: Beidh an machnamh agus an fás ina dhá chuid, (a) maidir lena dtuiscint agus lena n-ionchais don Ardteist, ach freisin (b) maidir lena bhféiniúlacht féin.

Ailíniú leis na ceithre Buntomhais Scoláire a bhaineann leis an Idirbhliain 

Díreofar an modhúl seo ar:

• A bheith mar fhoghlaimeoir

  • Staidéar neamhspleách, TFC, smaointeoireacht chriticiúil.

• Forbairt Pearsanta

  •  Feiniúlacht, muinín, freagracht.

Achoimre an mhodhúil

• Seachtain 1 – Ogham & An Aimsir

• Seachtain 2 – Na Contaetha/Cúigí & Tinneas agus Sláinte

• Seachtain 3 – Na Tíortha & An Ghaeltacht

• Seachtain 4 – Na Teangacha Ceilteacha & Bia na hÉireann

• Seachtain 5 – Logainmneacha na hÉireann & Spórt na hÉireann

• Seachtain 6 – Ceol na hÉireann & An Tionscnamh

• Seachtain 7 – Scrúdú digiteach

Turais/Cainteoirí:  ‘Marbh’ - ceardlann drámaíochta idirghníomhach

Cur chuige teagaisc: Teagasc múinteora - Cuirfidh an múinteoir

an modhúl seo in iúl do na scoláirí.

Tionscnaimh ranga atá treoraithe ag na scoláirí.

Obair ghrúpa agus piarfhoghlaim -  oibreoidh scolairí le chéile maidir le tascanna ranga Ceardlanna - glacfaidh siad páirt i gceardlanna le linn na bliana.

Foghlaim TFC (Chromebooks) - Beidh na scolairí in ann rochtain a fháil ar aacmhainní ar líne.

Measúnú agus Creat Grádaithe

Comhpháirt measúnaithe

Gnéithe Fiúntais

Ualú

Tionscnamh

Chromebook- tionscnamh digiteach

120 marc

Scrúdú digiteach

Chromebook, Google Quiz

80 marc

Iomlán

200 marc

Beartas don Litearthacht digiteach

Beartas dualgach don Intleacht Shaorga: 

Ní mor do na daltaí Aguisín IS a chruthú má bhaintear úsáid as uirlis IS.

Acmhainní:

• TFC (Chromebooks, suíomhanna gréasáin, tástalacha ar líne).

• Google Classroom.

Module Title: Laboratory Techniques 

Subject Area / Department: Chemistry / Science Department Module Coordinator / Teacher: TY Chemistry Coordinator 

Duration & Timing: 10-Week Module (1 Hour per Week – Total 10 Class Hours / 100 TY Credits) 

Digital Infrastructure Required: Chromebooks (1:1), Google Workspace for  Education, Approved Generative AI Tools  

Module Aim 

To provide Transition Year students with an engaging, practical, and inquiry-based  introduction to Chemistry that seamlessly bridges the gap between Junior Cycle Science and  Leaving Certificate Chemistry. The module focuses on hands-on microscale experimentation,  everyday chemical applications (forensics, cosmetics, environmental analysis), and core  practical skills, while embedding 1:1 Chromebook digital workflow and responsible AI literacy. 

Rationale 

Transition Year offers a unique educational space free from terminal exam pressure, allowing  students to explore Chemistry through active inquiry, practical dexterity, and real-world  relevance. This 10-week, 1-hour/week module directly addresses key student needs and  contemporary challenges by: 

1. Senior Cycle Preparation: Bridging the conceptual and practical leap from Junior Cycle  Science to Leaving Certificate Senior Cycle Chemistry through early exposure to volumetric apparatus, titration, rate kinetics, chromatography, and organic synthesis. 

2. Modern Practical Pedagogy: Utilizing microscale chemistry techniques tailored for 1- hour class periods, maximizing active hands-on lab time, enhancing lab safety, and  minimizing chemical waste.

3. Everyday & Industrial Relevance: Connecting abstract chemical formulas to daily life  in Ireland—including household products, forensic analysis, local water quality (EPA  standards), and Ireland's leading PharmaChemical and Biotech industries. 

4. Digital & AI Literacy: Integrating Chromebook digital tools for real-time data graphing,  electronic lab portfolios, and ethical AI-assisted research and debugging. 

Learning Outcomes 

Upon successful completion of this module, students will be able to: 

Describe & Explain: Core chemical concepts including atomic emission spectra, rates of  reaction, acid-base neutralisation, organic functional groups, saponification, and water  hardness. 

Demonstrate: Essential laboratory techniques including micro-titrations, thin-layer  chromatography (TLC), gravity filtration, recrystallisation, volumetric glassware handling  (reading meniscus at eye level), Bunsen flame testing, and qualitative ion analysis with  strict safety adherence. 

Apply: Scientific inquiry methods, mathematical calculations (Rf values, percentage yield,  molarity, reaction rate tangents), and digital spreadsheet graphing tools. 

 Reflect on: Personal suitability for Senior Cycle Chemistry, environmental stewardship  regarding local water resources, ethical usage of Generative AI tools, and prospective STEM career pathways in Ireland. 

Key Skills Developed: Critical Thinking, Problem-Solving, Practical Dexterity, Digital Literacy  (ICT), Teamwork & Collaboration, Communication, Independent Learning, and Environmental  Awareness. 

Knowledge and Skills Mapping 

.Lab Safety & Microscale Techniques Conduct risk assessments, interpret GHS  hazard symbols, and demonstrate volumetric drop-dispensing techniques. 

Separation Science & Chromatography Perform TLC and paper chromatography,  calculate Rf values, and explain organic  separation principles. 

Purification Methods (Recrystallisation) Purify impure Copper(II) Sulfate/salt

via filtration and evaporation,and calculate  percentage yield.

Precision Glassware & Volumetrics Master volumetric flasks, pipettes, and burettes, reading liquid meniscus at eye level with zero parallax error. 

Acid-Base Volumetric Analysis Execute micro-titrations to determine  ethanoic acid in household vinegar, plot  titration curves, and calculate molarity. 

Reaction Kinetics & Gas Collection Measure reaction rates using effervescent  tablets/catalase, construct rate vs.  temperature graphs, and calculate tangents. Forensics & Flame Spectroscopy Perform Bunsen flame tests for Li+, Na+, K+,  Cu2+, Ca2+ cations based on characteristic  atomic emission line spectra. 

Applied Organic Chemistry & Synthesis Synthesise soap via saponification or  formulate cosmetics (lip balm/bath bombs),  maintaining batch sheets. 

