Transition Year 2012-2013
(The Programme below may be modified slightly; please visit the "Archive" to view the content of previous Transition Year Programmes, i.e. 2008-2011)
|T.Y. Programme 2012-2013|
Interview with French Exchange Students in T.Y. – Matlilde Aubignac and Axelle Carrere
What do you think of Rockwell?
Yes, we love Rockwell, We would love to stay longer than 3 weeks, definitely a month or two months.
2. Has your English improved since you have been in Ireland?
Yes, we understand much better. Our host families have told us that we have made lots of progress but we don’t notice too much.
3. Do you like Ireland?
Yes we love it in Ireland.
4. What is the family you stay with like?
They are very nice. Sometimes the family members talk to us in French which makes us feel at home.
5. Are the people in Ireland friendly?
Yes they are very friendly. In France there are groups and the French don’t talk to people they don’t know but in Ireland everybody talks with everyone. We prefer this.
6. Do you find the day long?
Study in the evening is very long and very boring when we have no work to do. We find the day difficult and the hours are crazy!
7. How do you find the weather in Ireland?
Weather is crazy here! In the morning we wake up and the sun is shining but two hours later it could be raining but it doesn’t bother us too much.
8. Do you find the teachers strict?
Teachers are calm here as it is transition year but in France it is all work and no play. The teachers in France are very strict.
9. Do you like the food?
It seems to be always chicken, but it is ok.
10. Which subjects do you prefer?
We love music, art and cooking as we don’t have these in France.
11. Do you prefer to spend time with Irish people or French people?
We prefer to be with Irish people as we are always with French people and can be with them at any time. When we are with Irish people our English is improved more.
On Monday the 4th March, our TY group started our first day of ‘Dance School’. TY “C” kicked off the dance school that morning. We weren’t too enthusiastic, but once the day commenced we got more into it; this was mainly thanks to our dance teacher, Anna, who really dragged us out of our shell, followed by TY “B” and TY “A”. To start dancing off Anna told us it was really important not only to stretch for sport but that it was equally important to stretch for dance too; it felt like I had stretched places I never knew I could. Everyone seemed awkward and embarrassed at the start but we all soon loosened up and soon people began to find their feet. To my great amazement it proved that boys seemed to be the better gender at dancing. Anna chose ‘Party Rock Anthem,‘ by LMFAO which was a really good song choice on her part: it was fun and energetic to dance to. We split up into 3 groups and added our own creativity to the dancing which made it better again. It took us the first three days to put the dance steps together, but once that was over we started dealing with drama and singing, which we learned is very much linked to dancing. This really helped us with our dancing in the sense that it taught us how to put emotion and expression into our dance steps, which automatically changed the appearance of our dancing. On the Thursday our dance was filmed and performed in front of all our other TY groups; it was great fun and we really got into it. Anna knew at that stage that her work at Rockwell was done. As a TY class group for the last day we asked could we learn how to waltz and also learn how to Salsa. I found this the best part of the whole week as we would definitely need this in the future. Overall I found it a great part of the TY course and it brought us closer together as a group. Thanks to Mr. Egan for organising it and to our dance teacher, Anna.
Chloe Maher and Jennifer Yates.
On Tuesday the 5th of February the T.Y girls had an action packed day full of beauty and make-up. Caroline Holohan from the “Institute of Beauty” Waterford informed us about every girls guide to good skin, hair, nails and also the importance of good hygiene. All T.Y girls were instructed to come in with no make-up on as Caroline would be teaching us how to properly apply make-up in a more natural manner. Our day began at 8:50 in the school library;she distributed up booklets for us all about how to maintain good skin, hair and nails. We read through these hand booklets between 8:50 and 11:00; each booklet contains useful information which every girl should be aware of. Caroline also told us some horrific stories about beauty treatments that went horribly wrong which really made us all think. I went into the library that morning thinking I knew everything I needed to know about skin care and make-up but in fact I knew nothing at all, so we all really took the information Caroline presented on board. Between the hours of 11:00 to 1:00 we paired off into groups of two and removed any nail varnish we had on and gave each other mini manicures and pedicures, which was really good fun! Time drew nearer to 1:00 and Caroline began to set out the make-up she had brought with her on a table with 7 chairs set around the table. Within the hours of 1:40 and 3:45 Caroline performrd a make-up demonstration on Rachel Breen, at which we all stood around and watched. Once she was done we got into pairs again and did each-others make-up; we learnt how to choose make up to match our skin tones which would be useful when buying make up in the future. We firstly did a “Day-time look” shortly followed by a “night time look”; it taught us that less is definitely more when it comes to “Day time” make-up. It was a great part of our T.Y course and on behalf of all the girls I want to say “Thank you” to Caroline: we thoroughly enjoyed the day; it improved our knowledge about make-up and skin care which was badly needed.
