Loreto Abbey Secondary School - Junior Student Journal 2023/24

Student Journal 2023-24

Loreto Abbey

Dalkey, Co. Dublin

Phone: (01) 2718900

Email: office@loretoabbeydalkey.ie

Website: www.loretoabbeydalkey.com

Principal: Mr. Robert Dunne

Deputy Principals: Ms Marie Breen Ms Gráinne Byrne

NAME:CLASS:

HISTORY OF LORETO ABBEY

Loreto Abbey Dalkey is a Catholic Voluntary Secondary School for girls. It is a member house of the Institute of the Blessed Virgin Mary (I.B.V.M.). The Institute was founded in the 17th century by Mary Ward (1585-1645), a Tudor lady who was a pioneer in the education of women. During her lifetime she established schools all over Europe. Nowadays its houses are spread over the five continents.

The Irish branch of the Institute was founded in 1821 by Teresa Ball, a Dublin woman. Her first convent, at Rathfarnham, was called Loreto Abbey and subsequent foundations were also called Loreto. Soon the sisters became known as Loreto Sisters.

Loreto Abbey, Dalkey was founded in 1843. For a number of years Teresa Ball sought a house by the sea, in the belief that the healthy air would contribute to the well-being of her novices.

While the convent was intended primarily as a novitiate, from the outset it also provided schooling to local children and on Sundays to a number of interested adults. Some of the latter travelled from as far away as Dublin for tuition, using the newly extended railway for transport.

Mother Teresa Ball and her companions took up residence in Bulloch Castle during their search for a suitable place for their convent. A three-acre site, stretching along the seashore, cost £1,500. Mother Teresa, an amateur architect, herself drew up the plans for the building. In the Gothic style, with the chapel as its centrepiece, its turrets and miniature battlements made it an imposing building which was in keeping with the other castles around the town.

Although she founded more than thirty convents in her lifetime, Loreto Abbey, Dalkey continued to hold a special place in Mother Teresa’s heart. When she was terminally ill in 1861, she asked to be taken back there and despite tremendous pain, she made the eight-mile journey over the mountains from Rathfarnham in a horse-drawn invalid carriage. She died in a room near the chapel - now the sisters’ dining room.

In the years since 1843, thousands of girls have been educated at Loreto Abbey. The original part of the building is largely unaltered, although new areas have been added and modernised. We continue to appreciate the beauty of the building and its magnificent setting. We value it as a place of learning with a fine tradition and we strive, through the education we offer, to pass on the deep faith which led Mother Teresa and her sisters to found this Abbey and its school all those years ago.

This is the crest familiar to Loreto pupils worldwide. It is surmounted by the words “Maria Regina Angelorum” which indicate the patronage of Our Lady Queen of Angels. The emblem is rich in symbolism:

The Cross sign of our Salvation

The Sacred Heart source of the infinite love of Jesus for each one of us

The Heart of Mary our human model and Inspiration

The Anchor symbol of Hope

This symbolism is summed up in the final scroll: “Cruci dum spiro fido.” While I live I trust in the Cross.

THE IDEAL CHARACTERISTICS OF A MARY WARD PERSON

Guiding you to success

FREEDOM

Refer all things in your life to God; you will find inner peace and the freedom to respond creatively to the needs of others.

JUSTICE

Be in right relationships with all created things; you will live in integrity and wholeness.

SINCERITY

Be such as you appear and appear such as you are.

TRUTH

Seek for truth; reflect critically and seek answers to crucial questions.

JOY

Have an attitude of mind and disposition of heart that opens you to life; be optimistic, hopeful, courageous, open, welcoming, good-humoured and selfaccepting.

The truth will set you free - To act with justice -joyfully.

Loreto Student Reflection

Take ONE moment...

Think of ONE GOOD THING that happened today... How did it make you feel?

Think of ONE THING that could have been BETTER...

BE THANKFUL to GOD for today and LOOK FORWARD to tomorrow!

GUIDELINES LORETO STUDENT REFLECTION

Introduction

We all need to take time out, to slow down, to make good choices, to improve our mental wellbeing and to give thanks to God. One way of doing this is through the Loreto Student Reflection. Teachers can help students practise this reflection by using the guidelines below. You may add any other prompts and examples that are suitable.

1. Take One Moment

Help the students to find a sense of calm, for example:

• Play a piece of relaxing music

• Close your eyes

• Become aware of your breathing

• Clear your head and relax

Explain to the students that they are now going to look back on their day.

2. Think of One Good Thing that Happened

Ask the students to reflect on their day and to recall the positive things that happened. Give the students some examples:

• Did you help someone or do something worthwhile for someone?

• Did someone help you or do something nice for you?

Encourage the students to focus on one of these good moments and to think about how they felt.

3. Think of One Thing that Could have been Better

Once again ask the students to reflect on their day and recall one thing that could have been better. Give some examples:

• Did you upset someone by your actions or words?

• Did you see someone being rude or disrespectful towards others?

Encourage the students to think about what they could have done differently.

4. Be Thankful to God for Today and Look Forward to Tomorrow

Lead the students in a short prayer of thanks for all that happened today. Encourage the students to reflect on a goal for tomorrow. The following prompts may guide their prayer and reflection:

• Thank you God for ......

• Tomorrow I will try .....

YOUR SCHOOL JOURNAL

1. Your journal is designed to help you to organise your work so you must bring it to school every day and produce it when requested.

2. Details of all your homework and study must be recorded in your journal. Journals are regularly monitored by your tutor and Year Head.

3. The journal is also a means of communication between parents/guardians and teachers:

• Teachers may send messages to your parent/guardian.

• Your parent/guardian may send messages to your Tutor/Teacher/Year Head regarding absences, late coming, appointments, etc.

• Messages may be sent to individual subject teachers regarding homework issues, etc.

4. You must not deface your journal in any way or you may be requested by your Year Head to replace it at a cost of €13.

5. You must never write on another student’s journal.

HOMEWORK

(Please see Homework Policy on www.loretoabbeydalkey.com)

The purpose of homework

• It reinforces skills and understanding that students develop during the school day.

• It encourages independent thinking and self-directed learning. Students who complete homework regularly will gain the self-discipline and motivation, skills that are intrinsic to their futures as life-long learners.

• It encourages self-directed learning. Formative feedback on homework enables students to foster the essential skill of recognising areas for improvement and identifying elements of success in their own work.

• It gives students the opportunity to extend the learning they undertake during the school day, e.g. through additional reading.

• It allows parents to play a central role in their students’ learning. Assigning homework to be completed outside of the school day ensures that parents are informed about the work that students are doing.

• It allows students to form positive working habits outside of the school day which are crucial for exam preparation.

• It fosters research skills which are an integral aspect of self-directed learning.These skills are an essential aspect of the classroom-based assessments which students complete

TIME SPENT ON HOMEWORK

The amount of time spent on homework will vary according to each individual student’s ability and will fluctuate throughout the school year due to house and state examinations or curricular requirements. If the following guidelines are adhered to, students can be confident that they are spending a sufficient amount of time on homework.

• Homework should be completed within the timeframe identified by the class teacher and should be of the highest possible standard.

• Students are expected to routinely revise all content that was covered in class.

• It is advised that students spend some time during each homework session consolidating their knowledge of the material that they encountered during that school day.

• If a student feels that she does not have an understanding of the topics covered in class, she should repeat her revision and seek additional clarification from her teacher on any areas of concern.

• At the end of each week, students should be confident that they have the required understanding of the week’s content in each subject area.

Students should not be employed in part-time work during the school week.

REVIEWING YOUR PROGRESS

REVIEWING YOUR PROGRESS

REVIEWING YOUR PROGRESS

REVIEWING YOUR PROGRESS

What Does Positive Behaviour Look Like in Loreto Abbey Dalkey?

• We are courteous, respectful and well-mannered to staff and other students.

• We treat others the way we wish to be treated.

• We work to the best of our ability.

• We behave well in class and support the learning of other students.

• We follow the school’s uniform and dress code.

• We follow instructions given to ensure our health and safety.

• We show respect for our school environment and property.

Examples of positive behaviour include:

• ...being inclusive

• ...demonstrating social responsibility

• …exhibiting positive leadership

• ...having a positive attitude

• ...making a positive contribution to class

• ...showing an improvement in behaviour

• ...improved effort and application in your school work and lessons

• ...showing an improvement in participation

• ...displaying consistent diligence

• ….being creative

• ….contributing positively to school events

• ….being environmentally responsible

Merits are awarded for positive behaviour and are recorded on Vsware which can be accessed by Year Heads, Subject Teachers and Parents.

CODE OF BEHAVIOUR

‘Our school is a caring Christian community in which pupils have the opportunity to achieve academic excellence and to grow spiritually, emotionally, socially, creatively and physically in a healthy environment.’

1. Definition

The Code of Behaviour is the set of programmes, practices and procedures that together form the school’s plan for helping students in the school to behave and learn well.