Environmental Analysis & Water Quality Test local tap/river/well water for pH,  hardness (Ca2+/Mg2+), and nitrates against  Irish EPA standards. 

Practical Challenge & Synthesis Independently apply techniques from Weeks  1–9 to identify an unknown 'Mystery Sample' and present findings digitally. 

Brief Overview of Assessment and Reporting 

Assessment Model: 100% continuous assessment model structure aligned with Leaving  Certificate practical skill acquisition. 

Credit Value: The module is scheduled for 1 class period per week, making it worth 100 TY Credits upon successful completion. 

Reporting: Student progress is documented through Chromebook-managed TY Digital  Portfolios (Google Sites/Drive), with grades reported as Distinction (85%+), Higher Merit  (70-84%), Merit (55-69%), Achieved (40-54%), or Unsubmitted. 

Module Evaluation 

At the conclusion of the 10-week block, students complete a digital feedback survey evaluating  practical engagement, experiment clarity, and interest in Leaving Cert Chemistry. The TY Science department reviews these student reflection logs annually alongside practical sample  outputs to refine experimental kits and updates for subsequent year groups. 

Module Title: LIFT Leadership 

Subject Area / Department: Enrichment

Module Coordinator / Teacher: Mr Walls

 Duration & Timing: 8-Week Block / Term Rotation

Digital Infrastructure Required*: None 

Aim: This module aims to develop students leadership skills by training them to be round table facilitators under the following leadership themes; Listening Positive attitude Respect Resilience Determination Empathy & Understanding Honesty & Integrity 

Rationale :The LIFT Leadership module gives students a chance to develop their own leadership skills as they move into the Senior Cycle. They will work with their peers to develop their understanding on the importance of the following leadership themes; Listening, Positive attitude, Respect, Resilience, Determination,Empathy & Understanding and Honesty & Integrity 

Learning Outcomes 

Students learn about

Leading a roundtable discussion

Use their script to take students and or teachers through a round table discussion on a LIFT leadership theme

The importance of the LIFT Leadership themes 

Lead a group discussion and evaluate their current performance on each theme and also make an action plan to improve 

Brief overview of main assessment and reporting Assessment: 

Each TY Student will lead round table discussions with 2 second year students over a 3 week period. 

This will be overseen monitored by Mr Walls and any available teachers 

Reporting: Written report to parents and a reflection piece in their LIFT Leadership booklet

Guest speakers are regularly invited throughout the year. They cover many topics like metal health, resiliance, team building, drug awareness, safe driving etc. 

Notable past contributors include:

• Sarah Jane Stanley, trauma-informed life fulfilment coach, public speaker and retreat facilitator

•  Zak Moradi, Documentary Maker

• Eileen Burke, Lifestyle Therapist

• Nicola Winters, Sonairte

• Dr. Matt Kennedy, Energy & Environmental Engineer

• Gavin Duffy, Communications Consultant

• Derek Landy, Author

• Paul Packard, Merchant Prospect

• SVP Bettystown

• Carmel Armstrong, Team Hope

• Naomi Finnegan, Rotunda Hospital

Module Title: Library Studies

Subject Area / Department: Library

Module Coordinator / Teacher: Sacha Hendricks and Ruth Montague

Duration & Timing:  1 hour per week. 8-Week Block  / Term Rotation

Digital Infrastructure Required*: Chromebooks (1:1), Google Workspace for Education, Approved Generative AI Tools

Aim and Rational: To develop students' library, research, and information-literacy skills through the exploration, evaluation, and ethical use of information sources. Students will learn to locate, assess, organise, and reference information using the Drogheda Grammar School Reference Guide, culminating in an individual research project presented through Google Slides and an oral presentation.  As students navigate search engines, social media, and AI tools, they learn to identify misinformation, bias, and unreliable sources; preparing them for Senior Cycle coursework, higher education, and everyday life.

Overall Learning Outcome

By completing an individual project and presentation, students will demonstrate their ability to locate and evaluate appropriate information, use sources ethically, reference their work accurately, organise their findings, and communicate their conclusions clearly and confidently.

Brief overview of main assessment and reporting

Final Project (100 credits) 

In class participation - 40% (attitude/attendance/continuous assessment)

Project work - 60%

Assessment Task: Individual Project and Oral Presentation

Resources: Library resources, appropriate websites and the Drogheda Grammar School Reference Guide.

Product: Google Slides presentation including a bibliography.

Presentation: Individual oral presentation to the class.

Students will independently research a chosen topic using a range of appropriate sources. They will evaluate their sources, record and organise their findings, and use the Drogheda Grammar School Reference Guide to reference all sources appropriately. They will create a bibliography in accordance with the school's referencing guidelines.

Students will then present their project through a Google Slides presentation and accompanying oral presentation.

Students will complete a filmed or written reflection on their project and what they have learned in the module. 

Evidence of Learning

Evidence of student learning will include:

Source-evaluation tasks.

Referencing exercises using the Drogheda Grammar School Reference Guide.

Final Google Slides presentation.

Oral presentation.

Teacher feedback.

Personal reflection submission.

Reporting

Credit system documented in TY reports.

Module Title: Module 1 - Statistics

Subject Area / Department: Mathematics

Module Coordinator / Teacher: Ms. Shanahan Desmond, Mr. Varghese, Dr. Walsh, Miss Kirwan, and Mrs. C. Kelly.

Duration & Timing: 6-Week Block (3 lessons per week / 18 lessons total = 300 Credits)

Digital Infrastructure Required: Chromebooks (1:1), Google Workspace for Education, CODAP, GeoGebra, Approved Generative AI Tools.

Aim:
To teach students how to gather, organize, and read real-world data using simple digital tools. Students will move away from old textbook drills to learn how to spot biased charts in the news, use interactive data platforms, work in teams to build statistical research projects, and reference their sources with academic integrity.

• Rationale:
Statistics is a major part of daily life, appearing constantly in news headlines, advertising claims, and social media trends. This module prepares students for the newly redeveloped Leaving Certificate course, which introduces Additional Assessment Components (AACs). In maths, these new assessments focus heavily on stats and data investigations.

A vital part of any Senior Cycle research assignment is the ability to track data and credit sources properly. By practicing survey design, using data software, and learning how to reference websites and datasets correctly, students develop the hands-on project management tools, analytical skills, and academic integrity they will need for their future Leaving Cert AAC projects.

Learning Outcomes

Survey Design & Bias: Spot the difference between types of data and write clear, fair survey questions that avoid bias.

Data Software (CODAP & GeoGebra): Use CODAP to drag-and-drop data into clean layouts and use GeoGebra to analyze numerical spreads.