T.Y. Driving Course
A driving course with Mr. Noel Keeley, a local qualified driving instructor was organized by our co-ordinator Mr. Egan during the autumn of 2012 as part of our Transition Year curriculum. We were first prepared for the driving lessons and were shown interactive road safety DVDs and videos and did numerous online theory practice tests. We learned the basics of purchasing vehicles, insuring, taxing, and practicalities such as completing safety checks and basic car maintenance on your car before commencing on journeys.
The driving lesson was a two hour course and highlighted the safety features of modern day vehicles and gave us practical safety tips for both the driver and passenger. It also highlighted the consequences of dangerous driving practices and we looked into examples and case studies.
The course was aimed at us as young people to help us to adopt a common-sense and safety led approach to driving.
“Sports Science” started for us at the beginning of the year and it lasted until November. I originally believed that this would simply be another word for P.E, but it turned out to be much more than this.
In the beginning our main focus was on human nutrition. We spent a number of double classes in the lecture theatre learning about the importance of the correct diet in order to maximise performance and general health through striking a balance between the main food groups.
We later moved on from the theory to practical sessions. We engaged in many activities such as soccer and tag rugby. We then went on to do some basic life-saving techniques over the course of three pool sessions, such as how to make basic flotation devices out of ordinary clothes and the correct way to enter the water and retrieve the individual in question.
We concluded with a project on topics chosen by Ms. Kelly and randomly distributed to us on subjects ranging from “Flexibility” to “The importance of exercise”. An interesting conclusion to a great experience.
T.Y Film making
Film making was a brand new experience for almost all the Transition Years. It struck us as a daunting task at first but a couple of role playing scenes in the classroom let the drama side of everybody out. We started brainstorming ideas for a movie and planned different sketches and scenes we all found to be hilarious. Picking the various characters was the next objective. Those who wanted speaking parts were granted the roles and the more shy individuals desired more silent positions in the production. We began filming as soon as possible and everybody edited the script to their own tastes. We spent many weeks filming scenes and most of the time doing a few takes before we got them right. The craic around the set was second to none with all sorts of antics occurring. With our thrown together costumes and tired minds from staying in character, we eventually came up with enough footage for a movie. We watched all of what we recorded and were happy with the result. We could not have done any of it without the help of Brian, the editor and director of our movie. He took on the responsibility of editing and creating the movie fit for a DVD. I think we all enjoyed the experience and were all filled with immense pride while re-watching our movie. It will be something we can remember about T.Y.
|TY at "Kettlebells"|
"Kettle Bells" - Lee Molloy
As part of our transition year course, we do a six week programme of “Kettle Bells”. This includes going after lunch time on a Thursday and spending an hour and a half in the gym. There are two trainers who take us every week, Colin and Dan. They teach us the basic steps to build your body’s strength and power. We are given proper technique and advice. The training is a lot harder than I expected as I am always being pushed to do my best. We start off with a warm up involving a light jog and a few light stretches to loosen up and prevent injury during the workout. Next we move on to circuit training. Every week there are different combinations of movements which allow us to work our entire bodies efficiently and in different ways each time. After the circuits we go straight into a “core”workout. Even for the fittest of us there this is a struggle. To finish off we have a few stretches to put our tired bodies at ease. I feel that Dan and Colin really push me to my physical limit and show me how much I can get done with a little push. I’m sure this goes for everyone else too. It’s given me new knowledge on how to train and the different ways to develop my movement. I hope I get a chance to go back to the Forge gym because Colin and Dan make it such a positive environment that you just want to exercise!
Kickboxing-By Tommy Anglim
Damian was the name of our instructor for kickboxing; we were unsure what to think before the first session because most of us had never done kickboxing before. But after a while Damian explained what we were doing and we started to enjoy it. We all partnered off with one person putting on gloves and the other putting on pads. The first session was basic stuff, with mostly straight arm jabs into the pads.
After a few weeks we began to get better at it, and we moved onto harder things, like blocking the pads, then a one-two combination punch followed by an upwards kick into the two pads. The sessions were hard work but everyone seemed to enjoy getting exercise as well as learning how to punch. Kickboxing was a thoroughly enjoyable experience for the whole class and we were sad to see the end of it. It is good exercise but at the same time it was a very fun time.
