TY Sample Edition

Transition YEARBOOK

A workbook for transition year students TY Drumcondra Glasnevin 2017.indd 1

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Transition YEARBOOK

Contents

Introduction: The transition Year .

Timetable . . . . . . . . . . . . . . . .

Personal Skills . . . . . . . . . . . . .

Assessing Yourself . . . . . . . . . .

Diary . . . . . . . . . . . . . . . . . . .

Modules . . . . . . . . . . . . . . . . .

Social Awareness. . . . . . . . . . .

Outings. . . . . . . . . . . . . . . . . .

Play Review. . . . . . . . . . . . . . .

Book Review . . . . . . . . . . . . . .

Film Review . . . . . . . . . . . . . . .

Mini-Company. . . . . . . . . . . . .

Work Experience . . . . . . . . . . .

Guest Speakers . . . . . . . . . . . .

Project . . . . . . . . . . . . . . . . . .

Certificate . . . . . . . . . . . . . . . .

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Available Quarterly

www.educationmagazine.ie

Education Magazine mobile app

Published by Ard Education Limited, 6 Ardcollum Avenue, Artane, Dublin 5.

Tel: 01-8329246. Email: education@clubi.ie DESIGN AND LAYOUT BY REAL ISSUES 086-8986827

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The ISPCC Shield Programme The ISPCC Shield Programme provides a range of resources, giving children and young people the necessary coping skills to deal with and protect themselves from bullying.

Discover more at

www.ispcc.ie/shield

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Transition Year A transition year offers pupils a broad educational experience, which aims to promote personal, social, and vocational development. It provides a bridge to help pupils make the transition from a highly structured and exam-orientated environment to one where they will take greater responsibility for their own learning and decision-making.

OVERALL AIMS: The following aims, as laid out in the Department of Education guidelines 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 inter-disciplinary and self-directed learning.

(3) Education through experience of adult and working life as a basis for personal development and maturity.

OBJECTIVES: Schools have the responsibility for setting and defining the objectives necessary for achievement of the overall aims.

ASSESSMENT: Assessment is an integral part of the teaching and learning process. Pupils should be assessed on all aspects of the transition year programme and their participation in the assessment procedure should be facilitated.

WHY KEEP A DIARY: The diary will give you an opportunity to: (1) Record all the activities you participate in and skills you learn during Transition Year.

(2) Assess your own capabilities.

(3) Assist you in planning your future e.g. CV preparation.

(4) Assist parents in assessing the value of Transition Year.

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Timetable TERM ONE Time

Monday

Tuesday

Wednesday

Thursday

Friday

Write some ideas for TY activities that you think could be interesting for this term:

ACTIVITIES

DATES

COMMENTS

WORK EXPERIENCE OUTINGS & VISITS GUEST SPEAKERS

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Timetable TERM TWO Time

Monday

Tuesday

Wednesday

Thursday

Friday

Write some ideas for TY activities that you think could be interesting for this term:

ACTIVITIES

DATES

COMMENTS

WORK EXPERIENCE OUTINGS & VISITS GUEST SPEAKERS

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Timetable TERM THREE Time

Monday

Tuesday

Wednesday

Thursday

Friday

Write some ideas for TY activities that you think could be interesting for this term:

ACTIVITIES

DATES

COMMENTS

WORK EXPERIENCE OUTINGS & VISITS GUEST SPEAKERS

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Personal Skills A skill is the ability to undertake a particular task in a competent manner. During Transition Year you will use many of your existing skills. You should also try to develop some more.

The following is a short list of skills. Have a look and see if you possess any of the skills below. Highlight the ones that you do possess. In the spaces left add some more that you possess already or would like to have a go at during Transition Year.

ADVISING PEOPLE

HANDLING PROJECTS

ARRANGING EVENTS

INTERVIEWING PEOPLE

BUDGETING

MANAGING RESOURCES

CALCULATING

MOTIVATING PEOPLE

CHECKING ACCURACY

OPERATING EQUIPMENT

COACHING PEOPLE

PERSUADING OTHERS

COMPILING DATA

PLANNING AGENDAS

CO-ORDINATING EVENTS

PREPARING CHARTS

COOKING

PUBLIC SPEAKING

COUNSELLING PEOPLE

RAISING FUNDS

DEALING WITH PEOPLE

REVIEWING BOOKS

DELEGATING

RUNNING MEETINGS

DRAWING UP PLANS

SUPERVISING PEOPLE

EDITING DOCUMENTS

SELLING PRODUCTS

GIVING DEMONSTRATIONS

WRITING REPORTS

WHAT SKILLS CAN I IMPROVE ON?