Graphs & Charts: Choose the right format to display facts and build clear charts (like Bar Charts, Stem-and-Leaf, and Scatter Plots).

Sourcing & Referencing: Understand where public data comes from and correctly reference websites, reports, and background sources used in their research.

Statistical Projects: Work as a team to turn an inquiry question into a completed research poster for the John Hooper competition.

Brief overview of main assessment and reporting
Assessment: Grading relies entirely on practical work: the team research project (50%), an oral presentation (10%), daily classwork/homework (20%), and a positive attitude to learning (20%). There is no final written exam.
Reporting: Marks and progress comments are shared with parents through the school report system, and students can upload project artifacts to the student’s TY Digital Portfolio.
Module Evaluation: Students complete a short reflection sheet at the end of the 6 weeks so teachers can update the module structure and content.

Module Outline (6 Weeks, 18 Lessons)

Week 1: Survey Design & Getting Started

• Lesson 1: Welcome lesson to see what students remember about data. Discussing how numbers are used and the impact of surveys.

• Lesson 2: Looking at different types of numbers (qualitative vs. quantitative). Discussing unfair sample sizes and leading survey questions.

• Lesson 3 (John Hooper Project): Reading the rules of the John Hooper competition and exploring example layout designs.

Week 2: Drawing and Making Charts (Intro to Tech Tools)

• Lesson 1: Introduction to CODAP. Learning how to import simple datasets and use drag-and-drop features to create instant charts.

• Lesson 2: Introduction to GeoGebra. Using GeoGebra's spreadsheet and statistics tools to draw interactive Histograms and Stem-and-Leaf plots.

• Lesson 3 (John Hooper Project): Choosing project teams, picking a research question, and writing a clear hypothesis.

Week 3: Finding Averages & The Juggling Workshop

• Lesson 1: Active Learning Juggling Workshop led by an IMTA Representative. Students participate in a physical juggling trial, recording live data on catch counts, success rates, and times, as well as linking it to Algebra and Functions for cross-module connections. 

• Lesson 2: Develop students’ knowledge of finding the Mean, Median, Mode, Range, IQR and Standard Deviation.

• Lesson 3 (John Hooper Project): Setting up an online Google Form to collect survey responses for the group's main project.

Week 4: Spotting Lies & Learning to Reference

• Lesson 1: Finding tricky graphs in media reports where axes are stretched to change the story.

• Lesson 2: Learning about scatter plots in GeoGebra and understanding that two matching patterns doesn't mean one caused the other.

• Lesson 3 (John Hooper Project): Introduction to Referencing. Learning why crediting sources is essential for Leaving Cert projects. Practicing how to list website links, background articles, and data tools correctly on their research pages.

Week 5: Group Analysis and Setup

• Lesson 1: Running calculations on the collected project numbers using CODAP or GeoGebra or Google Forms under teacher guidance.

• Lesson 2: Finalizing the clean charts that look best and tell the clearest mathematical story.

• Lesson 3 (John Hooper Project): Starting on the final presentation poster layout using shared digital workspace tools, making sure an accurate Sources & References section is included at the bottom.

Week 6: Presentation and Wrapping Up

• Lesson 1: Fun classroom review using a digital revision quiz app to test stats knowledge.

• Lesson 2: Project Compilation & Peer Review. Instead of an exam, teams swap project drafts to check each other's calculations, layouts, and referencing format.

• Lesson 3 (John Hooper Project): Presenting the completed group poster to the class, delivering the oral pitch, and turning in the final piece.

Trips / Excursions / Speakers

In-school Event: A visit from an IMTA (Irish Mathematics Teachers' Association) representative to co-facilitate the data analysis of the classroom juggling workshop.

Teaching Approaches

• • Computer-Based Work: Daily usage of Chromebooks for CODAP, GeoGebra, and Google Forms as well as other parts of Google Suite.

• • Project-Based Learning: Group investigation work tied directly to the John Hooper entry tasks.

• • Active & Experiential Learning: Gathering live, physical data through a classroom juggling activity.

• • Academic Skill Workshops: Dedicated activities on how to cite external datasets and build basic reference lists.

• 
  

• Assessment and Grading Framework

Assessment Component

Features of Quality

Weighting

John Hooper Project

Group Portfolio Submission: A finished statistical project poster showing a clear title question, accurate graphs, organized data tables, a summary of findings, and a fully completed, accurate reference list of all sources and digital tools used.

50%

Presentation

Oral Pitch & Defense: A brief, clear team talk explaining the group's findings to their peers, showing clear communication and answering simple questions.

10%

Class Participation & Homework

Daily Tracking: Handing in standard worksheets on time, keeping files updated, and contributing to small-group jobs.

20%

Attitude to Learning

Class Engagement: Arriving with a charged Chromebook, showing focus during teacher instructions, and dealing with math mistakes in a positive way.

20%

Digital Literacy policy

Chromebook Usage: Chromebooks are used daily as a folder setup to look up numbers and edit shared reports securely.

Mandatory AI Policy: Students must include an AI Appendix if GenAI tools are used (prompts, changes made, verification).

In line with Leaving Cert project guidelines, if an AI tool is used to help plan questions or fix a broken formula, students must write a small note at the back showing: (1) what tool was used, (2) what prompt was written, and (3) how they verified the math was actually correct.

Resources

• • CODAP (online), GeoGebra (online or app), Google Forms.

• • Juggling equipment (balls/scarves) for the Week 3 live data event.

• • CSO website and example John Hooper project posters.

Transition Year English Module: Media Studies

Area of Study & TY Dimension Links
- Area of Study: Creativity, Communication, and Critical Thinking.
- TY Dimensions:
- Being a Learner: note-taking, independent research, analysis of audio/visual texts.
- Personal Growth: teamwork, confidence, leadership, resilience.
- Career Exploration: journalism, broadcasting, digital media.
- Civic & Community Engagement: critical awareness of media bias and propaganda.

Overview
This module introduces students to different forms of media, including podcasts, newspapers, and documentaries. Students will learn to analyse texts for bias, style, and influence, while also producing their own media outputs. The module balances independent learning with collaborative projects and promotes transferable skills for Senior Cycle and beyond.

Aims
- To develop critical awareness of the role and influence of media in society.
- To strengthen students’ analytical skills when engaging with audio and visual texts.
- To encourage independent research and teamwork.
- To promote interest in current affairs and investigative journalism.

Learning Outcomes
By the end of this module, students will be able to:
- Analyse podcasts, articles, and documentaries for style, content, and bias.
- Demonstrate improved note-taking and information synthesis skills.
- Work collaboratively to research and present findings.
- Produce their own podcast, article, or media project.
- Reflect on the role of media in shaping public opinion.