The Code of Behaviour addresses the following:

• The standards of behaviour expected in the school

• The plan for promoting good behaviour

• The ways in which the school responds to unacceptable behaviour

• The plan for implementing the Code of Behaviour

• School procedures for the use of suspension and expulsion

2. Scope

The Code of Behaviour applies to all students until the completion of their Senior Cycle education in Loreto Abbey Secondary School Dalkey and should be observed while in school, when in school uniform, while travelling to or from school and while attending any school activity including trips, sporting, cultural events and T.Y. work experience. This code was formulated following consultation with students, parents, teachers and the Board of Management and takes cognisance of the Education Act, the Education Welfare Act, Equal Status Act and the Guidelines for Schools on Developing a Code of Behaviour (NEWB: 2008). Paragraph 7.6 is of particular importance to those who are travelling to and from school by DART. The code should be read in conjunction with the Internet Acceptable Use policy, Substance Use policy, Anti Bullying policy, Mobile Phone policy and Student Support policy.

3. Relationship to our mission, vision and aims

The Code of Behaviour of Loreto Abbey, Dalkey is determined in the context of the school’s Mission Statement which has at its core the holistic development and care of the student. The code is an integral part of a positive school ethos where learning and personal development can take place.

4. Rationale

Loreto Abbey promotes a positive approach to discipline in the classroom and in the school generally. This positive approach emphasises encouragement and praise rather than criticism and sanction. In such a climate, it is expected that the relationships between students and between students and staff are based on mutual respect, trust, caring and consideration for others resulting in a highly motivated learning environment. The Code of Behaviour ensures that good behaviour and right relationships are fostered.

5. Objectives of the Code of Behaviour

The objectives of our Code of Behaviour are:

a) To foster an atmosphere in the school which promotes the holistic development of the student and which allows right relationships to flourish.

b) To create a safe and secure learning environment for all students by promoting a sense of mutual respect among all members of the school community.

c) To nurture self discipline and encourage students to take responsibility for their learning.

d) To have effective procedures in place which will allow for the day to day running of the school and which meet the demands of current legislation.

e) To help young people to mature into responsible participating citizens.

6. The Promotion of Good Behaviour

In Loreto Abbey, we are proactive in promoting positive behaviour and preventing inappropriate behaviour.

a) Teachers set high expectations for student behaviour, have good class routines, give positive feedback about behaviour and model the behaviour that is expected from students. Teachers recognise the importance of developing mutually respectful relationships that balance warmth and empathy with objectivity, professional detachment, fairness and consistency.

b) Students are clear on the contents of the Code and the standards expected of them. The Student Council was involved in the formulation of the Code of Behaviour. A copy of the school’s Code of Behaviour is given formally to each student on her entry to the school, is printed in the Student Journal and is published on the website. A reminder of the rules, the reasons for such rules and the procedures followed if the rules are not upheld is given at assemblies at the opening of every school year.

c) Reference to the Code of Behaviour is made during the taught curriculum. School rules and the reasons for them are discussed as part of SPHE and CSPE. The concepts of tolerance, self control, fairness and the principles of natural justice are explored as part of the RE programme. Issues such as Bullying, Racism, Sexism and Substance Use are discussed with the students in formal classes and/or with guest speakers.

d) Parental co-operation is considered fundamental to the implementation of the school’s code. An introductory meeting for parents of new students takes place prior to entry. At this meeting, the values underlining the Code of Behaviour are explained. Parents are encouraged to meet a member of the Senior Management Team to share information on anything that might affect a student’s learning/behaviour in school. Parents are then asked to sign the Code of Behaviour and it is placed in the student’s file. It is accepted that parents are acknowledging acceptance of the Code of Behaviour and that they will make every effort to ensure that their daughter complies with every aspect of the Code.

Loreto Abbey recognises the challenges faced by parents and supports the Parents’ Association in the organisation of seminars on behavioural matters and on aspects of child and adolescent development.

e) The school community rewards good behaviour by:

1) a positive comment in the Student Journal.

2) a letter of commendation from the Year Head/Deputy Principal/Principal.

3) recognition at assembly and in school publications.

4) the presentation of prizes at our end of year ceremonies.

5) delegation of responsibilities to a student.

7. The Terms of the Code of Behaviour

7.1 Attendance

Attendance at school enables students to achieve their academic potential, to develop a sense of belonging to the school community and to benefit from all school activities.

The Education Welfare Act (2000) requires that the school should be notified if a student is absent. The purple slip at the end of the Student Journal explaining the absence should be completed by a parent/ guardian and returned to the Year Head when returning to school following an absence.

If a student has to leave school early, the green slip at the end of the Student Journal should be completed by a parent/ guardian and presented to the Year Head. The slip will be countersigned and should be presented by the student to the secretary at the reception prior to departure. The student should then sign out.

No student may absent herself from class at any time. Students feeling ill should report to reception, having first informed the class teacher. The Deputy Principal / Year Head will then assess the situation and will authorise contact with a parent / guardian.

Sixth Years may visit Dalkey at lunch time. All other students must remain in school. In accordance with section 21 of the Education Welfare Act (2000), the school is obliged to notify the National Educational Welfare Board when a student is absent for 20 days or more in any given academic year.

7.2 Punctuality

Being on time for class encourages self-discipline and is an expected habit both in the workplace and in personal relationships. Late-coming inconveniences both teachers and students.

All students must be in class on time. Pupils should move quickly but safely at the end of each class in order to be in time for the next. Students should only go to their lockers before morning classes, at break times and at the end of the day.

Students arriving late in the morning must have their journals stamped at Reception. Students arriving late for classes during the day will be recorded by class teachers on Vsware. If a student is late three times in one week, detention will be imposed. Parents/ guardians will be informed by email 5 days in advance of the detention.

7.3 Journal

Each student is provided with a journal. The journal serves as a place to record all homework and allows for effective home-school communication. The journal should be brought to all classes, be available to all members of staff for inspection. It is the

responsibility of the student to ensure that the Journal is kept neatly and free of graffiti.

7.4 Academic work

Good work habits enable the student to contribute to the class and to be successful. Students are expected to be prepared for, and to work in, each class. They should have the necessary text books and class materials, should complete homework on time and be prepared and present for all tests and examinations. If homework is not presented, a student is required to have a note of explanation from a parent / guardian. Students should submit academic work which is their own and is not copied from other sources.

7.5 Behaviour in school and at school functions

Good behaviour in class and around the school creates a safe environment conducive to learning.

a) All members of the school community have a right to be treated with dignity and courtesy.

b) Students should follow the instructions given by their teachers and other members of staff

c) Students should not engage in actions where others may be adversely affected. This includes play fighting, running through public areas or engaging in conduct potentially harmful to themselves or others.

d) Eating and drinking are strictly confined to An Ghrianan, Cois Fharraige, the 6th Year Common Room, designated lunch rooms and the grounds of the school.

e) The chewing of gum and the eating of crisps and pop corn is forbidden in school.

f) Students are required to use the bins provided for litter and to treat all school property with care.

g) Behaviour during liturgies, formal events and presentations must be appropriate to the occasion.

7.6 Behaviour Travelling to and from School on the DART

Many of our students travel to school by DART and an impression is created of our school by observing their behaviour while commuting. Students are asked to observe the following guidelines which will ensure mannerly behaviour and pleasant commuting for everyone.

1. While waiting for the DART and on the DART, avoid noisy and rough behaviour.

2. When the DART arrives, do not crowd around the door. Allow passengers to alight before you attempt to get on.

3. When you are on the DART, move inside immediately to any available seats and avoid blocking doors.

4. Do not keep seats for your friends.

5. Do not sit on the floor.

6. If an elderly or infirm person needs a seat, offer it to them.

7. Keep your belongings with you.

8. Take any litter with you and dispose in the bins at the DART stations.

7.7 Lost Property

The school operates a dedicated Lost Property retrieval system called FoundIt. All students are issued with labels for application to their property, thus ensuring the lost items are easily identified and returned to the rightful owners.

7.8 Lockers

1. Students are assigned the use of a specified school locker for the duration of the school year.

2. School lockers remain the property of the school and the use of them by a student is strictly subject to these terms and conditions.

3. The student and her parents/guardians agree to these terms and conditions upon accepting the use of a school locker.

4. The permitted use of a school locker is for storage of school bags, school books, and other items necessary for the student’s school-related activities only. Storage of any other items in a school locker will be a breach of these terms and conditions and, at the absolute discretion of the school, may lead to a withdrawal of permission to use a school locker and other disciplinary consequences.

5. The school may withdraw its permission to the use of a school locker by any particular student at any time.

6. The school may search any school locker at any time without notice and remove therefrom any item or items not permitted by these terms and conditions.

7. The placing of unlawful drugs or alcohol in school lockers, or anywhere on the school premises, is a criminal offence and, if detected, will be reported immediately to An Garda Siochána.

8. The student remains liable, during the period of use of a school locker, for the proper use thereof in accordance with these terms and conditions and for the safe use of the locker. Any purposeful damage to a school locker by a student will be treated as a disciplinary matter.

7.9 Bullying (Please refer to our Anti-Bullying Behaviour policy)

Conduct which is injurious to the mental and physical well being of others is not conducive to good school morale or to a secure learning environment. Students should not engage in any activity that could be interpreted by others as harassment, intimidation or bullying.

Bullying is defined as unwanted negative behaviour, verbal, psychological or physical conducted by an individual or group against another person (or persons) and which is repeated over time. You will note a list of types of bullying behaviour with detailed explanations of each one in the Anti-Bullying Behaviour policy (April 2014) available in the policy section of the website.

Isolated or once-off incidents of intentional negative behaviour, including a once-off offensive or hurtful text message or other private messaging, do not fall within the

definition of bullying and should be dealt with, as appropriate, in accordance with the school’s Code of Behaviour.