HOW CAN I IMPROVE?

HAVE I IMPROVED?

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Spare Time Activities Transition Year is a great time to improve your physical and mental well being. As a result you can make yourself into a lively and well-balanced person. You need to be able to show that the life that you have outside of school will help you in the future.

Below is a short list of activities with a reason beside each saying why they are important. In one colour highlight the activities that you currently pursue and in another colour highlight the ones that you would like to pursue. Do the same for the 'Add Some Others" list.

PAINTING

CREATIVE

MOUNTAIN CLIMBING

ACHIEVING FITNESS

PLAYING MUSIC

CREATIVE / ACHIEVING

KEEPING FIT

GOOD HEALTH

GOLF

COMPETITIVE/ACTIVE

CYCLING

FITNESS

BIRD-WATCHING

DEDICATION /RESEARCH

FISHING

PATIENCE / INTERESTING

CRAFT-WORK

CREATIVE / PRACTICAL

WRITING

IMAGINATIVE

Add Some More

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Personal Development Transition Year gives you an opportunity to mature, as a person as well as a student. Below are some personal qualities associated with maturity. Write opposite each one what it means and name the ones that you wish to develop further. At the end of the year highlight the ones that feel you have improved upon.

Quality

What it means to me?

How can I improve?

Leadership Self-confidence Creativity Communication Independence Decision Making Problem Solving Awareness of others Discipline

Describe why you think Transition Year may help your own personal development:

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Assessing Yourself Transition year gives you an opportunity to look at yourself and a time to get to know yourself a little better.

Describe yourself as you believe yourself to be:

How easy did you find this exercise? Making a physical description of yourself is a relatively easy exercise, but making a description of yourself as a whole can be a lot more difficult. The following may assist you:

4 Your values and what are important to you.

4 Your ambitions, aspirations and what you want out of life.

4 Your interests and the extent to which you wish to pursue them as part of your career.

4 Your strengths and skills and your ability to exploit them to further your ambition.

4 Your weaknesses and how you can remedy them or avoid a career path that may expose them.

You must be honest and realistic when making any description or assessment of yourself but you also need to take care to be accurate.

What, if anything, would you like to change about yourself?

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Diary SEPTEMBER 1

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Diary OCTOBER 1

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Diary NOVEMBER 1

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Diary DECEMBER 1

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Diary JANUARY 1

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Diary FEBRUARY 1

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Diary MARCH 1

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Diary APRIL 1

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Diary MAY 1

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Modules A module is a short course dealing with some topic usually not covered in the normal class curriculum. It gives a student an opportunity to gain information/competence in an area that he/she may have an interest in and assist them to explore it further in later years.

ASSESSMENT OF MODULES: Pupil participation in an assessment procedure can be easily facilitated in the modules.

This form of assessment which involves dialogue with teachers and self-rating on various performance indicators should lead to greater self-awareness and an increased ability to manage and take responsibility for personal learning and performance.

It will be useful to record all modules you have covered and analyse each one after you have completed it. List here a record of modules covered: TERM ONE Subject

Module

Teacher

Module

Teacher

Module

Teacher

TERM TWO Subject

TERM THREE Subject

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Module Report Form Subject:

Name of Module: Aim of Module:

What are your preconceptions of this module?

Please indicate your overall view of the Module with respect to the following:

Very

Quite

Little

None

Why?

Relevant Useful Interesting

CANDIDATE

Briefly provide evidence

TEACHER

Comment on performance

MARK

Ability to recall knowledge in relation to module contents:

/10

Ability to use knowledge in relation to module contents:

/10

Ability to identify a course of action:

/10

Ability to plan and organise a course of action:

/10

Ability to present findings:

/10

Ability to evaluate and make reasoned judgements:

/10

Has your perception been changed / realised. Why?

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Module Report Form Subject:

Name of Module: Aim of Module:

What are your preconceptions of this module?

Please indicate your overall view of the Module with respect to the following:

Very

Quite

Little

None

Why?