Key Skills Developed
- Communication (oral and written).
- Independent and group analysis.
- Critical thinking and problem-solving.
- Note-taking and information organisation.
- ICT and digital media literacy.
- Collaboration and teamwork.

Teaching & Learning Approaches
- Teacher input: introduction to media analysis and journalism.
- Student-centred inquiry: group discussions, investigative research.
- Practical workshops: creating podcasts, writing articles.
- Use of ICT tools: Anchor podcast creator, PowerPoint, online news sources.
- Active learning: analysing current media texts in class.

Assessment Approaches
- Final Project (100 marks): students choose one option:
- Create a podcast.
- Write a newspaper article.
- Write a review of a documentary/podcast.
- Prepare a presentation on a media text.
- Formative Assessment: teacher feedback on drafts, group discussion contributions.
- Reflection: student self-evaluation at module end.
- Credits: 100 credits allocated.

Module Outline (8 Weeks)
- Week 1: Introduction to media studies; role of media today.
- Week 2: Introduction to podcasts; listen and discuss Indo Daily.
- Week 3: Group work – analysing style and questioning in podcasts.
- Week 4: Newspaper analysis – past vs. present, influence of journalism.
- Weeks 5–6: Documentary study (The Last Dance); group analysis and discussion.
- Week 7: Research and project preparation.
- Week 8: Student showcase – podcasts, articles, presentations.

Trips / Excursions / Community Links
- Visit to a local library or media centre for research.
- Possible guest speaker: local journalist or broadcaster.
- Links to school’s newsletter, radio, or digital publication.

Recognising & Reporting
- Final projects added to TY portfolio.
- Credits recorded in TY report.
- Distinction awarded for creativity, critical insight, or community contribution.

Student Reflection & Teacher Renewal
- Students complete an evaluation of their learning and media project.
- Teacher reviews student feedback to refresh podcasts, documentaries, and article selections annually.

• Module Title: Motor Studies and Road Safety

• Subject Area / Department: Transition Year / Practical & Wider Learning Studies

• Module Coordinator / Teacher: TY Motor Studies Teacher

• Duration & Timing: 8-Week Block / 1 - Class Per Week - Wednesday Period One - Term Rotation

• Digital Infrastructure Required: Chromebooks (1:1), Google Workspace for Education, Approved Generative AI Tools.

• Aim: Provide students with basic car maintenance and servicing skills, encourage completion of the RSA Driver Theory Test during TY, foster deep understanding of road safety and personal responsibility, and introduce career pathways in the motor and transport industries.

• Rationale: This module falls under pursuing wider learning interests and personal goals within Transition Year. It bridges academic learning with critical practical life skills, connecting with Science/Physics (motion, speed, braking), SPHE & Wellbeing (responsible decision-making, substance awareness), and ICT (online theory practice and research).

Learning Outcomes

Students learn about:

Irish driving laws and legal steps to obtain a Learner's Permit.

Explain the legal requirements for driving in Ireland and identify steps towards a Learner's Permit.

The dangers of driving under the influence and speeding.

Recognise and analyze the impact of unsafe driving practices on individuals and communities.

Basic car mechanics and under-bonnet routine checks.

Perform basic car maintenance checks including topping up oil and washer fluid.

Tyre maintenance, pressure, tread depth, and wear patterns.

Inspect tyre health and safely carry out a wheel change using proper tools and safety procedures.

Vehicle lighting and bulb replacement procedures.

Safely replace headlight and indicator bulbs on a vehicle.

Civic responsibilities and road safety awareness.

Reflect on their responsibilities as future drivers, passengers, and road users.

Brief Overview of Main Assessment and Reporting

• Assessment: Evaluated through practical maintenance skills demonstrations (wheel changing, bulb replacement, fluid checks), project research and group presentation, and formative reflection entries. A bonus of 200 credits is awarded to students who obtain their RSA Learner's Permit during TY.

• Reporting: Practical achievements, project scores, and credits are recorded in end-of-year TY reports. External certificates from Frank Keane Motors are added to student digital portfolios. Driver Theory Test passes earn a distinction on the official TY certificate.

• Module Evaluation: Students complete end-of-module reflection logs. Teaching staff review feedback and assessment outcomes annually to update and refine module delivery.

Module Title: Transition Year Musical Production

Subject Area / Department: Performing Arts

Module Coordinator / Teacher: SJ (Lead Coordinator), TN (Music), SH (Choreography/Drama), MD (Art & Design), SL (PR & Business)

Duration & Timing:Full Year Module (2 timetabled lessons per week Sept–Oct; 4 Full Production Challenge Days Sept–Feb; Production in March; Phase 2 Mini-Musical Showcase March–May)

Digital Infrastructure Required: Chromebooks (1:1), Google Workspace for Education, Approved Generative AI Tools.

Aim: To engage the entire Transition Year cohort in a year-long collaborative theatrical production, enabling students to specialise in Performance, Design & Construction, or Media & Business, culminating in a full-scale March production ('Guys and Dolls') and subsequent student-led mini-musical showcases in Term 3.

Rationale: The TY Musical is a cornerstone of Transition Year whole-person development, fostering collaboration, resilience, and personal maturity. By operating through a professional production framework, students develop practical, creative, organizational, and technical skills while bridging expressive arts and real-world event management. The module model ensures zero disruption to non-musical timetabled classes until after February mid-term by embedding four dedicated Production Challenge Days early in the year, followed by Phase 2 cross-team showcases post-production.

Learning Outcomes 

Students learn about …

The multi-faceted operational elements of a major theatrical production across Performance, Design/Construction, and Media/Business.

Character development, vocal control, script analysis, and synchronized stage choreography (Performance Team).

Stagecraft, set painting, props sourcing, Shoebox set-modelling, and 1940s costume/hair/makeup design concepts (Design Team).

Brand strategy, social media campaigns, ticket/poster graphic design, press releases, video production, sponsorship, and Front of House management (Media & Business Team).

Project management, active listening, group facilitation, and problem-solving under production deadlines.

Students should be able to …..

Fulfill specialised roles within chosen production teams, adhering to rehearsal schedules, safety standards, and project deadlines.

Execute a full-scale musical show ('Guys and Dolls') for public audiences in March.

Collaborate in reshuffled, student-led cross-functional teams in Phase 2 to produce, design, market, and perform a 5-week mini-musical showcase.

Reflect critically on personal growth, mindset, team dynamics, and problem-solving under pressure.