However, in the context of the Anti-Bullying Behaviour policy, placing a once-off offensive or hurtful public message, image or statement on a social network site or other public forum where that message, image or statement can be viewed and/or repeated by other people will be regarded as bullying behaviour.

Negative behaviour that does not meet this definition of bullying will be dealt with in accordance with the school’s Code of Behaviour.

Additional information on different types of bullying is set out in Section 2 of the AntiBullying Procedures for Primary and Post-Primary Schools.

All allegations of bullying will be investigated according to the procedures outlined in the Anti-Bullying policy and appropriate sanctions will be taken against those who bully.

7.10 Uniform

The school uniform helps promote a sense of belonging to the school community and is a visual symbol of Loreto Abbey. Students wearing our uniform should be conscious that they represent the entire school community and as such, their behaviour should reflect our ethos and code.

a) Students should maintain a neat and tidy appearance.

b) Full uniform must be worn when travelling to or from school.

c) All items of uniform should be clearly labelled.

d) Hairstyles should be neat. Hair should not be dyed un-natural colours. The school authorities are the judges of acceptable hairstyles.

e) One pair of stud earrings is allowed in the ear lobes only and one simple ring may be worn.

f) Any other facial or body piercing is unacceptable.

g) The discreet use of make–up is allowed for Fifth and Sixth year students. The school authorities’ decision about what constitutes the discreet use of make- up shall be binding.

h) Make-up of any description may not be used by students in other years. This includes concealer, coloured nail varnish and fake tan.

i) The school jumper must be worn in school. Our school fleece can be worn over it in colder weather.

j) Shoes should be black, flat, and leather with no visible logos. Navy deck shoes are acceptable.

k) The school tracksuit and runners are required for P.E.

7.11 Smoking, Alcohol and Substance Use (Please refer to the Substance Use policy)

7.11.1 It is illegal to smoke in a school or its environs.

7.112 Students are not permitted to smoke / vape on school related activities or when in school uniform.

7.11.3 The possession/ consumption of alcohol and the possession, use or handling of illegal substances are strictly forbidden in school, during school related activities or while wearing school uniform.

7.12 Internet (Please refer to Internet Acceptable Use policy)

a) Students are expected to use computers and computer networks solely for the purpose of education and academic research. Students must not tamper with or reconfigure any computer software without the permission of a teacher.

b) Students may not misuse electronic mail or have access to Internet sites that violate any aspect of this Code of Behaviour.

c) Any student using Information and Communication Technology (ICT) for the purpose of bullying a fellow student, insulting or defaming a teacher or any other member of staff associated with the school and/or bringing the school into disrepute in any fashion will risk suspension, pending consideration of the case by the Board of Management.

7.13 iPads and eBooks

• Ipads should be kept secure at all times and should not be left unattended. TheY should be stored in lockers during P.E. and at lunchtime.

• Ipads should be kept in suitable protective cases.

• The ipad should be laid flat on the desk at all times unless otherwise instructed by the teacher.

• Before arrival to school and prior to the start of each class all apps should be closed.

• The ipad should be charged before coming to school.

• Ipad use is monitored. It is primarily for educational use.

• The Ipad may not be used for social networking. This includes but is not limited to, apps and websites such as Facebook, Instagram, Snapchat, Twitter or any chat rooms or Internet Forums.

• A Person may not be photographed without their knowledge and consent.

• Ipads may not be used to contact Parents / Guardians during the school day – either by e-mail or any other means. Students should contact the office if they need to contact home.

• Students are reminded not to provide personal information to anyone over the internet. Passwords should not be shared.

• Do not let anyone use your iPad other than your Parents/Guardians and Teachers.

• You must adhere to the school’s Acceptable Usage Policy (AUP) for use of the Internet at all times.

7.14 Mobile Phones/Smart Phones (Please refer to the Mobile Phone policy)

a. Where a student brings a mobile phone to school, the mobile phone/smart phone must be switched off during the school day and stored in a locked locker. They may not be used for any purpose on school premises or grounds. This period is inclusive of lunch times. Contact with the school may be made through the office at 2718900 and students are directed to use the office phone in emergencies.

b. Students found in contravention of (a) will have mobile phone/smart phone confiscated immediately and stored in the safe in the office. It will be returned at 16.30 that day and a note will be made in the student’s Journal. For second and subsequent offences, parents/guardians will be required to collect the mobile phone from the office.

c. Mobile phones/smart phones may not be used for photographs or recording. Using phones in such a way can seriously infringe on people’s rights and appropriate sanctions may be imposed.

d. Incidents where students use mobile phones to bully other students or send offensive messages or calls will be investigated under the Anti-Bullying policy. It should be noted that it is a criminal offence to use a mobile phone to menace, harass or offend another person. As such, the school may consider it necessary to involve the Gardaí in such incidents.

e. The school accepts no responsibility for replacing lost, stolen or damaged mobile phones. The safety and security of mobile phones is wholly a matter for students/parents.

f. It is strongly advised that students mark their mobile phones with their names and use pin codes to ensure that unauthorised phone calls cannot be made on their phones.

7.15 Cameras

No student is allowed to take a photograph of another person in school or at any school event without the express permission of that person.

7.16 Cars

As parking space is limited, a student who drives to school may not bring her car into the school grounds. Students are reminded of the importance of adhering to Road Traffic legislation.

7.17 Covid-19

In order to prevent the spread of Covid-19, Loreto Abbey has introduced a number of control measures to protect the school community. The school’s policy statement on Covid-19 is available. We are committed to following Government advice which is subject to regular updating. Students are expected to follow instructions from the management and staff to ensure a safe learning and working environment. Students not following these instructions are subject to the sanctions of the Code of Behaviour. Persistent refusal to adhere to these instructions may result in suspension from school on Health and Safety grounds.

7.18 Disciplinary Procedures

The procedures for dealing with incidents of unacceptable behaviour are referred to as our ‘ladder of referral’. The basic principle is that the higher up the ladder an incident is dealt with, the more seriously it is viewed. The staff involved in reporting an incident are informed of outcomes.

• The class teacher has primary responsibility for discipline in his/her classroom and deals with minor infringements of the Code as they arise.

• The tutor may be informed of minor incidents.

• If the misbehaviour persists, a referral form is completed for the Year Head who meets with the student, discusses the behaviour in relation to the Code and applies a sanction keeping in mind the ultimate aim of restoring right relationships so as learning can resume.

• The sanction is noted on the referral form and the student is asked to sign the form. The form is filed.

• Parents/guardians may be informed if sanctions are imposed.

• If the Year Head is concerned about persistent misbehaviour, the student may be referred to the Student Support service within the school and/or may be referred to the Deputy Principal.

• The Deputy Principal may consider various options including a more formal meeting with the parents/guardians.

• The Principal becomes involved when all other approaches have failed.

7.19 Disciplinary Sanctions

The purpose of a sanction is to bring about a change of behaviour by:

• Helping students to learn their behaviour is unacceptable.

• Helping them to recognise the effect of their actions and behaviour on others.

• Helping students (in ways appropriate to their age and development) to understand that they have choices about their own behaviour and that all choices have consequences.

• Helping them to learn to take responsibility for their behaviour.

A sanction may also:

• Reinforce the boundaries set out in the Code of Behaviour.

• Signal to other students and to staff that their well-being is being protected. In instances of more serious breaches of school standards, sanctions may be needed to:

• Prevent serious disruption of teaching and learning.

• Keep the student or other students or adults safe. Examples of possible sanctions are:

a) Reasoning with the student.

b) Reprimand (including advice on how to improve)

c) Temporary physical separation from the classroom.

d) A community task such as picking up litter.

e) Loss of privileges.

f) Detention before or after school.

g) Prescribing additional written work or homework.

h) Putting students on report.

i) Suspension by the Principal (in accordance with the school’s policy on Suspensions).

j) Recommendation to the Board by the Principal for Expulsion (in accordance with the school’s policy on Expulsions).

8. Suspension

8.1

Definition

Suspension is defined as requiring the student to absent herself from the school for a specified, limited period of school days.

8.2 Authority to suspend

The Board of Management has formally delegated to the Principal the authority to suspend a student. In implementing a decision to suspend, the Principal shall adhere to:

(1) The procedures for suspension as set down in the Code of Behaviour of the school.

(2) Paragraph 11.6 of Developing a Code of Behaviour: Guidelines for Schools (NEWB:2008)

In the event of the absence of the Principal on approved leave or school business, the authority to suspend is delegated to the Acting Principal subject to the provisions of (1) and (2) above.

8.3 The grounds for suspension

Suspension is a serious sanction and should be a proportionate response to the behaviour that is causing concern. It may be considered in the following circumstances:

• the student’s behaviour has had a seriously detrimental effect on the education of other students

• repeated deliberate breaches of the Code of Behaviour

• the student’s continued presence in the school at this time constitutes a threat to safety

• the student is responsible for serious damage to property

A single incident of serious misconduct may be grounds for suspension.

8.4 Factors to consider before suspending a student

• The nature and seriousness of the behaviour

• The context of the behaviour

• The impact of the behaviour

• The interventions tried to date

• Whether suspension is a proportionate response

• The possible impact of suspension.

8.5 Forms of Suspension

Immediate suspension: The Principal may consider an immediate suspension to be necessary where the continued presence of the student in the school at the time would represent a serious threat to the safety of students or staff of the school or any other person.