Road Safety: Colm O’Shaughnessy
This year as part of our TY course, we took part in six weeks of learning about road safety. Mr Flynn was our teacher. We watched DVDs and went to the computer rooms to learn about how to be safe on the road and in a car or on a motorbike. It was very interesting to learn the rules of the road and how to keep safe on the road.
We started learning about motorcycle safety first. We learned that not only does the driver have responsibilities but also the passenger or pillory. We watched videos by the Road Safety Authority that informed us about the necessary equipment and safety checks required before setting off on the motorcycle. It also informed us about the correct seating position for the pillory.
We then learned about car safety. We watched more RSA videos that informed us about things like stopping distance and all the hazards that we should be aware of on the road. We also learned the rules of the road and then performed a practice theory test online int he computer rooms.
Overall it was a great experience, and we all learned a lot and benefitted greatly from it. It will also give us a head start when we begin our own driving theory test and driving lessons.
|Transition Year Magazine|
|T.Y. on Ice|
Hope Foundation Holds Information Launch at Rockwell College
While many will no doubt of heard of the Hope Foundation and the huge work they have done for Street Children in Calcutta in India few will have had the experience of seeing at first hand the work this truly remarkable charity does.
However on Wednesday October 17th last thanks to the work of the Foundation, 12 street children from Calcutta visited Rockwell College in Cashel to tell students at first hand of the help the foundation has given their city. Indeed it was fitting that the presentation was held in the College as for the last five years Rockwell under the Guidance of transition Year co-ordinator Mr Patrick Egan has been sending groups of transition Year pupils to the Indian City. According to Mr Egan ''Each pupil has had to raise up to €3,300 to fund their trips and they have to do this by various means including, holding bag packing days in local supermarkets in Clonmel and Thurles, hosting Golfing outings, 10Km walks sponsored cycles, meals at Indian restaurants etc'' He said that he was ''particularly indebted to Ms Amanda Kelly in Tesco's in Clonmel for all the help she had giving the students in arranging bag packs for Hope''.
On Wednesday last Master of Ceremonies and Rockwell 6th Year Student Aoife Purcell who herself travelled to Calcutta in February 2011 said that she ''had been blown away by the experience''. She told the gathering that ''to date Rockwell had sent 32 students to Calcutta and to date they had raised a combined total of €106,000 for the Foundation''. She said that she was very struck by the HOPE Foundation motto namely 'A World Where it Does Hurt to be a Child' Others to address the gathering included Jean O'Donnell a 5th Year student who went to Calcutta in February 2012 she said that she is looking forward to going back some day. After a video was shown of the Rockwell experience in Calcutta two street children from the city addressed the gathering. Modeeka and Sinaha revealed that the country as whole is improving thanks to the work of home and it now has a 74% literacy rate which is much greater than ever before.
Rockwell Principal Ms Audrey O'Bryne spoke about the work of the organisation. She told students 'Hope is a fragile word . But hope is the strongest thing we all have''. She added what while the Hope Foundation has done wonderful work for Calcutta the 32 students from Rockwell have also benefitted hugely from their experience in terms of the knowledge they have acquired. The launch was also attended by a number of students from the CBS High School in Clonmel and teacher Ms Caroline Kenny.
> In February 2013 Rockwell will send 10 students to Calcutta accompanied by teacher Ms aoife Mulcahy. The students who will travel are James Heffernan (Cashel), David Cremmin (Kenamre), Nicola Buckley (Latin), Ellie Morrissey (Bansha), Gerard Hourihan Clancy (Boharlann), Betty Barlow (Clonmel), Kara Dunne (Clonmel), Darran Fehilly (Clonmel), Chloe Maher (Clonmel) and Elliott Stone (Cork).
On Tuesday November 6th, a crowd of over one hundred parents and students gathered for the Rockwell College Toastmasters Open Night. It was chaired by the impressive Conor Beary, who proved to be an encouraging and steady hand throughout. Eleven students gave three minute speeches each on such diverse topics as GM foods, Bullying and ‘Why Penneys is better value than Hollister’. The speeches were followed by the Topics Session, held by Ellie Morrissey. Despite the audience being a little shy, Ellie skilfully provoked debate by offering up an interesting list of topics. The highlight of this list occurred when Pat Egan suggested that Ireland needs a benign dictator to get it back on its feet, and nominated his colleague James Keating for the role.