Brief overview of main assessment and reporting

Assessment: 100% continuous assessment based strictly on participation, engagement, mindset, reliability, and collaborative effort across both Phase 1 (full show production) and Phase 2 (mini-musical showcase). Includes a mandatory end-of-year written reflection sheet evaluating personal achievements, growth under pressure, and lessons learned.

Reporting: 200 credits per module report equalling four reports across the year.

Module Evaluation: Reviewed annually via structured student written reflection and staff review meetings (SJ, HB, and production team) to refine production schedules, Phase 2 scaffolding, and team rotation strategies.

Trips / Excursions /Speakers (adaptable year to year)

• External Theatre Visits: Attendance at a professional theatrical/musical production (organized by SL/SJ) to observe professional stagecraft, lighting, and performance techniques.

• Visiting Theatre Practitioners / Actors: Guest workshops in acting, stage movement, or choreography delivered by visiting performing arts professionals.

• Professional Technical Team Links: Hands-on collaboration with professional audio and lighting engineers (Northwest Audio) during production week.

• Community & Charity Liaising: Off-site visits for props/costume sourcing, community business sponsorship outreach, raffle prize collection, and charity partner coordination.

Module Title: Physical Education: Self-Defense, Cooperative & Sport Education

Subject Area / Department: Physical Education

Module Coordinator / Teacher: PE Department (Mr Walls, Mr O Sullivan, Ms Kierans, Ms Jenkinson)

Duration & Timing: Full Year Block / Multi-Term Modules (8-Week Blocks & 6-Week Specialized Units)

Digital Infrastructure Required: Chromebooks (1:1), Google Workspace for Education, Approved Generative AI Tools.

Aim

To empower Transition Year students through diverse physical activities, promoting personal safety, teamwork, leadership, tactical awareness, and lifelong physical health and well-being.

Rationale

Transition Year offers a unique opportunity for students to step away from traditional academic exams and engage in experiential learning. This PE module develops physical literacy, self-defense awareness, social cooperation, and sport leadership through models like the Sport Education Model and Cooperative Learning. By engaging in a wide array of activities—ranging from self-defense to team sports, aesthetic movement, outdoor adventure, and fitness—students foster resilience, teamwork, and lifelong health habits.

Learning Outcomes

Students learn about:

• Personal safety, situational awareness, and core defensive mechanics.

• Cooperative and collaborative strategies in non-traditional and traditional activities.

• The roles, responsibilities, and structural dynamics of the Sport Education Model (e.g., Coach, Captain, Referee, Statistician).

• Skill execution, rules, and tactical strategies across invasion games, net/wall games, striking/fielding, aesthetic activities, athletics, and outdoor education.

• Principles of health-related fitness (HRF) and personal training program design.

Students should be able to:

• Demonstrate basic self-defense skills and conflict de-escalation techniques.

• Fulfill diverse leadership and team roles within a Sport Education season.

• Design, analyze, and participate in health-related fitness testing and plans.

• Apply tactically sound strategies across various sports (e.g., Badminton, Volleyball, Tennis, Football, Tag Rugby, Ultimate Frisbee).

• Reflect on personal performance, peer performance, and growth throughout the module.

Brief overview of main assessment and reporting

Assessment: Continuous practical assessment based on participation, role execution in Sport Education, skill application, and a practical/reflective portfolio using Google Workspace.

Reporting: Written feedback and descriptors (Distinction, Higher Merit, Merit, Achieved) provided via Google Classroom and reported on the official TY School Report.

Module Evaluation: Student feedback surveys via Google Forms, teacher self-evaluation, and department review meetings at the end of each term.

Module Outline (8-Week Blocks & Full Year Overview)

Term 1: September to October Break (8 Weeks)

Focus: Self-Defense & Sport Education Module (Olympic Handball & Benchball)

• Week 1 – Self-Defense & Safety Awareness: Situational awareness, personal boundaries, de-escalation skills, safe stance, and basic movement.

• Week 2 – Self-Defense Core Mechanics: Breakaways from wrist/clothing grabs, defensive striking mechanics (palm strikes, elbow shields), safe falling/recovering.

• Week 3 – Cooperative Learning & Sport Education Setup: Team formation (Benchball/Olympic Handball), allocation of roles (Coaches, Referees, Media Officers, Statisticians), establishing team identity.

• Week 4 – Benchball Season (Sport Ed - Pre-Season): Skill acquisition (passing, catching, spatial awareness), duty team roles, peer coaching practice.

• Week 5 – Benchball Season (Sport Ed - Competition): Student-led round-robin tournament, refereeing by student officials, stat tracking.

• Week 6 – Olympic Handball (Pre-Season): Invasion strategies, 3-step rule, dribbling, shooting technique, positional plays.

• Week 7 – Olympic Handball (Main Season): League fixtures managed by student roles, tactical coaching sessions.

• Week 8 – Culminating Event & Finals: Championship tournament for Olympic Handball & Benchball, awards ceremony (Fair Play, Top Coach, MVP), self-defense practical review.

Term 2: November to January

Focus: Badminton & Volleyball (Net/Wall Games)

• Grip, overhead clear, drop shot, smash, serving tactics, doubles movement in Badminton.

• Volleying, setting, digging, serving, 3-touch offensive plays, positional rotation in Volleyball.

Term 3: January to February

Focus: Health Related Fitness (HRF)

• Components of fitness (cardiovascular endurance, strength, flexibility, muscular endurance).

• Fitness testing, continuous vs. interval training, designing personal workouts on Google Docs/Sheets.

Term 4: February to March

Focus: Gymnastics, Dance & Athletics

• Floor routines, balances, vaults, flight, weight distribution in Gymnastics.

• Rhythm, choreography, group dance compositions, performance in Dance.

• Sprints, relays, long-distance pacing, shot put/javelin mechanics, long jump in Athletics.

Term 5: April to June

Focus: Tennis, Orienteering, Rounders, Ultimate Frisbee & Football

• Tennis: Forehand, backhand, volley, rally consistency, court coverage.

• Orienteering: Map reading, compass work, pace counting, school grounds course navigation.

• Rounders & Ultimate Frisbee: Striking/fielding strategies, backhand/forehand throws, spirit of the game.

• Football & Tag Rugby: Tactical spatial awareness, passing lines, defensive lines, match play.

Trips / Excursions / Speakers (if appropriate)

• Guest Speaker/Instructor: Qualified Self-Defense / Martial Arts Practitioner (Term 1).

• Outdoor Adventure Excursion: Forest Orienteering & Teambuilding Centre (Term 5).

Teaching Approaches

• Sport Education Model (SEM): Student-centered learning where students act as players, coaches, referees, and statisticians.