Suspension during a State examination: This sanction must be approved by the Board of Management and should only be used where there is:

• a threat to good order in the conduct of the examination

• a threat to the safety of other students and personnel

• a threat to the rights of other students to do their examination in a calm atmosphere

8.6 Procedures in respect of suspension

Fair procedures are followed when proposing to suspend a student. Where a preliminary assessment of the facts confirms serious misbehaviour that could warrant suspension, the following procedures will be observed:

(a) The student and her parents will be informed of the complaint, will be told how it will be investigated and will be informed that it could result in suspension.

(b) Parents and student will be invited to meet the Principal and will be given an opportunity to respond to the complaint before a decision is made and before any sanction is imposed.

(c) In the case of an immediate suspension, parents will be notified and arrangements made with them to collect their daughter from the school. A formal investigation will then be initiated with a meeting between all parties arranged for a later date. Parents and student will be given an opportunity to respond to the complaint before any decision is made and any further sanction imposed.

8.7 The period of suspension

(a) In general, a suspension should be no longer than three days. If a suspension longer than three days is proposed by the Principal, the matter should be referred to the Board of Management for consideration and approval. In circumstances where a Board of Management meeting cannot be convened in the time frame necessary, the Principal with the approval of the Chairperson may impose a suspension of up to 5 days.

(b) No student will be suspended for more than 10 days on any one period of suspension.

(c) The Board will formally review any proposal to suspend a student, where the suspension would bring the number of days for which the student is suspended in the current school year to 20 days or more. Any such suspension is subject to appeal under section 29 of the Education Act 1998.

8.8 Appeals

(a) The decision of the Principal to suspend a student may be appealed to the Board of Management.

(b) Where the total number of days for which the student has been suspended in the current year reaches 20 days, the parents, or a student aged over 18 years, may appeal the suspension under section 29 of the Education Act 1998.

8.9 Implementing the suspension

The Principal will notify the parents and the student in writing of the decision to suspend. The letter should confirm the following:

• the period of the suspension and the dates on which the suspension will begin and end

• the reasons for the suspension

• any study programme to be followed

• the arrangements for returning to school, including any commitments to be entered into by the student and the parents

• the provision of an appeal to the Board of Management

• the right to appeal to the Secretary General of the Department of Education and Skills (Education Act : Section 29) in particular circumstances.

8.10 Grounds for removing a suspension

A suspension may be removed if the Board of Management decides to remove the suspension for any reason or if the Secretary General of the Department of Education and Skills directs that it be removed following an appeal under Section 29 of the Education Act 1998.

8.11 After the suspension ends

(a) A period of suspension ends on the date given in the letter of notification to the parents about the suspension.

(b) A member of the Student Support team is assigned to help the student reintegrate into school.

8.12 Records and Reports

(a) Written records will be kept of:

• the investigation ( including notes of all interviews held)

• the decision making process

• the decision and rationale for the decision

• the duration of the suspension and any conditions attached to the suspension

(b) The Principal should report all suspensions to the Board of Management, with the reasons for and the duration of each suspension.

(c) The Principal is required to report suspensions in accordance with the NEWB reporting guidelines.

8.13 Review

The Board of Management will review the use of suspension annually to ensure that its use is consistent with school policies, that patterns of use are examined to identify factors that may be influencing behaviour in the school and to ensure that the use of suspension is appropriate and effective.

9. Expulsion

9.1 Definition

A student is expelled from school when the Board of Management makes a decision to permanently exclude her from the school, having complied with Section 24 of the Education (Welfare) Act 2000.

9.2 Authority to expel

The Board of Management has the authority to expel a student.

9.3 The grounds for expulsion

Expulsion should be a proportionate response to the student’s behaviour and should

only be taken in extreme cases of unacceptable behaviour. A proposal to expel a student requires serious grounds such as that:

• the student’s behaviour is a persistent cause of significant disruption to the learning of others or to the teaching process.

• the student’s continued presence in the school constitutes a real and significant threat to safety.

• the student is responsible for serious damage to property. There may be grounds for considering that a student be expelled for a first offence. The kind of behaviours that might result in a proposal to expel includes the following:

• a serious threat of violence against another student or member of staff

• actual violence or physical assault

• supplying illegal drugs to other students in the school

• sexual assault

9.4 Factors to consider before proposing to expel a student

• The nature and seriousness of the behaviour

• The context of the behaviour

• The impact of the behaviour

• The interventions tried to date

• Whether expulsion is a proportionate response

• The possible impact of expulsion

9.5 Procedures in respect of expulsion

Where a preliminary assessment of the facts confirms serious misbehaviour that could warrant expulsion, the following procedural steps will be taken:

1. A detailed investigation is carried out under the direction of the Principal

The Principal will inform the student and their parents in writing about the details of the alleged misbehaviour, how it will be investigated and that it could result in expulsion. A meeting will be arranged with the Principal to give the parents and student every opportunity to respond to the complaint of serious misbehaviour before a decision is made and a sanction is imposed.

If the parents and students fail to attend the meeting, the Principal will write explaining the gravity of the issue, the importance of attending a rescheduled meeting, and failing that, the duty of the School Management to make a decision to respond to the inappropriate behaviour.

A record of the invitation issued and the response of the parents will be kept on file.

2. A recommendation to the Board of Management by the Principal

Where the Principal forms a view, based on the investigation of the alleged misbehaviour, that expulsion may be warranted, the Principal makes a recommendation to the Board of Management to consider expulsion. The Principal will

• inform the parents and student that the Board of Management is being asked to consider expulsion

• ensure that parents have records of the allegations against the student, the investigation, and written notice of the grounds on which the Board of Management is being asked to consider expulsion

• provide the Board of Management with the same comprehensive records as are given to parents

• notify the parents of the date of the hearing by the Board of Management and invite them to that hearing

• advise the parents that they can make a written and oral submission to the Board of Management

• ensure that parents have enough notice to allow them prepare for the hearing.

3. Consideration by the Board of Management of the Principal’s recommendation and the holding of a hearing

The Board will review the initial investigation and ensure that the investigation was properly conducted in line with fair procedures.

The Board will review all documentation and the circumstances of the case. No party who has had any involvement with the case will be part of the Board’s deliberations.

If the Board decides to consider expelling a student, a hearing will be arranged. At the hearing, the Principal and the parents, or a student aged 18 years or over, will put their case to the Board in each other’s presence. Each party should be allowed to question the evidence of the other party directly. Parents may wish to be accompanied to the hearing.

After both sides have been heard, the Principal and parents will withdraw and the Board will deliberate in private.

4. Board of Management deliberations and actions following the hearing

It is the responsibility of the Board of Management to decide whether or not the allegation is substantiated and, if so, whether or not expulsion is the appropriate sanction.

Where the Board, having considered all the facts of the case, is of the opinion that the student should be expelled, the Board will notify the Educational Welfare Officer in writing of its opinion, and the reasons for this opinion. The student cannot be expelled before the passage of twenty school days from the date on which the Educational Welfare Officer receives the written notification.

The Board will inform the parents in writing about its conclusions and the next steps in the process. Parents will be informed that the Educational Welfare Officer will be notified of the decision.

5. Consultations arranged by the Educational Welfare Officer

Within twenty days of receipt of the notification from the Board of Management of its opinion that a student be expelled, the Educational Welfare Officer must:

• Consult with the Principal, parents and student

• Convene a meeting of those parties who agree to attend.

The purpose of the meeting is to ensure that arrangements are made for the student to remain in education. Pending these consultations about the future education of the student, the Board may consider it appropriate to suspend the student if there is a likelihood that

the continued presence of the student during this time will seriously disrupt the learning of others or represent a threat to the safety of other students or staff

6. Confirmation of the decision to expel

Where the twenty-day period following notification to the Educational Welfare Officer has elapsed and where the Board of Management remains of the view that the student should be expelled, the Chairperson and the Principal will be delegated to formally confirm the decision to expel. Parents will be notified that the expulsion will now proceed. Parents will be informed about the right to appeal and will be supplied with a form on which to lodge an appeal. A formal record will be kept of the decision to expel the student.

9.6 Appeals

A parent, or a student over 18 years, may appeal a decision to expel to the Secretary General of the Department of Education and Skills. An appeal may also be brought by the National Educational Welfare Board on behalf of the student.

9.7 Review

The Board of Management will review the use of expulsion in the school annually to ensure that its use is consistent with school policies, that patterns of use are examined to identify factors that may be influencing behaviour in the school and to ensure that expulsion is used appropriately.

10. Bringing a concern about a behaviour matter

In Loreto Abbey, we foster an openness to dialogue with parents. When concerns arise, parents are encouraged to contact the Principal with the intention of resolving the matter.

11. Monitoring

The Code of Behaviour will be monitored by the Principal and Deputy Principal, the Student Support Group and the Assistant Principals on an annual basis and will be reviewed on a regular basis.

The Code of Behaviour was adopted at a meeting of the Board on 2nd May 2008 and amendments were adopted on 14th June 2010, 16th June 2011, 29th May 2013, 14th June 2016, 12th June 2018, 20th June 2019, 5th May 2020 and 20th August 2020.

Signed: ______________________________________________________

Dr. Eilis Humphreys

Date: 20th August 2020

ANTI - BULLYING CHARTER

This is a Loreto School. In a Loreto School we care for one another. We show this care by refusing to tolerate any action that intimidates or bullies another.