The night came to a close with Clonmel Toastmasters’ President Jim Keating presenting the students with their certs, and encouraging them to maintain their link with Toastmasters wherever they go. The staff and students at Rockwell College wish to thank Mr Denis Corcoran who is in his twelfth season of Toastmasters in Rockwell College and who dedicates so much time to the Transition Year Youth Leadership Programme in the schools throughout South Tipperary.
|Skelligs/Tralee Sept. 2012|
Aims of Transition Year
- To prepare students for the Leaving Cert cycle by giving them a good academic grounding and allowing them to make informed decisions about their future by giving them a taste of the subjects on offer in Fifth Year.
- To promote the self-confidence of all students by encouraging them to express themselves in new ways.
- To promote a healthy lifestyle among students by encouraging them to develop and maintain good fitness levels.
- To achieve education for maturity with an emphasis on social awareness, and preparation for adult and working life.
To ensure all students enjoy their Transition Year.
- Special Programmes
Overseas Aid Project: Each year we hope to raise a significant amount of money to help with a development project overseas. This year we have chosen to raise money for the Hope Foundation in Calcutta. On February 18th it’s planned to send ten students and a teacher out to Calcutta for a week of work with street children. Each student has a target sum of at least €3,000. This money will raise enough money to keep schools, hospitals and orphanages open in Calcutta for a year, while highlighting the plight of those less fortunate than ourselves.
German Student Exchange: Our students will be given the opportunity to study in a German school for up to four weeks as part of the exchange programme. Students will subsequently host a German student for a similar period. This is a very cost effective way of developing the linguistic and social skills of our students.
French Exchange: Students are given the opportunity to study in a French school for two weeks as part of the exchange programme. Students will subsequently host a French student for a similar period. This is a very cost effective way of developing the linguistic and social skills of our students.
Gaisce: Each student will be given the opportunity to enrol for a Gaisce Presidential Award. To achieve this, students must learn a new skill e.g. public speaking, get involved in regular physical recreation e.g. play on a team, complete an endurance task e.g. walk 30km over two days and undertake community service e.g. work with the elderly. Each of the aforementioned tasks are an intrinsic part of our T.Y programme.
Three day visit to Kerry: The highlight of this trip is the visit to the Skellig Islands. We also visit Banna Strand for two surfing classes as well as swimming. Paintballing takes place on the final day. Evening activities include a visit to the cinema and surfing. These activities encourage teamwork amongst students and helps new students of the college to integrate with their peers.
Song School: This is a two day music workshop where students are encouraged to bring in their own musical instruments and write and record their own music onto a C.D. (Optional)
Dance School: This programme is designed to encourage non dancers to be comfortable on a dance floor for any occasion while also challenging accomplished dancers to further improve their skills.
Social Awareness: Students will visit Scoil Aongusa, Scoil Cormac and The Nagle Centre for an hour and a half each visit over a period of eight weeks. This gives the students the opportunity to work with people less well off than themselves in a classroom environment. This is of particular value to students may be considering a career linked to the humanities or the caring professions.
Riding for the Disabled Association of Ireland (R.D.A.I.). This gives the students the chance to work with younger students who have either physical or psychological difficulties. The students help a child to ride the horse and encourage it to be more self-sufficient both improving confidence and core strength.
Work Experience: This will commence from Monday March 19th to Friday April 13th. This includes the two weeks of the Easter holidays. Students will get the opportunity to gain experience in the workplace with a view to deciding on their chosen career. Students are obliged to report on their experiences while employers are encouraged to give feedback to the students under their care. This will take place on the two weeks before the holidays to give the students up to four weeks work experience.
Seven Habits of Highly Effective Teenagers: This programme, adapted from the bestselling book of the same name, helps students to deal with the challenges being faced by teenagers on a daily basis.
Law Education: This is a two day course that deals with the law as it applies to the student. Topics covered range from consumer to criminal law. It also deals with law as a career and it culminates in a mock trial whereby the students participate in all of the various roles involved.
- ACADEMIC PROGRAMME
Transition Year offers an opportunity to focus upon improving spoken Irish in the Classroom. Pupils are encouraged to develop aural and oral Irish skills while they prepare for interviews similar to the Leaving Certificate Programme. We visit the Gaeltacht during the final term to facilitate the experience of conversational Irish in everyday life.
We also use the TURAS TEANGA language programme to prepare students for essay writing, vocabulary and literature studies at the core of senior cycle.
Content: Comprehension, Creative writing, Literature, Media Studies and analysis, Oral work.