Relevant Useful Interesting

CANDIDATE

Briefly provide evidence

TEACHER

Comment on performance

MARK

Ability to recall knowledge in relation to module contents:

/10

Ability to use knowledge in relation to module contents:

/10

Ability to identify a course of action:

/10

Ability to plan and organise a course of action:

/10

Ability to present findings:

/10

Ability to evaluate and make reasoned judgements:

/10

Has your perception been changed / realised. Why?

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Module Report Form Subject:

Name of Module: Aim of Module:

What are your preconceptions of this module?

Please indicate your overall view of the Module with respect to the following:

Very

Quite

Little

None

Why?

Relevant Useful Interesting

CANDIDATE

Briefly provide evidence

TEACHER

Comment on performance

MARK

Ability to recall knowledge in relation to module contents:

/10

Ability to use knowledge in relation to module contents:

/10

Ability to identify a course of action:

/10

Ability to plan and organise a course of action:

/10

Ability to present findings:

/10

Ability to evaluate and make reasoned judgements:

/10

Has your perception been changed / realised. Why?

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Module Report Form Subject:

Name of Module: Aim of Module:

What are your preconceptions of this module?

Please indicate your overall view of the Module with respect to the following:

Very

Quite

Little

None

Why?

Relevant Useful Interesting

CANDIDATE

Briefly provide evidence

TEACHER

Comment on performance

MARK

Ability to recall knowledge in relation to module contents:

/10

Ability to use knowledge in relation to module contents:

/10

Ability to identify a course of action:

/10

Ability to plan and organise a course of action:

/10

Ability to present findings:

/10

Ability to evaluate and make reasoned judgements:

/10

Has your perception been changed / realised. Why?

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Social Awareness Education for maturity with the emphasis on personal development including social awareness is one of the main aims of the Transition Year programme.

Involvement in some of the following examples of social activities can demonstrate a range of personal qualities, as well as a willingness to work with others and put something into the system:

4 Fundraising for charity.

4 Visits to the sick or elderly.

4 House decorating for the needy.

4 Helping the disabled.

4 Awareness of the problems of the developing world.

Add some more to the list above in the spaces provided:

Fill in the box below: Social awareness activities that you take part in:

Social awareness activities that you would like to take part in:

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Social Awareness Report Form Nature of activity: Group:

Location:

Why did you get involved in this group?

What did you do in this group, personally and as a group?

How does this group benefit you or society?

Additional comments:

Teacher comments:

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Social Awareness Observations Write briefly about social conditions in Ireland:

Write briefly about social conditions in the poorer parts of the world:

Write about some of the following organisations and tick any that you or your class worked with. And some more: Amnesty

Vincent de Paul

Goal

Concern

Trocaire Simon Community Alone

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Social Awareness Report Form School outings play a major part in the year's programme. In order to gain maximum benefit from such an activity, it must be well planned and students should form part of this planning process. Each class should have an input into its preparation and assessment.

ACTIVITY

CLASS

Calculating cost

Maths Bus. Studies

Transport maps

Geography

Lunches

Home Economics

Advertising

Art

Letters

English Bus. Studies

Historical background

History

Insurance

Business Studies

Clothing

Home Economic

Scientific experiments

Science

TEACHER RESPONSIBLE

STUDENT RESPONSIBLE

Other A short course at one of the many Outdoor Education Centres/Adventure centres in the country is now nearly a must for all Transition Year students. Such a course is highly recommended as it gives students a great opportunity to use these outdoor resources to build its teamwork, personal development, understand more about the environment, learn new skills and have a good time away from school and home surroundings.

On the following page you will find the address of some of these centres.

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Outdoor Education Centres

Achill Outdoor Education Centre Cashel, Achill Island, Co. Mayo Tel: 098 47253 Email: info@achilloutdoor.com Web: www.achilloutdoor.com

Baltinglass Outdoor Education Centre Weaver Sq, Baltinglass, Co. Wicklow Tel: 059 6481002/6481747 Email: info@baltinglassoec.com Web: www.baltinglassoec.com

Birr Outdoor Education Centre Roscrea Rd, Birr, Co. Offaly Tel: 057 9120029 Email: info@birroec.ie Web: www.birroec.ie

Burren Outdoor Education Centre Turlough, Bell Harbour, Co. Clare Tel: 065 7078066 Email: burroec@eircom.net Web: www.burrenoec.com