• Cooperative & Collaborative Learning: Small group tasks, jigsaw learning for sports rules, team problem-solving challenges.

• Direct Instruction & Practical Demonstrations: Used for safety-critical components such as Self-Defense and Gymnastics.

• Differentiated Instruction: Adapted tasks, varied equipment, task cards, visual guides, and tiered activity options.

Assessment and Grading Framework

Practical Performance & Skill Application

(Self-Defense, Team & Individual Sports)

Demonstrates core skills, movement patterns, tactical awareness, and personal safety techniques effectively in game/practice scenarios.

40%

Sport Education Role & Leadership Execution

(Coaching, Officiating, Team Management)

Fulfills designated team roles responsibly, leads peer sessions, refs accurately, and maintains fair play and team engagement.

30%

Digital Portfolio & Fitness Log

(Google Workspace / Chromebook logs)

Complete, well-structured reflective logs, AI-assisted training analysis, goal setting, and rule summaries.

20%

Peer Cooperation, Engagement & Fair Play

Consistently demonstrates respect, sportsmanship, positive communication, and collaborative effort across all activities.

10%

TOTAL

100%

Differentiation for Assessment Components

• For Students Needing Extra Support (ALN / Lower Mobility): Modified performance metrics (focus on effort, execution of adapted skills, or tactical knowledge over speed/power); simplified digital templates; option for oral reflection or video submission instead of extensive writing.

• For Advanced / Extension Learners: Assessment includes tactical analysis, leading complex drills, officiating full-tempo matches, and creating personalized fitness/training modules for peers.

Resources

Facilities & Equipment:

• Sports Hall, Outdoor Courts, School Playing Fields.

• Benchball benches, Olympic Handballs, Volleyballs & Nets, Badminton Rackets & Shuttles, Tennis Rackets, Ultimate Frisbee discs, Footballs, Tag Rugby belts, Orienteering maps & controls, Gymnastics mats.

• Self-defense striking pads and safety gear.

Digital & Instructional Resources:

• Chromebooks (1:1) and Google Workspace for Education (Classroom, Docs, Sheets, Slides).

• Sport Education Role Workbooks & Tactical Task Cards.

• Instructional video demonstrations for Self-Defense, Gymnastics, and Athletics technique.

Differentiation for Resources:

• Adapted Equipment: Softer/larger balls, lower nets, adjustable targets, visual movement cue cards.

• Digital Assistive Tools: Text-to-speech enabled task instructions, visual step-by-step videos for self-defense techniques, simplified digital templates on Google Docs.

General Module Information and Overview

• Module Title: Transition year Physics module

• Subject Area / Department: Science dept

• Module Coordinator / Teacher: Gearoid Corcoran

• Duration & Timing: 2 hours per week.

• Digital Infrastructure Required: Chromebooks (1:1), Google Workspace for Education, Approved Generative AI Tools. Google classroom

• Aim: The aim of this Transition Year Physics module is to develop students’ practical understanding of key mechanics and electricity concepts while building confidence in using basic physics formulas and carrying out experiments. Students will complete a range of introductory mechanics calculations and electricity investigations, developing their skills in collecting, analysing and interpreting experimental data. The module will also include a project designed to introduce students to the structure and skills required for a 5th Year Physics practical investigation, with particular emphasis on planning an investigation and producing a clear, structured scientific write-up suitable for AAC. 

• Rationale: This module provides students with a foundation in the knowledge, skills and scientific thinking required for the study of Physics at Senior Cycle. It gives students an opportunity to apply basic mechanics formulas and develop their understanding of electricity through practical activities. The project element will allow students to develop skills in researching a particular area of Physics and producing a clear, structured scientific written report. Introducing these skills during Transition Year will help students become more confident in communicating scientific ideas and prepare them for the increased demands of 5th Year Physics. 

• Learning Outcomes 

1. Mechanics – Basic Physics Formulae

Students learn about …

• Basic concepts of motion, including distance, speed, velocity and acceleration.

• The use and rearrangement of basic mechanics formulae.

• The relationship between physical quantities and their SI units.

Students should be able to …

• Select and apply appropriate formulae to solve basic mechanics problems.

• Rearrange formulae to determine an unknown quantity.

• Substitute values correctly, including appropriate units and significant figures.

• Interpret the meaning of calculated results in a physical context.

2. Electricity – Practical Work

Students learn about …

• Basic electrical concepts including current, voltage and resistance.

• Simple electrical circuits and the function of common circuit components.

• The importance of accurate measurement and safe working practices when carrying out electrical investigations.

Students should be able to …

• Construct and use simple electrical circuits safely.

• Use basic electrical measuring equipment appropriately.

• Record and present experimental results clearly.

• Identify patterns and relationships in experimental data and use them to draw simple conclusions.

3. Physics Research Project – Scientific Writing

Students learn about …

• How to research a specific area of Physics using appropriate sources.

• The structure and conventions of a scientific written report.

• How scientific information, data and ideas can be communicated clearly and accurately.

Students should be able to …

• Research and select relevant information from appropriate sources.

• Organise information logically around a specific Physics topic.

• Write a structured scientific report using appropriate terminology.

• Reference sources appropriately and distinguish between their own work and information obtained from other sources.

• Present scientific ideas clearly using appropriate text, diagrams, graphs or other supporting material.

• Brief overview of main assessment and reporting

200 credits awarded for this module

Assessment: 30% exam at end of module, 30% experimental test at end of module, 40% project (1000 words)

Reporting: Written exam, graph and table of results submitted for experimental part and 100 words written on project.

Module Evaluation: Students will be required to complete a subject evaluation and give a reflection and feedback on the module.

Module Title: Political Education through Model United Nations

Subject Area / Department: Politics and Society

Module Coordinator / Teacher: Jenna Hodgins

Duration & Timing: 8-Week Block 

Digital Infrastructure Required*: Chromebooks (1:1), Google Workspace for Education

Aim: 

This module aims to promote understanding of political, social, environmental and economic issues at local, national and global level. To achieve this, students will learn about diplomacy and debate using the educational simulation of Model United Nations.

Focus Areas:
Advanced problem solving

Reading, understanding, and writing policy and position papers

Sampling of Leaving Certificate Politics and Society.

Building on Junior Cycle knowledge of CSPE, History, Geography, and Business Studies.

Developing academic skills:Research, Analysis, Formal Writing, Diplomacy, Debate.

Enhancing civic and community engagement.

Pursuing a new area of learning not covered in JC/LC - formal debate, parliamentary procedure, position paper and resolution writing.