AIMS: To increase the pupil’s awareness of language and communication in a variety of forms, to increase proficiency in writing and comprehension.
A Transition Year Newsletter is also produced while a solid grounding is given for Leaving Cert cycle by studying a major Shakespearean work
We aim to develop the pupils’ knowledge of maths on a functional level.
To demonstrate the practicalities of maths to the pupil in such topics as probability and differentiation while giving a solid grounding for Leaving Cert cycle.
MODERN LANGUAGES: Students will get the opportunity to study any two of the following languages
We aim to promote an awareness and understanding of modern European language and culture, to assist pupils in the practical application of language skills, to develop ability and a confidence in their use of languages. This gives the students the opportunity to make an informed choice for Leaving Cert cycle.
This week course focuses on basic Italian vocabulary with a strong emphasis on conversation and role play. The aim of the course is to enable students to ‘get by’ in Italy while also giving a taste of the language with a view to further study.
Students will be given the opportunity to learn Chinese as part of the Confucius Programme. With the world economic climate changing so rapidly it’s very important to give the students a taste of the language and gain accreditation.
We conduct a study of key figures in history, including Arafat, Gandhi, Martin Luther King, Lech Walesa, while studying the political climate faced by of each of the personalities.
We also do a study of Northern Ireland 1922 – present. ‘Genocide in the twentieth century’ we cover three case studies. This gives an invaluable insight into the Leaving Cert syllabus.
We study natural disasters, their consequences and causes. We complete a major field study while sampling topics that occur on the Leaving Cert cycle such as geoecology.
We aim to develop musical awareness and ability through the Production of a school musical. It’s hoped to encourage participation and a positive attitude to musical performance, to develop social skills and team work through the production of the musical. We also learn to play a Bodhrán. This syllabus is designed to give the student a good grounding for music at senior cycle.
Students learn the skills of clay moulding, self-portrait, bag making, set design and construction for the college musical. Students are given an appreciation of the many facets of Art and Art History. This gives students a good grounding for Leaving Cert Art.
To heighten awareness of issues affecting young people and society in general, to examine social responsibility, to apply information gained on world religions in the Junior cycle to practical examples in modern society.
We aim to develop skills in a range of sports, to develop a confidence and a willingness to engage in sport, to gain an understanding of the importance of P.E to general health and well-being, to develop social and interpersonal skill through the medium of sport.
We aim to prepare pupils in choosing their work experience placement through the creation of a personal profile, to introduce pupils to aspects of responsibility and professionalism in work, to facilitate in career investigation. : Students are compelled to keep a record of all activities completed during the year culminating in the production of a portfolio. This will include both academic and extra-curricular activities and will be part of overall assessment at the end of the year.
- Modulated Academic Programmes
(Students will rotate between economics, accountancy and business studies)
The students get an introduction to the subject by studying double entry accounting, bank reconciliation statements, marginal costs and interpretation of accounts.
This provides an introduction to the subject by examining demand and supply, elasticity, the factors of production and national accounting and measurement.
We study seven of the twenty four topics on the Leaving Cert syllabus. These include the skills of modern management, enterprise, international trade, taxation, insurance, globalisation and business in general.
Students will rotate between Biology, Agricultural Science, Physics and Chemistry.
Biology and Agricultural Science
These 2 subjects while combined in TY science are separate subjects in the Leaving Cert which have a major amount of overlapping material. Areas covered in this 9 week programme are:
- Cells →plant and animal cell ultra-structure
→experiment examining and preparing such cells
- External structure of animals parts such as cow (beef & dairy), pig, horse and sheep.
- Microbiology detailed study of bacteria and growing of such bacteria in the lab.
- Genetics involving genetics crosses.
- Overview of Rockwell Farm.
- Detailed study of 1 type of animal production on the farm i.e. pigs or calves.
The aim of the TY Science Programme is to provide the students with a brief introduction in to the 4 leaving science subject to ensure that they make a well informed choice when selecting Leaving Cert subject. To improve their handling of lab equipment while doing experiments to improve their practical work.
This programme covers 3 main areas from the Leaving Cert Course which are:
- Speed and velocity
- Acceleration and the 3 equations of motion.
- Force and Newton’s laws of motion.
- Current electricity
- Potential difference
- Ohms law
- Matter and anti-matter
Broken into 3 areas 1) Chemistry 2) Physics 3) Biology & Agricultural Science. Each area is broken into a 9 week programme. In this way, each student will cover each area for 9 week block. Each area is taught during 1 single & 1 double class per week.