Gartan Outdoor Education Centre Church Hill, Letterkenny, Co Donegal Tel: 074 9137032 Email: office@gartan.com Web: www.gartan.com

Kinsale Outdoor Education Centre St John’s Hill, Kinsale, Co.Cork Tel: 021 477 2896 Email: koec@indigo.ie Web: www.kinsaleoutdoors.com

Kilfinane Outdoor Education Centre Kilfinane, Co. Limerick Tel: 063 91161/91059 Email: info@kilfinaneoec.com Web: www.kilfinaneoec.com

Petersburg Outdoor Education Centre Clonbur, Co. Galway, Ireland.

Tel: 094 9546483 Email: info@petersburg.ie Web: www.petersburg.ie

Shielbaggan Outdoor Education Centre Tanagh Outdoor Education Centre Cappanalea Outdoor Education Centre Fastnet Marine and Outdoor Education Ramsgrange, New Ross, Co. Wexford Dartrey, Via Cootehill PO, Co. Monaghan Oulagh West, Caragh Lake,Co. Kerry Centre (Schull Sailing), Co Cork Tel: 051 389550 Tel: 049 5552988 Tel: +353 669769244 Tel: 028 28515 Email: info@shielbaggan.com E: info@tanaghoutdooreducation.com Email: info@cappanalea.ie Email: info@schullsailing.ie Web: www.shielbagganoec.com W: www.tanaghoutdooreducation.com Web: www.cappanalea.ie Web: www.schullsailing.ie

Outing Report Form Location:

Subject:

Outline the main features of this outing:

Date: Describe, honestly, your experience:

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Outing Report Form Location:

Subject:

Outline the main features of this outing:

Date: Describe, honestly, your experience:

Play Review Play title: Author:

Venue:

Write a brief critical review of the play:

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Book Review Book title: Author:

Publisher:

Write a brief critical review of the book:

Film Review Film title: Director:

Year released:

Write a brief critical review of the film:

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Mini-Company A mini-company is a small business that you can set up in your school to make a product or provide a service and hopefully a profit also. Money (capital) must be collected to get the company started. The people who provide this capital are the shareholders and they have limited liability, they can lose no more than they have invested. The shareholders elect directors to run the company for them.

BEFORE YOU START THE COMPANY, ANSWER THE FOLLOWING QUESTIONS: ➢ What product will you produce or service will you provide? ➢ Who will avail of the product or service? ➢ How much capital do you need to raise before commencing business? ➢ From where will you get the materials and/or equipment needed? ➢ Has space (premises) been allocated for the mini-company? ➢ Is insurance needed? ➢ How many shares will be issued? ➢ What is the criteria regarding eligibility to become a director?

YOU MUST ALSO: ➢ Make sure that you have permission from the school. ➢ Carry out some sort of market research, e.g. questionnaire. ➢ Make a product or provide a service that will not be too difficult to

manage.

➢ Fill out the necessary documents needed to set up a company. ➢ Hold a board meeting to elect directors, managers etc... ➢ Keep accounts of where money is coming from and going to On the following page are the documents that you will need to fill out before the company can begin trading. Perhaps you can make a more detailed version.

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Mini-Company Documents MEMORANDUM OF ASSOCIATION NAME OF COMPANY ADDRESS NATURE OF BUSINESS SHARE CAPITAL DATE FOR LIQUIDATION

ARTICLES OF ASSOCIATION PEOPLE WHO CAN BE DIRECTORS PEOPLE WHO CAN BE SHAREHOLDERS DATES FOR MEETINGS PROFIT DISTRIBUTION

SHARE CERTIFICATE Share certificate of purchased at Signed:

Ltd shares in the school mini-company

per share.

Date: Transition Yearbook 31

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JOB APPLICATION FORM I _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ wish to apply for the position of _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ in the school mini-company.

My reasons are as follows:

What have you learned about enterprise/work/organisation since the formation of a mini-company?

TEACHER ASSESSMENT CRITERIA

/10

PARTICIPATION

/10

INITIATIVE

/10

CONTRIBUTIONS

/10

TEAM WORK

/10

RELIABILITY

/10

OTHER

/10

ANY OTHER COMMENTS:

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Work Experience Work experience allows students an opportunity to gain "hands-on" experience of real working conditions in a place of work.