Supporting wellbeing, resilience, and leadership.

Relationship building and teamwork

Rationale

Transition Year represents a critical developmental turning point for 15- to 17-year-olds as they shift from the guided instruction of lower secondary education toward personal autonomy, critical thinking, and civic awareness. At this stage, students are actively forming their identities, worldviews, and personal values.

This module uses the educational simulation of Model United Nations to engage students with pressing global, national, and local issues across political, social, environmental, and economic spheres. By stepping into the role of international diplomats, students step outside their immediate personal perspectives to engage with diverse, conflicting viewpoints. This directly supports adolescent socio-emotional development by fostering empathy, self-efficacy, personal resilience, and leadership. Negotiating complex international agendas in team environments strengthens relationship-building and collaboration skills, helping students build confidence in public speaking and intellectual risk-taking during a lower-stakes, non-exam year.

Module Outline (8 Weeks)

Week 1 – Introduction to the UN structure, global governance, and drawing assigned nation-states.

Week 2 –  Geopolitical research and academic source evaluation.

Week 3 – Formal policy writing workshop.

Week 4 – Parliamentary procedure and public speaking workshop.

Week 5 – Policy formulation and UN Resolution writing.

Week 6 – Diplomatic negotiation, unmoderated caucusing, and alliance-building.

Week 7 – Full MUN Simulation (Part 1) – Debate.

Week 8 – Full MUN Simulation (Part 2) – Amendments & Voting.

Final portfolio submission, self-reflection, and future pathways.

Trips / Excursions / Speakers Global Citizenship Educationspeaker (TBC) from the HOPE Foundation. Model United Nations Conferences (extra-curricular)

Module Title: Relationship & Sex Education

Subject Area / Department: SPHE/Wellbeing

Module Coordinator / Teacher: D Rafferty

Duration & Timing: 1 hour per week for one module

Digital Infrastructure Required: Chromebooks (1:1), Google Workspace for Education, Approved Generative AI Tools.

Aims: 

To develop personal and life skills including how to maintain healthy relationships and manage conflict in a healthy manner

To develop students’ understanding of Irish law relating to consent and sexual activity

To provide students with information on how to access resources and support as they grow into young adults

Rationale: 

The core objective of this module is to foster holistic wellbeing for students and their peers, empowering them to navigate informed choices while accepting accountability for their actions. It aligns directly with the Transition Year pillars of Personal Growth and Civic and Community Engagement.

Learning Outcomes 

Students will be able to:

Explain the law in Ireland relating to consent

Explain how alcohol and drug use can affect their ability to make decisions

Reflect on their conflict resolution style and consider different strategies they could try

Module Outline 

• Week 1 –  Introduction to RSE, student questionnaires, classroom contract and introduction of student project

• Week 2 – Relationships and communication – active listening

• Week 3 – Dealing with conflict or difficulties within relationships

• Week 4 – Consent – what does the law say?

• Week 5 – Substance use and abuse – impact on consent

• Week 6 – Substance use and abuse – impact on current and future health

• Week 7 – Sexual health

• Week 8 – Project presentations and student reflections on module

Brief overview of main assessment and reporting

Assessment: Research project (50%), participation and engagement (50%)

Reporting: End of module written report to parents with up to 100 credits awarded

Module Evaluation: Students complete module evaluation in digital portfolio

Module Title: Social Studies

Subject Area / Department: links to SPHE/CSPE

Module Coordinator / Teacher: D Rafferty

Duration & Timing: 1 hour per week

Digital Infrastructure Required: Chromebooks (1:1), Google Workspace for Education, Approved Generative AI Tools.

Aims:

To develop an understanding of why DGS has a Quaker ethos

To encourage students in exploring their own opinions about social and moral issues

To provide students with a chance to discuss their own values, and the skills to debate their views in a respectful manner

Rationale

In this module, students will:

Learn about what the Quaker ethos of Drogheda Grammar School means

Discover what principles make up this ethos and how they are reflected in the school community

Reflect on what values are important to each of them personally

Develop the confidence to express their own views on ethical issues, while respecting and valuing differing opinions of others

Learning Outcomes 

Students should be able to:

Explain what Quakers believe

Explain what values are most important to them personally

Reflect on how their values could be shown to others through their actions as well as their words

Brief overview of main assessment and reporting

Assessment: 2 project tasks (50%), participation and engagement (50%)

Reporting:  End of module written report to parents with up to 100 credits awarded

Module Evaluation: Students complete module evaluation in digital portfolio

Module Outline 

• Week 1 – Introduction to Social Studies and the background of Quaker involvement in Drogheda Grammar School.  Introduction of the project tasks.

• Week 2 – Equality: looking at Irish law and reflecting on personal bias

• Week 3 – Integrity: how we can live our lives and be true to our own beliefs

• Week 4 – Simplicity and care for the environment: how our lives impact the planet, how simplifying our lives can make them less stressful

• Week 5 – Pacifism: response to war/conflict

• Week 6 – Service: giving back to our communities

• Week 7 – Project completion 

• Week 8 – Quaker business meeting & module evaluations
  
  

Module Title: Spanish 

Subject Area / Department: Spanish

Module Coordinator / Teacher: DMR & RW

Duration & Timing: 2 hours per week. 

4 modules:  El Español Bien Hablado, Geography & Festivals of Spain, Art & Culture of Spain and Spanish-speaking countries, Writing, Sentence Building and Translation 

Digital Infrastructure Required: Chromebooks, Google Classroom, Quizlet, Language Gym

Module Title: Sports Studies

Subject Area / Department: PE

Module Coordinator / Teacher: Mr Walls

Duration & Timing: Rotating 8-Week Block 

Digital Infrastructure Required*: None

Aim: This module aims to develop students knowledge and understanding on how to live a balanced and healthy life. It will also look at some of the topics on the LCPE course. 

Rationale

To allow students to develop their Health and Wellbeing whilst also developing their knowledge on topics that are part of the LCPE Programme

Module Outline 

Week 1 – Introduction & Overview of the Module

Week 2 – Components of Health & Fitness

Week 3 – Fitness Testing

Week 4 – Principles of Training

Week 5 – Methods of Training

Week 6 – Periodisation and Programme Design

Week 7 – Presentation of Work

Week 8 – Reflection and Future Action 

Learning Outcome:

Principles of Training & Fitness Components

Students learn about: Principles of training (specificity, overload, progression, reversibility) and physical fitness components.

Students should be able to: Define and apply training principles to design and adapt personal exercise plans.

Energy Systems & Exercise Physiology

Students learn about: Aerobic and anaerobic energy pathways and body responses to exercise.