Topics covered within each area are as follows:
- Revision of atomic structure & periodic table from Junior Cert.
- Calculations to obtain relative atomic and molecular values.
- Detailed study of the mole
Calculating mass values of the mole
Calculating number of moles from mass.
Determining reactants or products based on Chemical equations (this includes 3 experiments).
- Acids & Bases
Revision from Junior Cert followed by techniques used in acid/base titrations and making up solutions of known concentrations.
- Personal Development Modules
Students will rotate between First Aid, Toastmasters and Kickboxing
First Aid (10 weeks)
This course trains pupils to demonstrate an effective level of skill and knowledge in the diagnosis and management of choking, bleeding and shock. It is examined in a practical assessment and divided into three parts:
Test 1: Rescue breathing, action for vomiting and the recovery position on a live casualty.
Test 2: Single rescuer C.P.R. using an adult or mannequin.
Test 3: Knowledge and understanding of basic life support and related conditions.
Toastmasters (10 weeks)
This encourages students to perform various roles which require public speaking. For the duration of this course students will learn how to prepare and deliver a speech, to chair a meeting, to evaluate colleagues, time speeches, set up a room for a meeting and learn to speak ‘off the cuff’. This culminates in an open night for students to hold a meeting which parents are encouraged to attend. On completion of the open night students are awarded their Youth Leadership Cert.
Kickboxing (10 weeks)
This is particularly beneficial as it helps develop core strength and cardio vascular fitness.
Students will rotate between Driving school and safety, Drama and Self Defence
The programme is devised to encourage first timers and to develop students with prior stage experience. Each week a new aspect is developed and explored from comedy to improvisation.
Driving School and driving Safety-
The students will be prepared for the driving theory test by practising the questions that appear on the interactive road safety DVD.
The student will learn the mechanics of buying, taxing and insuring a car.
Students will learn the practicalities of repairing a puncture as well as basic car maintenance.
Car Safety Awareness: This two hour course highlights the safety features of modern vehicles while giving practical tips for driver and passenger safety e.g. how best to wear a seatbelt. It also highlights dangerous driving practices and their consequences by looking at case studies.
This module will culminate in a one hour driving lesson with a local qualified driving instructor.
Self Defence-This will incorporate many aspects of the various martial arts with a view to self defence should a person find themselves under threat through no fault of their own. The primary aim of this course however is trouble avoidance.
Students will rotate between Film studies and Sports Science
Film Studies (15 weeks)
Over the duration of this course we learn about the business of film production from the writing of the screen play – the distribution and promotion of the film. Each class will write a screen play – appoint a cast and eventually produce their own fifteen minute film.
Sports Science (15 weeks)
Over the duration of this course we study the physiology of the body, the importance of a good diet and the psychology of sport. Through multiple case studies we get an understanding of the requirements for participation at all levels of sport.
Students also build up their fitness in successive weeks eventually culminating in all students completing a 10km run.
- Evening Programme
Evening study takes place between 5.45pm -8.15pm Monday, Tuesday, Thursday and Friday and Wednesday 3.30pm -5.00pm and 5.45pm – 7.15pm. Every effort is made to ensure that a good balance is struck between giving students time to complete their assignments and get time for personal development. Activities such as debating, piano and guitar are available to all students in the college however the following activities are organised with T.Y. in mind.
School Show – Back to the Eighties (05/09/10 – 27/10/10)
All T.Y. students are encouraged to take part in the production of this show. This involves acting, make up, and set design, ticket sales and front of house management.
Microsoft Specialist Programme-
This FETAC Accredited Programme will comprise of an in-depth study of Word, PowerPoint and Excel.
Word (20 hours)
Topics covered include manipulating text, formatting content, working with tabs, formatting documents, getting ready to print, using tables, working with illustrations, creating mass mailing documents and sharing documents.
PowerPoint (10 hours)
Topics covered include working with text, working with illustrations and other media, working with charts and tables, enhancing, reviewing and delivering presentations.
Excel (20 hours)
This will involve creating and editing worksheets, formatting worksheet data, working with charts and graphs, managing workbooks, customising excel 2010, working with external data and automating workbooks.
On the completion of each module students will get the opportunity to attain certification by sitting the specialist exam in the relevant module.
Evening film programme
One evening per week. The students will get the opportunity to view films and programmes based on the historical syllabus of TY. Examples of this Pacific, Band of Brothers, Mississippi Burning, JFK and Michael Collins. This provides a welcome break from study and puts the historical programme in an accessible light.