Below you will find some of the aims of work experience. Put them into your own order of priorities and add some more to the list in the space provided.

AIMS OF WORK EXPERIENCE: ➢ To learn new skills. ➢ To gain experience of the workplace. ➢ To develop certain social skills. ➢ To conform to rules and regulations. ➢ To appreciate employer's needs ➢ To appreciate the attitudes of the workforce Add some more:

What are your expections regarding work experience?

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Work Experience 1: Weekly Report Name of company:

Date:

Tasks performed during the week are as follows: MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Employer assessment: QUALITIES:

RATING

COMMENTS

Punctuality Learning ability Ability to finish jobs Attitude towards job Reliability Mixing with people Industriousness Qualities: Qualities: Ratings: N/A - Not applicable; 1 - Unsatisfactory; 2 - Acceptable; 3 - Good; 4 - Very Good; 5 - Exceptional

Signed:

Date:

What have you learned about work/enterprise/employment in this work experience?

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Work Experience 2: Weekly Report Name of company:

Date:

Tasks performed during the week are as follows: MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Employer assessment: QUALITIES:

RATING

COMMENTS

Punctuality Learning ability Ability to finish jobs Attitude towards job Reliability Mixing with people Industriousness Qualities: Qualities: Ratings: N/A - Not applicable; 1 - Unsatisfactory; 2 - Acceptable; 3 - Good; 4 - Very Good; 5 - Exceptional

Signed:

Date:

What have you learned about work/enterprise/employment in this work experience?

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Work Experience 3: Weekly Report Name of company:

Date:

Tasks performed during the week are as follows: MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Employer assessment: QUALITIES:

RATING

COMMENTS

Punctuality Learning ability Ability to finish jobs Attitude towards job Reliability Mixing with people Industriousness Qualities: Qualities: Ratings: N/A - Not applicable; 1 - Unsatisfactory; 2 - Acceptable; 3 - Good; 4 - Very Good; 5 - Exceptional

Signed:

Date:

What have you learned about work/enterprise/employment in this work experience?

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Work Experience 4: Weekly Report Name of company:

Date:

Tasks performed during the week are as follows: MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Employer assessment: QUALITIES:

RATING

COMMENTS

Punctuality Learning ability Ability to finish jobs Attitude towards job Reliability Mixing with people Industriousness Qualities: Qualities: Ratings: N/A - Not applicable; 1 - Unsatisfactory; 2 - Acceptable; 3 - Good; 4 - Very Good; 5 - Exceptional

Signed:

Date:

What have you learned about work/enterprise/employment in this work experience?

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Guest Speakers SPEAKER:

SPEAKER:

TOPIC:

TOPIC:

DATE:

DATE:

BRIEF SUMMARY:

BRIEF SUMMARY:

COMMENTS/CRITICISMS:

COMMENTS/CRITICISMS:

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Project Name: Aim:

Method of presentation (tick a box): Written o

Video o

Games o

DVD o

Computer o

Other o

Planning: How was the time organised?

Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Assessment of project: ASSESSMENT CRITERIA

GROUP

TEACHER

Briefly provide evidence

Comment on performance

MARK

Ability to work as a team

/10

Ability to research

/10

Ability to make decisions

/10

Ability to plan and to organise actions

/10

Ability to present findings

/10

Others

/10

Others

/10

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CERTIFICATE This is to certify that _______________________ has successfully completed the Transition Year Programme during the ____/____ academic year Transition Year Head: ___________ Principal: ___________

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Best Wishes to Parents, Staff & Students from all the staff of the Dublin Skylon Hotel.

Celebrate with us!

When you’re planning your next event – a private party, a community celebration or remembrance, a corporate party, professional getaway or any other reason to stay or meet at a hotel venue – we’d love you to think of us.

Visit: www.dublinskylonhotel.com Email: reservations@dublinskylonhotel.com Upper Drumcondra Road, Dublin 9

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(01) 8843900

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Notes

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Notes

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a4 Proudly serving north Dublin.qxp_Layout 1 14/04/2017 09:49 Page 1

Still Only

1

%

Sales Fee

Proudly Serving North Dublin 165 Lower Drumcondra Road Drumcondra, Dublin 9 T. (01) 804 0500 F. (01) 857 0006 info@kbd.ie www.kbd.ie

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