1. We see ourselves as good. We have talents and gifts. There is no need to be jealous of anyone.

2. We accept that people are different. We come from different environments. We have different talents and gifts. We are different in looks. We have different opinions and values. Differences are good. We always respect the differences in each other.

3. We have feelings and emotions. We treat others as we would like to be treated ourselves.

4. We respect the privacy of others.

5. We respect the good name of others.

6. We respect the property of others.

7. We respect the feelings of others when texting or using the internet.

8. We try to support those in the school community who are in difficulty.

9. We try to include everyone in our conversations, groups, games, etc.

10. We recognise that life is too short to fight.

Remember if you are bullied, it is never your fault. You are the victim.

Talk to your Amiga/Tutor/Year Head/Chaplain/Guidance Counsellor/Deputy Principal/Principal immediately PARENT / SCHOOL

MOBILE PHONE INFRINGEMENT

MOBILE PHONE INFRINGEMENT

PARENT / SCHOOL CONTACT

Formal Parent/Teacher Meetings are held once a year for every class. Parent(s) / Guardian(s) are advised to attend.

• Written reports are issued each term

• The website is updated weekly.

• Newsletters are issued regularly

• Each Year has a Year Head whom parents may contact on matters concerning their daughters.

• The Principal and Deputy Principal may be contacted on more serious issues.

CORRIDOR DISCIPLINE

To ensure safety in the corridors please follow the flow of traffic as indicated by arrows.

WHAT TO DO IF THERE IS A FIRE FIRE ALARM

On discovery of a fire, sound the alarm signal at once. DO NOT panic or rush about the building shouting “FIRE”.

ON HEARING THE ALARM

a. When in class: Orders will be given by the teacher or other person in charge. Follow them strictly. If a teacher is not present, follow the orders underneath.

b. When not in class: Form single file and go by the most direct route to the place of assembly.

AT ALL TIMES

DO NOT run

DO NOT laugh, talk or make noise

DO NOT attempt to pass others

DO NOT return for anything you have forgotten

PLACE OF ASSEMBLY:

Extra-Curricular Life in Loreto Abbey Dalkey

Taking part in an extra-curricular activity at lunchtime or after school gives you the opportunity to try out new things and get to know more people with similar interests. Ask your Year Head/Form Tutor where you can get more information. If you are interested in something that we don’t already offer, ask a teacher who to talk to about seeing if we could start a new club.

Stem/Lego Club

Young Entrepreneur Scheme (Y.E.S.)

Justice and Peace Group

Hockey

Cross country

Debating Club

SPHE Support Group

Spanish Club

School Choir

Art Club

Basketball

Volleyball

Self Defence

Soccer

Choir/Orchestra

School Gym

Creative Writing

Photography Club

Ember and Solas

Pilates

Personal Training Gym

Hockey

Gaelic

Rugby Tennis

Athletics

Hiking Club

Table Tennis

Green Schools

YSI

SETTING AND MONITORING YOUR ASSESSMENT GOALS

Notes

Notes

Notes

Your

- Author Unknown

Your Your

mental health is a priority. is an happiness essential. is a self-care necessity.

DIET, SLEEP & EXERCISE

To fully understand the importance of being healthy, you will now have the opportunity to learn about physical and mental health and the impact both have on your overall well-being.

One way that you can look after your physical health is by eating a balanced diet, getting sufficient sleep and doing some exercise each day. Good diet, sleep and exercise have countless physical and mental benefits.

f earn about mpact both diet,

Physical BenefitsMental Benefits

• Helps to build and maintain healthy bones, muscles and joints

• Helps to control weight, build lean muscle and reduce fat

• Prevents and reduces high blood pressure

• Improves your memory and lengthens your attention span

• Improves your decision-making, planning and multi-tasking skills

• Increases your production of new nerve, blood and brain cells

Looking after your Physical Health

DIETSLEEPEXERCISE

Ensure you have a healthy diet.

Scan this bar code to access the food pyramid, which shows how often you should eat different food groups.

Ensure you get a good night’s sleep. Avoid being on a screen before you go to bed, and it’s best not to bring your phone into your bedroom.

Try to get a daily recommended physical activity of 30 minutes of exercise. Consider including a column for physical activity in your study timetable so you can actively make it part of your daily routine.

BUILDING RESILIENCE

Unfortunately, negative things happen to everyone in life; however, some people seem to bounce back quicker than others. This is referred to as resilience - your ability to bounce back after setbacks.

One useful way of understanding how to develop resilience is to use the acronym BOUNCE.

Bad things and times happen, but things do get better. Others are there to help you, but you need to let them know. Unhelpful thoughts don’t make things better. Nobody is perfect.

Concentrate on the good things in your life, it’s not all bad. Everybody has setbacks or struggles. You are not on your own here.

Here are five useful ways that you can build your own personal resilience. In the space provided, identify one way you could incorporate each one into your own life!

GETTING HELP

The most important thing about mental health is being aware of your feelings as they arise. This helps you identify stress triggers and how you react to them.

It is important that you have people around you that you can talk to about these things.

So, let’s identify people in your life that you can go to in the three categories below.

People in your life with whom you can talk about anything.

People in your life who you can go to for advice.

Names of agencies / support services available to you if you need them.

WHO CAN you GO TO when you NEED HELP?

In the diagram below, fill in each circle with the various people in your life.

We a ll need whe re we

Your Safety somewhere feel safe

- Emma Thompson (1959 - )

Emma is a British actress, screenwriter, activist, author and comedian. She is a winner of Academy Awards, BAFTA Awards and Golden Globe Awards.

PERSONAL SAFETY

At the heart of your own well-being, and your physical and mental health, is your own personal safety. It is important to feel safe in many different aspects of your life. Here are some tips for ensuring your personal safety in different circumstances.

SAFETY TIPS FOR TRAVELLING WITH OTHERS

• Never, ever take a lift from a driver that has taken drink or drugs.

• Speed kills, so ensure your driver always strictly keeps to the speed limits.

SAFETY TIPS FOR CYCLING

• Never cycle in the dark without adequate lights.

• Wear a reflective jacket, armbands and belt if cycling at night.

• Obey traffic signs and signals and watch out for traffic.

• Ensure your bike is in working order.

• Keep to the left.

• Wear a helmet.

• Do not wear headphones.

• Take your time.

SAFETY TIPS FOR WALKING

• Always walk facing traffic so that a car can’t come up behind you.

• Don’t cross the road on a corner or a bend.

• Don’t walk on dark roads on your own at night – stick to walking in daylight.

• Always walk on the footpaths.

Sadly, bullying can be a feature of school life. It is important to understand these facts about bullying so that you can:

(a) Recognise it

(b) Take action and know where to ask for help

What are the main types of bullying?

Hitting, pushing, spitting, stealing or breaking others’ belongings, making mean hand gestures

Where can bullying happen?

Bullying can happen…..

• To anyone

• Anytime • Anywhere

• In any way

Threatening, teasing, name calling, making sexual remarks

Spreading rumours, encouraging others to reject or exclude someone, embarrassing someone in public

How can I deal with bullying?

• Report it to someone you can trust.

• Stay calm and in control.

• Talk to friends you can trust and ask them for help.

• Don’t show emotions like anger, fear or upset.

• Be assertive – speak clearly and firmly.

• Show confidence – use positive body language.

CYBERBULLYING

Cyberbullying is where information and communication technology is used to deliberately hurt someone’s feelings.

Cyberbullying can take place through instant messaging, chat rooms, online polling sites, blogs and social networking sites.

Cyberbullying can be very dangerous because it is:

• Invasive

• Often anonymous

• Difficult to escape from or stop

• Sometimes a criminal act

• Communicated quickly and to a wide audience

THANKFULLY, THERE ARE LOTS OF WAYS YOU CAN PROTECT YOURSELF FROM CYBERBULLYING.

Here are some tips for staying safe on the internet:

HIDE YOUR PERSONAL DETAILS: Password, PIN, username and real name, email address, home address, mobile number, personal photos.

FOLLOW NETIQUETTE: Communicate clearly, use emoticons, be polite.

Do’sDon’ts

• React appropriately

• Block any sender of nasty messages

• Set your sites/profiles to private

• Save nasty links/texts etc.

• Ask permission before you share anyone else’s details

• Change your password often.

• Open a message from someone you don’t know

• Give details to anyone that you don’t know in real life.

the most impor tant thing,

Your Learning

Strengths

no matter how you do it, or where you do it, or who you do it with.

- Saoirse Ronan (1994 -)

An Irish actress who has received many accolades, including a Golden Globe Award, four Academy Award nominations and British Academy Film Awards.

GROWTH MINDSET

Earlier on in this module, you learned the meaning of the word resilience. People who display resilience have a ‘Growth Mindset’. Let’s find out a little more about this….

What is a mindset?

A mindset is a person’s approach or attitude.

What are the different types of mindset? There are two main types of mindset. They are known as a Fixed Mindset and a Growth Mindset

WHAT IS THE DIFFERENCE BETWEEN A FIXED MINDSET AND A GROWTH MINDSET?

People with a fixed mindset believe they are born with a limit to their intelligence and ability. They blame their intelligence if they fail.

People with a growth mindset believe they have multiple intelligences which they use and grow over time. They take responsibility for succeeding

FIXED MINDSET GROWTH MINDSET

“I learn nothing from mistakes.”

“I am not good at some things.”

“When I am frustrated, I give up.”

