MARIST
COLLEGE
Core subject layer may include
PE
ICT
Mathematics
Gaeilge
English
RE
Other
Transition Year
Mission.
To promote the personal, social, educational and vocational development of pupils and to prepare them for their role as autonomous, participative, and responsible members of society.
History of Transition Year Programme at Marist College.
1989 Transition Year introduced into Marist College under the guidance of Brother Philip.
1995/2000 Mr. Luke Walsh Coordinator.
2000/2004 Mr. Tony Colgan Coordinator.
2004 to present Mr. Michael Loftus, Programme Coordinator.
The Transition Year programme has been in existence in Marist College Athlone since 1989. The programme is optional for students on completion of their Junior Certificate and success in the application pathway. Our programme offers the student the space to mature and promotes increased social awareness and social competence. The programme at Marist provides a broad variety of learning experiences both inside and outside the classroom.
Overall Aims
The following aims are interrelated and interdependent and should be strongly reflected in every Transition Year programme:
1. Education for maturity with the emphasis on personal development including social awareness and increased social competence.
2. The promotion of general, technical and academic skills with an emphasis on interdisciplinary and self-directed learning.
3. Education through the experience of adult and working life as a basis for personal development and maturity. (Source: Department of Education Guidelines)
The aims and philosophy of Transition Year should permeate the entire school. Each school devises its own unique programme to meet the needs of its students. The programme should offer students a broad and balanced curriculum based on the following four layers.
Subjects
Core Subjects: are usually those subjects that all students take for the full year.
Subject Sampling: may involve giving students a taster module of the Leaving Certificate subjects available in the school to help them make informed choices when making their subject choices later. Subject sampling may also expose students to new subjects that they have not experienced before. Includes subjects and modules devised both within the school and by external agencies supporting the programme in schools.
Transition Year Specific Layer: TY Calendar Layer includes "once off" activities such as work experience, trips, musical production, etc.
Schools decide upon the subjects and modules in each of the four layers based on the needs of students, staff allocations and teacher’s expertise as well as parents expectations and local resources and geographical location.
Subject sampling layer may include
Environmental Studies
Science.
Chinese
Drama
Business Studies
ICT
Other
TY specific layer may include
Mental Health Matters
Mini Company
Photography
Tourism awareness programme
Psychology
Log on Learn
Young Social Innovators
Culinary Arts module.
Other
Calendar layer may include
Work experience
Outdoor pursuits
Social outreach
Field trips
Visiting speakers
Drama/Musical production
Other
Leaving Certificate Vocational Programme. (LCVP)
The Leaving Certificate Vocational Programme (LCVP) is an intervention designed to enhance the vocational dimension of the Leaving Certificate (established). The programme was introduced nationally in 1994 and in Marist College in 2012 in response to the challenges placed on Ireland’s education system by a changing work and business environment. The LCVP combines the academic strengths of the Leaving Certificate (established) with a new and dynamic focus on self–directed learning, innovation and enterprise. This two-year programme is part of an expanded provision that aims to cater for the diversity of participants’ needs at senior cycle.
The primary goal of the LCVP is to prepare young people for adult life by ensuring that they are educated in the broadest sense, with an ability to cope and thrive in an environment of rapid change. Participants in the programme are encouraged to develop skills and competencies fundamental to both academic and vocational success.
Throughout the programme students are encouraged to:
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Be innovative and enterprising
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Take responsibility for their own learning
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Adapt to changing circumstances
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Evaluate data and devise solutions to problems
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Communicate their thoughts and ideas effectively
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Work with others as part of a team
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Investigate and plan career options
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Use information and communications technologies
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Investigate local businesses and community enterprises
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Learn from their experiences
Requirements for the Leaving Certificate Vocational Programme,
which is of two years’ duration, are as follows:
LCVP Students must take a minimum of five Leaving Certificate
Subjects (at Higher, Ordinary or Foundation Level) including Irish.
two of the above must be selected from one of the designated.
Vocational Subject Groupings (these are group of L. Cert subjects
which link naturally together)
they must follow a recognised course in a Modern European Language
(other than Irish or English)
they must study two additional Link Modules, Preparation for the World
of Work and Enterprise Education.
The Link Modules are activity-based units of study which are designed
to help students make connections between school and community, study and future career, enterprise and the business of making a living.
LCVP Students follow the same subject syllabuses and are assessed in the same way as their peers in the Leaving Certificate. For the Link Modules they are assessed by Written Examinations (40%) and by Portfolio of Coursework (60%). The Link Modules are recognised in points terms by Institutes of Technology and by Universities.
Preparation for the World of Work
Research and investigate local employment opportunities; develop your job-seeking skills such as letter writing, CV presentation, interview techniques; gain valuable practical experience of the world of work; interview/work shadow a person in a career area as part of a career investigation.
Enterprise Education
Organise study visits to local business and community enterprises; meet and interview enterprising people onsite and in the classroom; plan and undertake interesting activities that will build self-confidence, creativity, initiative and develop your teamwork, communication and computer skills.