Students should be able to: Identify how energy systems contribute to different physical activities and select appropriate recovery techniques.

Skill Acquisition & Movement Analysis

Students learn about: Stages of skill learning (cognitive, associative, autonomous) and biomechanical movement principles.

Students should be able to: Use biomechanical principles and video feedback to analyze and refine movement technique.

Sports Psychology & Performance Planning

Students learn about: Psychological factors influencingperformance (motivation, arousal, focus).

Students should be able to: Utilize psychological strategies such as SMART goal setting, mental rehearsal, and arousal control to optimize performance.

Diet, Nutrition & Recovery

Students learn about: Dietary requirements, macro/micronutrients, and hydration for athletic performance.

Students should be able to: Evaluate nutritional requirements for physical performance and design pre- and post-activity nutritional strategies.

Brief overview of main assessment and reporting

Assessment: Each TY Student will create a training plan which they will write up into a digital booklet. They will also have to demonstrate and execute their training programme

Reporting: Written report to parents / self reflection for the students

Module Title: Theatre and Performance Studies

• Subject Area / Department: Performing Arts

• Module Coordinator / Teacher: Sacha Hendricks

• Duration & Timing: Full Year Module - 1 timetabled lesson per week

• Digital Infrastructure Required*: Chromebooks (1:1), Google Workspace for Education, Approved Generative AI Tools

• Aim: To introduce students to the art and practice of theatre and performance through creative exploration, practical participation, performance analysis, and reflective practice. Students will develop confidence, communication skills, creativity, and self-expression while exploring a range of theatre styles and performance-making processes.

• Rationale

This Transition Year Theatre and Performance module provides students with opportunities to develop personal, social, creative, and communication skills through active participation in a broad range of theatrical and performance experiences. The module supports the aims of Transition Year by developing confidence, independence, innovation, collaboration, and reflective learning within a creative and student-centred environment.

Positioned between the Junior and Senior Cycle, the module serves as an important bridge by extending students' learning beyond the structured and skills-based experiences of Junior Cycle towards the greater autonomy, critical engagement, and specialised study associated with Senior Cycle education. Students are encouraged to take increasing responsibility for their learning by planning, devising, rehearsing, evaluating, and presenting original performance work. Through these experiences, they develop the independence, self-management, and critical thinking skills required for future academic and personal success.

The module responds to the needs of contemporary young people by providing meaningful opportunities for communication, collaboration, creativity, and self-expression. In a society increasingly shaped by digital technologies, theatre offers valuable face-to-face experiences that promote active listening, empathy, interpersonal communication, and emotional intelligence. These skills are essential for effective participation in education, employment, and community life.

Through practical theatre-making, students engage in problem-solving, teamwork, leadership, and decision-making while learning to work constructively with others. Rehearsal and performance processes encourage resilience, adaptability, and perseverance as students respond to feedback, refine ideas, and overcome creative challenges. Such experiences support wellbeing and personal development by building self-confidence, self-awareness, and a positive sense of identity.

The module also promotes cultural awareness and an appreciation of the role of theatre and performance in reflecting and shaping society. By exploring diverse theatrical traditions, styles, and forms of storytelling, students gain insight into different perspectives, cultures, and experiences while developing an understanding of the arts as a means of communication and social engagement.

The knowledge, skills, and dispositions developed through this module are highly transferable and support learning across the curriculum. Communication, creativity, collaboration, critical thinking, reflection, and presentation skills are valuable in all areas of further study, employment, and lifelong learning. The module therefore contributes significantly to the overall aims of Transition Year by preparing students to become confident, reflective, and engaged learners who can participate effectively and creatively in an evolving world.

Learning Outcomes: By taking part in this module, students will develop their knowledge, creativity, confidence, teamwork and performance skills.

1.Describe and Explain: Students will be able to:

Understand key theatre terms such as actor, character, audience, space, story and performance style.

Explain how theatre can be used to tell stories, communicate ideas and express opinions.

Recognise different theatre styles and traditions.

Discuss and analyse live or recorded performances.

Understand the importance of rehearsal, teamwork and reflection.

2. Demonstrate: Students will be able to: 

Take part in theatre activities with confidence and creativity.

Use basic acting, voice, movement and improvisation skills.

Communicate characters, stories and ideas through performance.

Understand how their performance choices affect an audience.

Create, rehearse and perform an original theatre piece.

3. Apply: Students will be able to:

Use theatre and performance skills in different situations.

Work effectively with others when planning, rehearsing and performing.

Solve problems and make creative decisions.

Use feedback to improve their work.

Plan and organise a performance.

Work both independently and as part of a group.

4. Reflect: Students will be able to:

Reflect on their confidence, skills and personal development.

Think about what worked well and what could be improved.

Evaluate their contribution to group work.

By the end of the module, students should be able to understand theatre, perform confidently, work creatively with others, create their own performances and reflect on what they have learned.

Module Outline

Module 1: Masks

Week 1 Introduction to Theatre Studies. 

Week 2. Intro to Masks. Practical games focusing on body language and expression.

Week 3. Movement & Character. 

Week 3. Creative Exploration .Develop short improvisations.

Week 4. Performance Analysis

Week 5. Creating a Performance In groups

Week 6. Rehearsal & Feedback Rehearse performances. 

Week 7. Final Rehearsal Refine movement, timing, use of space and characterisation.

Week 8. Performance & Reflection Perform the finished piece. Reflect on individual progress, teamwork and the creative process.

Module 2 and 3: For Modules 2 and 3, a performance genre will be selected based on student interest and engagement. Possible genres include:

Puppetry

Storytelling

Musical Theatre

Improvisation

Commedia dell’Arte

Mime

Module 4: Creation and performance of a short original piece inspired by a chosen theatre style.

Week 1 Choose a performance style. Research.

Week 2 Develop characters, scenes and ideas in groups.

Week 3 Rehearse

Week 4 Rehearsal with feedback

Week 5 Rehearse with feedback

Week 6 Presentations

Week 7 Presentations

Week 8  Reflections

• Brief overview of main assessment and reporting

Assessment: 100% continuous assessment based strictly on participation,  reflection, engagement, mindset, reliability and collaborative effort across all 4 modules.

Final Performance Project (100 credits) Module 4

Creation and performance of a short original piece inspired by a chosen theatre style.

In class participation  -  20% (attitude/attendance/reliability)

Written Reflection - 30%

Group Piece - 50%

Reporting: 100 credits per module report equalling four reports across the year. Credit system documented in TY reports.

Module Evaluation: 

Reviewed annually via structured student written reflection and teacher review to refine.