“I learn from my mistakes.”

“When I am frustrated, I persevere.”

“I can learn anything if I try hard enough.”

Examine the diagram above to identify what type of mindset you have. What techniques can you use to develop a growth mindset?

“Ilearnfrommymistakes ”

Your INTELLIGENCES

A psychologist known as Howard Gardner identified eight different types of intelligences. Research now suggests that different intelligences occur in different parts of your brain.

Here are the eight intelligences identified by Gardner:

The ability to understand yourself, to be reflective, know what you can or can’t do and where to get help. Used by philosophers, psychologists and church ministers.

The ability to think musically and to hear, recognise and remember patterns. Used by musicians, mathematicians, artists and dancers.

MUSICA

The ability to interpret space and to navigate. Used by pilots, artists, architects and racing drivers.

PERSONAL SPATI

The ability to understand and relate to others. Used by teachers, salespeople, politicians, human resource managers, doctors and psychologists.

The ability to understand cause and effect; to manipulate numbers. Used by scientists, mathematicians and engineers.

LACIGO & ACIT

CITSIUGNI EHTSEANIK

The ability to control body movement and the capacity to handle objects skilfully. Used by athletes, actors and dancers.

The ability to use language. Being able to express what’s on your mind and to understand others. Used by poets, novelists, politicians and lawyers.

The ability to discriminate between living things and be sensitive to the natural world. Used by botanists, ornithologists, beauticians and top chefs.

Reflecting on YOUR strengths

Developing a growth mindset by recognising your intelligences

A person with a Growth Mindset will ask themselves “In which ways am I intelligent?” and not “How intelligent am I?”

Use the diagram below to identify which intelligences most apply to you. Reflect on times when you have used this intelligence by giving a specific example.

Is this intelligence one of your strengths?

Give an example of when you have used this intelligence:

NATURALISTVISUAL-SPATIAL INTERPERSONAL LINGUISTIC

Is this intelligence one of your strengths?

Give an example of when you have used this intelligence:

KinaestheticIntrapersonal LOGICAL MUSICAL

- Malala Yousafzai (1997- )

Malala is a Pakistani activist for female education and the youngest-ever Nobel Prize laureate.

This content has been developed in partnership with The Irish Second-Level Students’ Union (ISSU).

I raise my voice but so that those without a voice CAN BE heard.

not so that I can shout,

What is the ISSU?

Did you know that there is a union that represents you?

The Irish Second-Level Students’ Union (ISSU) is a union representing students, run by students.

They are the national representative body for you, second-level students in Ireland. Their membership is based on the student council model, and they aim to provide support, training and assistance to member student councils.

They aim to build a stronger student voice at all levels of the education system.

They are there for you, they are your union. Reach out, get involved, ask for their help. Engage with them. #Expressyourself

How can you strengthen the student voice in your school?

Make sure there is a representative, democratic student council in your school.

g

Get involved in your student council.

JOIN THE ISSU (issu.ie/ membership)

the ISSU Regional Council event in your region (issu.ie/rcs) Get

Attend

national campaigns. (Visit issu.ie)

@ISSU4u Irish Second-Level www.issu.ie studentvoice@issu.ie Students’ Union

You can make a difference, young people don’t realise, if you have a proactive attitude, if you’re willing to try to find a solution - you can do it. My advice: find other people who want to see a change, bring them together, write on a giant piece of paper “What do we want to do?”

- Reuben Murray, President of the ISSU

SDGs & Climate Activism

In 2015, 193 countries agreed on Agenda 2030 and the Sustainable Development Goals (SDGs) in order to create a better world by 2030. The 17 goals cover a wide range of areas, and address many of the causes of inequality, poverty, and injustice in our world. All of the goals are linked, and we can’t achieve any of them without achieving the others. If you want to get involved in sustainability, you can:

• Contact an organisation currently working to help us achieve the SDGs, e.g.

or ISSU.

• Organise action in your own area.

• Research the SDGs at sdgs.un.org or download the SDGs in Action App to learn more and find action around you!

How can you engage in climate activism?

Engaging in climate activism is for everyone; get involved, learn, and make your voice heard!

• Get involved with groups involved in climate activism - usually through social media, or attend a demonstration!

• Organise community actions like beach clean-ups!

• Write to your councillors and TDs! (whoismytd.com)

• Promote awareness in your school, community, and online!

• Take small steps such as recycling, growing your own food, or shopping sustainably, and encourage friends and family to join you!

Gaeilge Activism

Conas do ghuth a úsáid chun an Ghaeilge a chur chun cinn!

How to use your voice to promote the Irish language!

Ar scoil:

• Establish an Irish Officer / Oifigeach Gaeilge in your student council.

• Use Gaeilge with your friends and encourage others - have fun with it!

Lasmuigh den scoil:

• Keep up to date with Gaeilge and Gaeltacht issues and write to your public representatives!

• Attend events in your area and get involved on a local level as much as you canar scáth a chéile a mhaireann na daoine!

• Use Gaeilge online and join the Irish-speaking community on social media!

ISSU agus an Ghaeilge:

• The ISSU is a strong advocate for the Irish language, and has worked with multiple organisations to promote and work on behalf of the language.

• In conjunction with Conradh na Gaeilge, we offer training days for students who want to get involved with the language - keep an eye on www.issu.ie and our social media accounts for exciting upcoming opportunities!

Is é an rud is tábhachtaí ná do ghuth a úsáid - labhair amach ar do shon agus ar son na Gaeilge!

Nelson Mandela (1919-2013)

South African revolutionary anti-apartheid political leader. South Africa’s first Black head of state and president from 1994-1999.

Education is the most powerful weapon which you can use to change the world.

An overview of THE Junior Cycle

The Junior Cycle is completed over the first three years in secondary school.

The Junior Cycle has been especially designed to put YOU at the centre of the learning experience. By putting you at the centre of learning, you will become more engaged with your learning and develop important skills that will help you to grow as a person in this ever-changing world, including things to help your mental and physical health.

This section of your school journal contains key information about the Junior Cycle. We want you to be in control of all your learning in Junior Cycle, so we have developed an important list of keywords that you will need to be familiar with as you journey through your Junior Cycle.

Discuss these keywords with your class and write a definition for each one

Key Skills

The world that we live in is constantly changing. Ask a teacher or a parent to talk to you about some of these changes.

What is a skill?

A skill is something you do well because it is something you practise regularly. Name one skill that you have that you think is important for learning.

The Junior Cycle recognises that the world will continue to change and wants to equip you with the necessary skills to meet these changes as you grow older. While there are many important learning skills, the Junior Cycle has identified eight Key Skills that will be central to your learning from first to third year.

Eight Key Skills of Junior Cycle

The eight Key Skills of Junior Cycle are illustrated in the diagram below. It is important that you can name each of these skills before we investigate them further.

KEY SKILLS

In order for you to be at the centre of your learning at Junior Cycle, it is important that you fully understand the importance of each of the eight Key Skills.

In the space provided, draw one image of what you think each skill could look like and write one example of how you might carry out that skill.

What does this skill look like to you?

How can you demonstrate this skill in your learning?

What does this skill look like to you?

How can you demonstrate this skill in your learning?

SETTING AND PLANNING LEARNING GOALS

One way that you can be in control of your learning at Junior Cycle is to set yourself goals. Some of these goals might be subject based (e.g. you might want to complete all your English project work by December), while others might be personally related to you (e.g. you might want to learn how to play a musical instrument).

How do you set realistic goals?

The important thing to remember is that YOU are at the heart of your learning journey, so you must set goals that are suitable for YOU! Therefore, you must set yourself goals that are realistic to you. A simple technique to get you started for creating learning goals is called the SMART SYSTEM.

Do you understand what each of these terms mean? Write a definition for each one in your own words!

Creating goals for success

Now that you understand…..

a. why creating goals is important in order for you to be in charge of your own learning, and

b. the SMART technique for setting goals

…..It’s time to set yourself some personal goals.

Sample goal setting

Read through and discuss the following example of a learning goal. Once you have done this, you will have the opportunity to create your own personal learning goals.

Planning Review and Reflection Date Set LEARNING GOAL (SMART)

Sep 28thBe able to have a conversation about my pastimes in French

Time to set your own goals

November 2ndI remembered all the vocabularyimportant and I didn’t get nervous.

I confused the present and past tense at times so I need to revise these.

Planning Review and Reflection

Date Set LEARNING GOAL (SMART)

To download the Setting Your Learning Goals template, just go to

To download the Reflecting on Your Learning Outcomes template, just go to

ASSESSMENT

Understanding the Importance of Assessment at Junior Cycle

What is assessment?

Assessment is a way of gathering evidence of all the knowledge and skills you have developed.

Why is assessment important at Junior Cycle?

Assessment is a very important feature of Junior Cycle because it gives you a clear picture of all the work you have completed from first to third year. It also allows you to reflect on the skills that you have learned and improvements you have made on your journey.

What are the different types of assessment at Junior Cycle?

There are two main types of assessment at Junior Cycle:

Formative assessment

e ssess e

This is a continuous assessment and happens in most classes in the form of quizzes, homework etc.

Summative Assessment

This happens at the end of third year in an exam marked by the State Examinations Commission.

TYPES OF Assessment

Formative assessment SUMMATIVE assessment

Formative Assessment happens in most classes. It’s a very useful way for your teacher to assess your work on an ongoing basis. The best way you can prepare for formative assessment is to have a good homework and study routine and to always do your best!

The best way to improve ongoing assessment is to learn from your teacher’s advice and feedback. For example, one teacher might advise you on ways to write better sentences, another teacher might ask you to learn specific facts.

Summative Assessment is more formal and happens at the end of your Junior Cycle. It takes two forms. One is the external exam marked by the State Examinations Commission. The other is the Classroom Based Assessment (CBA), which we will learn about on the next page.

The best way to achieve is to make clear goals, and have a good study and homework plan. This will be explored further in the second section of the Junior Cycle module.

Used Used continuously at the end

Assessments for the Junior Cycle

Classroom Based Assessments (CBAs) are an important assessment in Junior Cycle.

• You will do two CBAs in each subject.

• You will do the first CBA in second year (CBA1).

• You will do the second CBA in third year (CBA2).

• They will be organised by your teacher.

• They will be held in your classroom.

• Your CBA will be reported on in your Junior Cycle Profile of Achievement (JCPA) using one of these four descriptors:

o Exceptional

o Above Expectations

o In Line with Expectations

o Yet to Meet Expectations

Assessment Task

Once you have completed your second CBA, you will be asked to reflect on and write about the skills, knowledge and understanding that you developed from your experience of preparing for and undertaking your CBA2. This is called an Assessment Task. It will take place during class and will be supervised by your teacher. It will be sent to the State Examinations Commission for marking as it makes up 10% of your overall mark for your third year exam in each subject.

Other Areas of LEARNING

One additional exciting feature of the Junior Cycle is that it provides you with the opportunity to engage in a variety of other areas of learning within your school community. It allows you to develop key skills in many other areas of school life. These can include different sporting, cultural, scientific and social activities happening in the context of your school.

GET TO KNOW YOUR SCHOOL!

For this reason, it is very important to get to know all the other areas of learning that are happening in your school. Make a list of three other areas of learning in the life of your school that you might be interested in becoming involved in.

WHERE CAN I SHOWCASE MY OTHER AREAS OF LEARNING?

You can showcase your other areas of learning (OAL) in your Profile of Achievement. Remember to write it in the first person and to concentrate on the skills you developed as a result of these activities!

Ms MulcahyTeam Member GM (Key Skill = Working with others) I participated on the team that reached the Leinster finals.

If you need more space to record your OALs, just go to

1.

2.

3.

Education is the passport the future,

- Malcom X (1925 – 1965)

An African American human rights activist during the civil rights movement.

Learning and Study

tomorrow

A Study System

It is important to create a study plan at the beginning of the school year to keep you motivated and to avoid feeling stressed about your workload. You will now be walked through a three-part study system.

Plan It

PLAN IT ........................................ Step one

Let’s reflect on how you planned your study in the past and use it to identify improvements you can make in Junior Cycle.

How did you plan your study in the past?

How could you plan your study better now?

At Junior Cycle it is important to use your independence and responsibility to ensure you are in control of your learning.

Weekly Study Planner

Ensure that you create a study plan that suits YOU. Make a new one each week as each week will vary in both your school and home life!.

To download a Study Planner for each week - just go to

Use this template to write out a planner for next week in school. Be sure to include any school events, including any homework, practicals or assessments. Also include details of your plans each evening – it is important to have a healthy balance between school work, exercise and rest!

Subject Revision Planner

Use this template for each subject you are studying. Use it to take note of each topic within the subject that you must study and record each of your reviews of each of the topics on the Subject Revision Planner.

To download a Subject Revision Planner for each subject - just go to

Tips for using the Subject Revision Planner

Here are some simple techniques for keeping an effective study plan……

• Use the Subject Revision Planner for each of your subjects.

• Divide each subject into key topics.

• Indicate how important each topic is for your assessment.

• Record when you create your study notes and complete POKER (we will examine this in detail on the next page).

• Tick the box when you have completed each review.

Acronyms SillySentences

Story

Techniques to help you remember

Generally speaking, most people find it hard to remember what they read in a book. For this reason, they take notes. Notes can be in many different forms. All these are based on knowing that we learn best using association and imagination. If you don’t know what each of these techniques are, do some research on them - you will find that they will help your study.

Keyword Visuals

Mind Maps POKER System

Study System S d S tem tu y ys

Tackle any subject easily

Pre-test

What do I already know about this topic?

Overview

What is the structure of this topic? What are the subheadings?

Keywords

Highlight the keywords for the topic.

Create a one-page summary that uses the headings and keywords.

What do you now know about the topic?

This simple system can be followed to break each subject down into bite-sized chunks called topics.

REVIEW IT....................................... Step 3

By creating a study plan and regularly revising, you have made a great start. By devising your own notes and study techniques you will have a much greater knowledge of your subject areas. However, there is one final step in the journey, and this is review!

Why should you regularly review your notes?

Did you ever wonder why you could remember your phone number or date of birth so easily but then struggle to remember what you learned in geography last class or the name of someone you met last week?

The truth is that you need to regularly review your notes in order for the information to go into your long-term memory.

How often should you review your notes? Ideally, you should review your notes…..

After 1 hourAfter 1 dayAfter 1 WeekAfter 1 MonthAfter 3 Months

Use the Subject Revision Planner to record each review. You will be surprised at the difference it makes!

You can’t use up

creativity you have.

- the more you use, Maya Angelou

the more

If you need additional diary pages, you can download and print them by following the QR code.

There are shortcuts to happiness, and dancing is one of them.

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

THREE KEY SKILLS I PUT INTO PRACTICE THIS WEEK WERE: Skill

Subject:

Key Skill:

KEY SKILLS

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

THREE KEY SKILLS I PUT INTO PRACTICE THIS WEEK WERE: Skill

Subject: Key Skill:

KEY SKILLS

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

- Alice Walker

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

THREE KEY SKILLS I PUT INTO PRACTICE THIS WEEK WERE: Skill

Subject: Key Skill:

KEY SKILLS

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

THREE KEY SKILLS I PUT INTO PRACTICE THIS WEEK WERE: Skill

Subject:

Key Skill:

KEY SKILLS

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

You can’t force someone to respect you, but you can refuse to be disrespected. - Sakhi 14 15

Remember / Cuimhnigh:

Subject:

Key Skill:

THREE KEY SKILLS I PUT INTO PRACTICE THIS WEEK WERE: Skill MANAGING

KEY SKILLS

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

THREE KEY SKILLS I PUT INTO PRACTICE THIS WEEK WERE: Skill

Subject: Key Skill:

KEY SKILLS

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

- Peter Townsend

Subject/ÁbharHomework

and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

THREE KEY SKILLS I PUT INTO PRACTICE THIS WEEK WERE: Skill

Subject:

Key Skill:

KEY SKILLS

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

/ Cuimhnigh:

/ Cuimhnigh:

You are what you do

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

THREE KEY SKILLS I PUT INTO PRACTICE THIS WEEK WERE: Skill

Subject: Key Skill:

KEY SKILLS

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

THREE KEY SKILLS I PUT INTO PRACTICE THIS WEEK WERE: Skill

Subject:

Key Skill:

KEY SKILLS

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

THREE KEY SKILLS I PUT INTO PRACTICE THIS WEEK WERE: Skill

Subject: Key Skill:

KEY SKILLS

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

THREE KEY SKILLS I PUT INTO PRACTICE THIS WEEK WERE: Skill

Subject:

Key Skill:

KEY SKILLS

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh: Remember / Cuimhnigh:

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

2 3

Remember / Cuimhnigh:

Mid-Term Break

Remember / Cuimhnigh:

THREE KEY SKILLS I PUT INTO PRACTICE THIS WEEK WERE: Skill

Subject:

Mid-Term Break

Key Skill:

KEY SKILLS

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

THREE KEY SKILLS I PUT INTO PRACTICE THIS WEEK WERE: Skill

Subject: Key Skill:

KEY SKILLS

If you could kick the person responsible for most of your trouble, you wouldn’t sit for a month. - Teddy Roosevelt

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

16

Remember / Cuimhnigh:

17

Remember / Cuimhnigh:

THREE KEY SKILLS I PUT INTO PRACTICE THIS WEEK WERE: Skill

Subject: Key Skill:

KEY SKILLS

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

THREE KEY SKILLS I PUT INTO PRACTICE THIS WEEK WERE: Skill

Subject:

Key Skill:

KEY SKILLS

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

Every morning we are born again. What we do today is what matters most. - Buddha

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

THREE KEY SKILLS I PUT INTO PRACTICE THIS WEEK WERE: Skill

Subject:

Key Skill:

KEY SKILLS

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

THREE KEY SKILLS I PUT INTO PRACTICE THIS WEEK WERE: Skill

Subject: Key Skill:

KEY SKILLS

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

THREE KEY SKILLS I PUT INTO PRACTICE THIS WEEK WERE: Skill

Subject:

Key Skill:

KEY SKILLS

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh: Remember / Cuimhnigh:

THREE KEY SKILLS I PUT INTO PRACTICE THIS WEEK WERE:

KEY SKILLS

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

THREE KEY SKILLS I PUT INTO PRACTICE THIS WEEK WERE: Skill

KEY SKILLS

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

1

Remember / Cuimhnigh:

Christmas Break

2 3

Remember / Cuimhnigh:

Remember / Cuimhnigh:

Christmas Break

Christmas Break

In a world of hashtags and followers, know the true importance of human connection

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

4 5

Remember / Cuimhnigh:

Christmas Break

Remember / Cuimhnigh:

THREE KEY SKILLS I PUT INTO PRACTICE THIS WEEK WERE: Skill

Subject:

Christmas Break

Key Skill:

KEY SKILLS

Schools Re-open

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

THREE KEY SKILLS I PUT INTO PRACTICE THIS WEEK WERE: Skill

Subject:

Key Skill:

KEY SKILLS

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

THREE KEY SKILLS I PUT INTO PRACTICE THIS WEEK WERE: Skill

Subject: Key Skill:

KEY SKILLS

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

THREE KEY SKILLS I PUT INTO PRACTICE THIS WEEK WERE: Skill

Subject: Key Skill:

KEY SKILLS

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

THREE KEY SKILLS I PUT INTO PRACTICE THIS WEEK WERE: Skill

Subject: Key Skill:

KEY SKILLS

Bank

Strong people stand up for themselves, but the strongest people stand up for others.

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

THREE KEY SKILLS I PUT INTO PRACTICE THIS WEEK WERE: Skill

Subject:

Key Skill:

KEY SKILLS

If you want to go quickly, go alone. If you want to go far, go together.

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

THREE KEY SKILLS I PUT INTO PRACTICE THIS WEEK WERE: Skill

Subject: Key Skill:

KEY SKILLS

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

THREE KEY SKILLS I PUT INTO PRACTICE THIS WEEK WERE: Skill

Subject: Key Skill:

KEY SKILLS

– Gillian Anderson

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

THREE KEY SKILLS I PUT INTO PRACTICE THIS WEEK WERE: Skill

Subject: Key Skill:

KEY SKILLS

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

THREE KEY SKILLS I PUT INTO PRACTICE THIS WEEK WERE: Skill

KEY SKILLS

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

THREE KEY SKILLS I PUT INTO PRACTICE THIS WEEK WERE: Skill

Subject: Key Skill:

KEY SKILLS

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

THREE KEY SKILLS I PUT INTO PRACTICE THIS WEEK WERE:

KEY SKILLS

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

KEY SKILLS

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

4 5

Remember / Cuimhnigh:

Remember / Cuimhnigh:

THREE KEY SKILLS I PUT INTO PRACTICE THIS WEEK WERE: Skill

Subject:

KEY SKILLS

Everyone should be respected as an individual, but no one idolised. – Albert Einstein

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

THREE KEY SKILLS I PUT INTO PRACTICE THIS WEEK WERE: Skill

Subject:

Key Skill:

KEY SKILLS

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

THREE KEY SKILLS I PUT INTO PRACTICE THIS WEEK WERE: Skill

Subject:

Key Skill:

KEY SKILLS

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

THREE KEY SKILLS I PUT INTO PRACTICE THIS WEEK WERE: Skill

Subject:

Key Skill:

KEY SKILLS

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

2 3

Remember / Cuimhnigh:

Remember / Cuimhnigh:

THREE KEY SKILLS I PUT INTO PRACTICE THIS WEEK WERE: Skill

Subject: Key Skill:

KEY SKILLS

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

THREE KEY SKILLS I PUT INTO PRACTICE THIS WEEK WERE: Skill

Subject:

Key Skill:

KEY SKILLS

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

THREE KEY SKILLS I PUT INTO PRACTICE THIS WEEK WERE: Skill

Subject:

Key Skill:

KEY SKILLS

- Scott Dinsmore

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

THREE KEY SKILLS I PUT INTO PRACTICE THIS WEEK WERE: Skill

Subject:

Key Skill:

KEY SKILLS

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

- Sabrina Carpenter

Subject/ÁbharHomework and Learning/ Obair Bhaile agus Foghlama

Remember / Cuimhnigh:

Remember / Cuimhnigh:

THREE KEY SKILLS I PUT INTO PRACTICE THIS WEEK WERE: Skill

Subject:

Key Skill:

KEY SKILLS

Managing Your Learning

There are three main elements to managing your learning, these being:

1. Setting learning goals and planning your learning

2. Monitoring your progress

3. Reflecting on your learning and progress with a view to learning from past experience.

Learning how to manage yourself and your learning is a key skill for Junior Cycle and it will prepare you for success at Senior Cycle.

Below are links to tools/templates which will help you to manage your learning. The templates are divided into the three elements of self-management for learning:

1. Setting learning goals and managing your learning, 2. Monitoring your progress, 3. Reflecting on your learning and progress.

When you select a QR Code for a particular template, it takes you to the online template and you can then print that resource and use it manage your learning.

Templates

1. Managing Myself - Setting learning goals and planning your learning

Template A: Setting Your Learning Goals

Template B: Your Study

Timetable

2. Monitoring Your Progress and Recording Your Achievements

Template D: Monthly Review

Template E: Tracking Your Results Subject by Subject

Template C: Subject Revision Planner

Template F: Other Areas of Learning

3. Reflecting on Your Learning and Progress - Reflections on your monthly learning

Template G: Reflecting on Your Assessments

Template H: Outcomes to Goals

EXAM TIMETABLES

DATESUBJECTTIME DATESUBJECTTIME

TOP EXAM TIPS

Read and Reread – Read all exam questions carefully, then read them again. The second time round, underline or highlight the key points.

Use Time Wisely – Take note of how many marks are awarded for each question and divide your time accordingly. If you feel you can’t fully answer a question just try it, marks are awarded for attempts and partial answers.

Eat for Success – Fizzy energy drinks will only boost you for an hour, but by eating slow energy release foods such as porridge with nuts and fruit you will have the energy for a full day of exams.

JUNIOR CYCLE SUCCESS

QR codes to access online resources

Sample questions and answers to past papers

Revision books series ers and

Curriculum broken down, reducing students’ workload

Student-friendly language and modern graphics

Student Name: Class: Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.):

Details Signed by Parent/Guardian:Date: / / Signed by Teacher:Date: / /

Student Name: Class: Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.):

Details Signed by Parent/Guardian:Date: / / Signed by Teacher:Date: / /

Student Name: Class: Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.): Details Signed by Parent/Guardian:Date: / / Signed by Teacher:Date: / / Student Name: Class: Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.):

Student Name: Class: Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.): Details Signed by Parent/Guardian:Date: / / Signed by Teacher:Date: / /

Student Name: Class: Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.):

Details Signed by Parent/Guardian:Date: / / Signed by Teacher:Date: / /

Student Name: Class: Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.):

Signed by Parent/Guardian:Date: / / Signed by Teacher:Date: / / Student Name: Class: Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.):

Student Name: Class: Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.):

Details Signed by Parent/Guardian:Date: / / Signed by Teacher:Date: / /

Student Name: Class: Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.):

Details Signed by Parent/Guardian:Date: / / Signed by Teacher:Date: / /

Student Name: Class: Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.): Details Signed by Parent/Guardian:Date: / / Signed by Teacher:Date: / /

Student Name: Class: Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.): Details Signed by Parent/Guardian:Date: / / Signed by Teacher:Date: / /

Student Name: Class: Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.):

Details Signed by Parent/Guardian:Date: / / Signed by Teacher:Date: / /

Student Name: Class: Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.):

Details Signed by Parent/Guardian:Date: / / Signed by Teacher:Date: / /

Student Name: Class: Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.): Details Signed by Parent/Guardian:Date: / / Signed by Teacher:Date: / /

Student Name: Class: Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.): Details Signed by Parent/Guardian:Date: / / Signed by Teacher:Date: / /

Student Name: Class: Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.):

Details Signed by Parent/Guardian:Date: / / Signed by Teacher:Date: / /

Student Name: Class: Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.):

Details Signed by Parent/Guardian:Date: / / Signed by Teacher:Date: / /

Student Name: Class: Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.): Details Signed by Parent/Guardian:Date: / / Signed by Teacher:Date: / /

Student Name: Class: Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.): Details Signed by Parent/Guardian:Date: / / Signed by Teacher:Date: / /

Student Name: Class: Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.):

Details Signed by Parent/Guardian:Date: / / Signed by Teacher:Date: / /

Student Name: Class: Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.):

Details Signed by Parent/Guardian:Date: / / Signed by Teacher:Date: / /

Student Name: Class: Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.): Details Signed by Parent/Guardian:Date: / / Signed by Teacher:Date: / /

Student Name: Class: Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.): Details Signed by Parent/Guardian:Date: / /

Student Name: Class: Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.):

Details Signed by Parent/Guardian:Date: / / Signed by Teacher:Date: / /

Student Name: Class: Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.):

Details Signed by Parent/Guardian:Date: / / Signed by Teacher:Date: / /

Student Name: Class: Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.): Details Signed by Parent/Guardian:Date: / / Signed by Teacher:Date: / /

Student Name: Class: Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.): Details Signed by Parent/Guardian:Date: / / Signed by Teacher:Date: /

Student Name: Class: Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.):

Details Signed by Parent/Guardian:Date: / / Signed by Teacher:Date: / /

Student Name: Class: Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.):

Details Signed by Parent/Guardian:Date: / / Signed by Teacher:Date: / /

Student Name: Class: Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.): Details Signed by Parent/Guardian:Date: / / Signed by Teacher:Date: / /

Student Name: Class: Absent from: / / to / / No. of days:

Reason: Illness Urgent Family Reason Holiday

Other (please specify, eg; Medical Appointment, School Activity, Dentist, Open day, etc.): Details Signed by Parent/Guardian:Date: / /